In this lesson, students will read and analyze the article "Firing, Not Hiring" by Nancy Hayes, and then work in pairs to add to their Subtopics and Evidence Charts.

In this classroom lab, students will explore the characteristics of a particular enzyme and the factors that affect its ability to catalyze a reaction. Students will look at how the enzyme catalase (source of catalase is chicken liver) affects the break down of hydrogen peroxide into water and oxygen. They design their own methods to answer the following questions: What substances contain the enzyme catalase? Why does the reaction stop? What is the effect of temperature on catalase function? What is the effect of pH on catalase function? Students collect and analyze data to answer reflection questions and complete a written lab summary that synthesizes data from the lab and knowledge of enzymes.

In 1950, North Korean forces, armed mainly with Soviet weapons, invaded South Korea in an effort to reunite the peninsula under communist rule. This lesson will introduce students to the conflict by having them read the most important administration documents related to it.

This inquiry-based activity reinforces the idea that a mixture can be taken apart by physical means. Students will have 3 hours to separate as much pure substance as they can. These will be broken into percentages based on purity and the amount they have been able to separate. There is no set procedure for this open, inquiry-based activity; students will record the procedure they use as they complete the activity.

In this lesson, students access their own knowledge of characters from a variety of texts to make comparisons between the familiar concepts of hero and villain and the new concept of the Byronic hero. They first list heroes and villains with which they are familiar and discuss any examples that may blur the lines between the two. Using Stephenie Meyer's Twilight and the character Edward Cullen, students identify the characteristics of the Byronic hero in a Venn diagram and diagram other characters with these traits. Students then choose a project—an expository essay, photo collage, or book cover—to extend their understanding of this complex and compelling character type.

This is the first in a two-lesson Mid-Unit Assessment. Students will reread the text, "True Crime: The Roots of an American Obsession" and use an Evidence Collection Tool to gather evidence and explain how the author develops the central claim and the connections between the central ideas.

In this mid unit assessment for Oedipus the King, students will write a three point claim essay in response to the prompt: "What relationship does Sophocles establish between prophecy and Oedipus's actions?"

Students examine the impact of digital technology on print journalism and develop creative ideas for delivering news

In this lesson, students examine the impact of digital technology on print journalism and develop creative ideas for delivering news

Since the Bolshevik Revolution of 1917, Soviet leaders had been claiming that communism and capitalism could never peacefully coexist. Agreements regarding the postwar world were reached at Yalta and Potsdam, but the Soviets wasted no time in violating them. Harry Truman believed that the proper means of responding to an international bully was a credible threat of force.

This lesson is designed to assist students with improving their use of punctuation to include: commas, semicolons, colons, and exclamation points. The lesson is designed to encourage students to focus on emotions and their connections with given forms of punctuation. By examining emotions, students gain the ability to better understand the different uses of various punctuation marks. The lesson includes multiple student handouts and examples. There are also pertinent extension activities attached.

Students begin this multi-day lesson by reading letters to the editor in local, regional, or national newspapers, note common characteristics of the genre, and catagorize those characteristics. Next, they search to find news articles on topics that interest them. After choosing one on which to focus, students summarize the article, then use an online tool to write a letter to the editor. After peer editing them, students publish their letters and send.

This activity will set up a series of experiments that will help students identify and find physical properties of water. A discussion of what the students know (or believe they know about water) will start this activity. Once the properties are discussed, methods of testing these properties will be discussed by the instructor, leading the students into the students' development of these labs.

In this resource, students will learn how to organize their information into a research plan, using a checklist and guidelines.

In this lab activity, students will calculate their power requirement for climbing a staircase - both by walking and running. At the end of the activity, students will complete a formal lab write up.

This lesson is designed to assist students through multiple sessions with identifying relevant propaganda techniques in literature, discussing persuasive elements found in print and non-print media and composing a persuasive essay. Lesson is appropriate for use with a provided list of novels to include Bradbury's Fahrenheit 451.

 To be used with Springboard textbook- In this lesson, students will finish reading the excerpt from Reality is Broken and examine how the author uses counterarguments. Students will then create a video analyzing how the author strengthens their argument. 

In this selection of activities, students will continue to have questions about terrorism as our world is ever-changing. Of course, combatting terrorism is hard and uncertain, and this issue has become extremely politicized. We need to focus on terrorism rather than Muslims in general, and remember that terrorism is not a clash of civilizations between "the East" and "the West," but between the vast majority of humanity and the extremist few.

This lesson focuses on the author's use of language; moreover, how it is used to convey mood, images, and meaning. Students are tasked here with examining a selection identifying examples of stylistic devices within the passages. Next, students discuss possible reasons for author's selected style choices. The lesson is detailed with examples from Zora Neale Hurston's Their Eyes Were Watching God, yet the lesson may be altered to be used with other instructor selected text.

In this lesson, students examine the importance of clear, concise instructions. Students begin with a purpose and an audience, then write instructional content to guide readers through something.