In this lesson, students continue to draft their literary analysis essays. This lesson follows a similar structure as Lesson 9, direct instruction with the model literary analysis followed by students’ work on their own literary analysis essays.

In this lesson, students draft the introductory and concluding paragraphs of their End of Unit 2 Assessment literary analysis essay.

This lesson is an opportunity for students to review and revise their essays.

In Lessons 9–11, students draft their literary analysis essays. Each lesson has a similar structure of direct instruction with the model literary analysis followed by students’ work on their own literary analysis essays.

This lesson is the end of unit 3 assessment. Students draft their newspaper article based on the carefully selected factual information and eyewitness quotes they gathered on their Newspaper Article Planning graphic organizer in previous lessons.

In this lesson, students perform a peer critique. Then students write their final, best version of their article and they conclude this unit by sharing an excerpt of their article.

In this lesson, students use the inverted pyramid as a guide to organize their research information from most important to least important.

In this lesson, students begin the End of Unit 3 Assessment. To do so, they draft the written content of their informative consumer guide using their Quote Sandwich graphic organizers.

In this lesson, students write/create their final, best version of their guide including the visual images, charts, and graphs.

In this lesson, students continue working on their Informative Consumer Guide: The Issue of Overfishing and Fish Depletion.

In this lesson, students continue working on their Informative Consumer Guide: The Issue of Overfishing and Fish Depletion.

In this lesson, students test a variety of insulators and relate their knowledge to energy conservation. With teacher guidance, students design their own investigation. After all experiments are completed, the class looks across the data and draws evidence-based conclusions.

Assess students' understanding of scientific inquiry including the following skills: observation, background research, scientific procedures (including investigation design, measurement techniques, and error analysis), data collection, data display, scientific questions, formulating an hypothesis. Students will design and carry out an investigation to test which material is the best insulator; they will predict which way heat energy will flow in a system and analyze the flow of energy in a system from one point to another and from one form to another.

Students will work collaboratively to gather information about various groups of gelatinous zooplankton. They will be able to compare and contrast at least three different groups of zooplankton organisms and describe how gelatinous zooplankton fit into marine food webs. Groups will prepare a brief written report summarizing the information they have found and orally present to the rest of the class.

Students will have an opportunity to develop such "live interviews" with ancient athletes; working in small groups, they will produce a script based on the results of their research and they will perform the interview for other students in the class.

In this lesson students examine how imagery is used to represent ideas, themes, periods of history, and make cultural connections to poem, "Still I Rise." Students will reflect through written expression how resiliency is in their lives, school, and community.

In this lesson that tightly integrates personal writing, research, and thematic response to literature, students discuss the importance of having a recorded history of humanity. As they explore this topic, they gain a deeper understanding of the horror of Jonas’s dystopian society in Lois Lowry’s The Giver. This understanding generates a keen interest in and context for the descriptive writing of students’ own history. Students gather ideas from several sources, including their own memories, interviews, and photographs, and then write their own descriptive memoirs.

The emphasis of this lesson is on history and research rather than literature, selections from Jack London's The Call of the Wild are used to provide focus and structure for students' research in online databases of primary sources, and to serve as models of vivid narrative prose for students' own stories.

Having studied the archetypes of heros, students will be asked to complete a collaborative essay of a hero's journey utilizing narrative writing skills, the stages of the hero's journey, and elements, such as supernatural beings or creatures, found in mythology.  Students will bring the events of their hero’s journey to life by using dialogue, descrition, transition phrases, and sensory language.   Using a hyper-doc students will work in groups to create their collaborative story.If you want an option for students to have their own individual work have them independently complete Phase 4 of the hyper-doc.

This lesson plan uses graphic organizers to help students create podcasts/ radio broadcasts using a Natural Inquirer article.