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 challenges faced by Presidents Washington and Lincoln. Students will then read a prompt and write to explain, justify, and cite examples of whose job was the most challenging. 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 story, the main character, Margaret is affected by the loss of her father and then the loss of her best friend who moves away. As she adapts to that change she discovers new talents and new friends. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments;

In this activity, students will analyze and interpret a number of "letters to the editor", and use this information to write their own.

The Lost City of the Aztecs is about the demise of the Aztec Empire and how Montezuma, the last Aztec emperor, reacted to the arrival of the Spaniards at Tenochtitlan in 1519. In this CCSS lesson, students will explore this history through text dependent questions, academic vocabulary, and writing assignments.

In this lesson, students explore and understand the use of transition words in context and write their own persuasive essay using transition words.

In this lesson, students will use the individual experience of Mary McLeod Bethune to analyze choice, its affects on social equality, and impact on their own life experiences.

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.

Julia Alvarez recalls her family's early years as Dominican immigrants in America, and describes her reactions to the mispronunciation of her family members’ names. Eager to fit into school, Alvarez allows herself to be called American names and nicknames” although proud of her heritage and native language, young Alvarez struggles to fit in. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

This lesson plan provides a selection of writing prompts for students to choose from, centered around baseball.

Although Danny is a young adult of only 17, he is fully capable of taking his father’s boat out to sea to fish. While out on a solo trip one foggy morning, Danny encounters “something” mysterious in the water. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

When the land surveyor, Gleb Smirnov, arrives in the Gnilushka train station, he hires a peasant to take him to the estate that he must survey. This story shows how the reactions of one character, due to his fear, can lead to unexpected consequences and have a direct impact on the actions of the other character(s). In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

In this multi-day, 5 activity lesson, students will review and evaluate arguments using objective criteria and their own developing perspective of the issue.

In this lesson, students will use a collaborative process to develop and strengthen their writing in which they use clear criteria and their close reading skills in text-centered discussions about their emerging drafts.

This lesson gives students the opportunity to examine opinion editorials and write their own on school issues. After reading and listening to opinion pieces, students identify strong examples of persuasion and record them on a graphic organizer. Small groups then brainstorm issues in the school that they believe deserve action plans. Each group uses graphic organizers to explore its issue. The group then constructs a letter on that issue. The letter is then edited for grammar and content, typed on a word processor, printed, and delivered to the school principal.

This tool helps students break down their argument into reasons and supporting details, which will help them write their letter.