This article explains how to model a range of prewriting techniques and introduces several mnemonics to help students organize their writing.

In this lesson, students will identify an area in the school that could be improved. Students will construct an improvement plan, complete with justification for their improvement method. Students will provide a formal written proposal supporting their claims that the specific area needs improvement and why their improvement plan could work.

This lesson examines the characteristics of Greek heroes and leads students to recognize references to Greek mythological heroes found in literature and culture today. Students will present analyses of heroes by defending their favorites in a slideshow presentation nominatting them for selection to a Heroes' Hall of Fame.

The focus of this lesson is on the use of hieroglyphs as a form of communication, record keeping, and as a means for preserving and passing down history. Students will learn basic information about the alphabet, common Egyptian words, and how to read hieroglyphic messages. Students will also practice using hieroglyphs to create messages of their own.

This resource includes informational paried passage mini-assessment that includes two articles and one accompanying recording, thirteen text-dependent questions (including one optional constructed-response prompt for students), and explanatory information for teachers regarding alignment to the CCSS. Articles included are “High Schools Starting Later to Help Sleepy Teens,” by Michelle Trudeau and “High schools will keep starting too early. Here’s why" by Dan Weissman.

In this lesson, students apply what they learn about the persuasive techniques used to sell products to write an advertisement of their own.

About a century has passed since the events at the center of this lesson-the Haymarket Affair, the Homestead Strike, and the Triangle Shirtwaist Factory Fire. In this lesson, students use primary historical sources to explore some of the questions raised by these events, questions that continue to be relevant in debates about American society: Where do we draw the line between acceptable business practices and unacceptable working conditions? Can an industrial-and indeed a post-industrial-economy succeed without taking advantage of those who do the work?

In this lesson, students will be introduced to their Pygmalion Argument Essay writing prompt and a model essay.

Students will read background information, a passage, information, vocabulary words, and vocabulary in context. Students will write answers to questions, quotations to support a main idea, and a response to a prompt. This resource supports English language development for English language learners.

Students will read a description of and passage from L. Frank Baum's work, characters' descriptions, questions, vocabulary, definitions, text excerpts, and a writing prompt. Students will write short answers, quotations to support a main idea, and an essay. This resource supports English language development for English language learners.

Students will read a description of and passages from one of President Kennedy's speeches in 1962. Students will then write a conclusion for the speech. This resource supports English language development for English language learners.

Students will read a description of an introductory paragraph, as well as two topics and ideas for main points. Students will then write introductory paragraphs incorporating the topics, ideas, and thesis statements. This resource supports English language development for English language learners.

Students will read a description of introductory paragraphs, as well as topics and main points. Students will then write introductory paragraphs that include the topics, main points, and thesis statements. This resource supports English language development for English language learners.

In this lesson, students will develop, weigh, and choose the reasons that will lead to the claim they will make in their argument essay on Pygmalion.

In this lesson, students will begin preparing for their position paper/essay and a fishbowl discussion. This lesson focuses on stakeholders and consequences.

In this lesson, students begin the writing process for the End of Unit 1 Assessment, an argument essay on Lyddie.

In this lesson, students will analyze the model essay and explore the best practice for writing an argumentative essay.

In this lesson, students continue to gather evidence and begin to gather evidence for their argument, choosing their most compelling claim.

In this lesson, students will analyze the model argument in order to better understand how to craft their own successfully.