Students conduct Web searches on open-ended questions and draw on their experiences to develop guides to searching effectively and finding reliable information online.

In this lesson, students participate in learning clubs, a grouping system used to organize active learning events based on student-selected areas of interest. Guided by the teacher, students select content area topics and draw on multiple texts—including websites, printed material, video, and music—to investigate their topics. Students then have the opportunity to share their learning using similar media, such as learning blogs.

In this lesson, students will be introduced to the unit, examine the AAP Recommendation for Screen Time, and complete a mini lesson focused on how to identify credible sources.

In this lesson, students will begin building background knowledge and paraphrasing about the garment industry.

In this lesson,students will locate relevant information to answer their supporting research questions, focusing on the article, "An Apparel Factory Defies Sweatshop Label, but Can it Thrive?"

In this lesson, students will evaluate where they are in their research, and then do some more independent research.

In this lesson, students will write several paragraphs that synthesize their learning and demonstrate what they have learned about working conditions.

In this lesson, students will work on finalizing their brochures. This lesson will be taught as a workshop lesson: begins with a mini lesson, continues with a large chunk of work time, and ends with a debrief.

In this lesson, students research Old West figures using both electronic and print sources. They then use an online tool to compile and organize reading notes, research, and related ideas. The information that is gathered is then presented in a student-constructed driver’s license that includes who, what, when, where, and why they are important in United States history. This activity offers an alternative to the traditional research paper, as well as an opportunity for students to share their projects with their classmates.

In this lesson, students will brainstorm "crimes" committed by characters from that text. Groups of students will work together to act as the prosecution or defense for the selected characters, while also acting as the jury for other groups. Students will use several sources to research for their case, including the novel and internet resources. All the while, students will be writing a persuasive piece to complement their trial work.

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.

After reading Lois Lowry's The Giver, students use a WebQuest to research ideas and themes from the novel. Students use their research and persuasive writing skills to create a brochure designed to sell a way of thinking or way of life addressed in the novel.

This article examines what happens when a sugar planter tries to save his sugar crops by importing a few mongooses. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

In this lesson, students research aspects of the Victorian Era as an introduction to a unit on "Jane Eyre"

Students explore what's hidden behind advertising messages by analyzing and creating parody advertisements. Students will demonstrate an understanding that advertisements don"™t necessarily tell the whole truth about a product and that advertisements are designed to deliver very specific messages to consumers.

For these lessons, students will be taken through a variety of activities to learn about plagiarism. They will learn what plagiarism is, the consequence for it, how to paraphrase writing, when to use direct quotes, and how to cite. This is a wonderful webquest for students to go through.

Batter up! Studies show that using topics from popular culture in the classroom motivates students to read and write. This lesson, which can also be adapted for other topics, encourages students to look critically at trivia questions before writing their own. Students begin by listening to a read-aloud of Lou Gehrig: The Luckiest Man by David A. Adler and visiting websites containing baseball facts. Using the information they discover, students write questions to include in a Jeopardy game PowerPoint template. Playing the game with classmates enables students to share the facts they have discovered and creates a cooperative atmosphere in the classroom.

Behind many of the apparently simple stories of Robert Frost's poems are unexpected questions and mysteries. In this lesson, students analyze what speakers include or omit from their narrative accounts, make inferences about speakers' motivations, and find evidence for their inferences in the words of the poem.

This lesson can be used after the reading of Bud, Not Buddy by Christopher Paul Curtis. The lesson encourages students to use higher level thinking skills and asks them to examine different character perspectives. Students demonstrate comprehension of the story by actively involving themselves in group and whole-class discussions. Information about the author contributes to their understanding of historical fiction. By further analyzing the characters in preparation for a class "press conference," students can better understand the characters' impact in the story. The development and responses to critical-thinking questions lead to deeper understanding of the story.