This poem was written in letter format and was addressed to the U.S. authorities in response to Executive Order 9066. Executive Order 9066, dated February 19, 1942, authorized the internment of tens of thousands of American citizens of Japanese ancestry and resident aliens from Japan. The speaker of this poem is a fourteen-year-old girl, who stresses that she is an American. In this CCSS lesson, students will explore this poem through text dependent questions, academic vocabulary, and writing assignments.

In this autobiographical text, Gary Paulson narrates experiences he had in the bitter cold of the North which taught him to respect all animals. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

This resource is a collection of discussion questions and resoures to supplement Sounder by William H. Armstrong.

In “Invocation” from John Brown’s Body, Stephen Vincent Benet calls on the muse of America to inspire him. He invokes the varied American landscape and the many kinds of people who have contributed to American culture and life. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

A short instructional video on writing a journal and why people keep them.

In this short story, a boy named Billy Weaver needs to find lodging in Bath, England. He goes to a boardinghouse. The landlady is an odd woman who compels Billy Weaver to stay with her at the boardinghouse. As the story progresses, clues are given as to the whereabouts of previous guests on the fourth floor.

In this lesson students rewrite a catalogue description of an item for sale in which the new ad reflects a change in the voice of the writing.

Students will read sentences and write the sentences correctly, editing for spelling, grammar, capitalization, and punctuation. This resource supports English language development for English language learners.

Students will read an explanation and examples of verbal irony. Students will then read paragraphs to write and justify the examples of verbal irony they find in the paragraphs. This resource supports English language development for English language learners.

Students will read a paragraph that contains errors and rewrite it to correct the errors. This resource supports English language development for English language learners.

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 "The Road Not Taken," and writes to analyze it for its figurative meaning. 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 a conclusion and a passage about Hawaii. Students will then write a conclusion for the passage. This resource supports English language development for English language learners.

Students will read a passage about the U.S. census and write a conclusion for the passage. 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 noun and a thesis statement, and use them to write an introduction to an essay. This resource supports English language development for English language learners.

Students will read a description of various types of leads for introductory paragraphs. Students will then read two thesis statements and write two different kinds of leads to go with the the thesis statements. 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 various types of leads to include in introductions. Students will then read two thesis statements and write two different leads for each statement. This resource supports English language development for English language learners.