In this lesson students begin to practice analyzing the central text in writing using evidence from the informational article read in the last two lessons.

In this lesson students write an essay using the evidence they have gathered during the last two lessons to explain how the main character from the central text is on a hero's journey.

In this assessment students write an on-demand essay analyzing the main character of the central text using evidence from informational text "The Hero's Journey."

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.

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.

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.

In this lesson, students are introduced to the criteria for writing introductory/concluding paragraphs. To build their understanding, students look at the similarities/differences of an introduction and conclusion.

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.

In this lesson, students explore environmental issues that are relevant to their own lives, self-select topics, and gather information to write persuasive essays. Students participate in peer conferences to aid in the revision process and evaluate their essays through self-assessment. Although this lesson focuses on the environment as a broad topic, many other topics can be easily substituted for reinforcement of persuasive writing.

In this lesson, student will draft the introductory and concluding paragraphs of their literary argument essay.

In this lesson, students will draft the introductory and concluding paragraphs of their "How Does Bud Use His Rules--to Survive or to Thrive?" literary argument essay.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 6th Grade English Language Arts. 

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 6th Grade ELA.

In this lesson, students will evaluate the model essay and begin to draft their own essays.

While the French had kept their end of the bargain by completing the statue itself, the Americans had still not fulfilled their commitment to erect a pedestal. In this lesson, students learn about the effort to convince a skeptical American public to contribute to the effort to erect a pedestal and to bring the Statue of Liberty to New York.

Students will explore how an artist emphasized the narrative in a work of art that depicts a single moment from the story. They then write a newspaper article, using visual clues in the painting to imagine how the narrative depicted many have unfolded.

This lesson focuses on the concept of the afterlife and the importance of pleasing the gods and goddesses, the significance of tombs and tomb building, and the burial customs and traditions of the ancient Egyptians. After learning about all of these concepts, students will design a tomb, create a model of it, and complete a short written assignment explaining the design and contents of the tomb.

Students make lists of their favorite and least favorite movies and brainstorm qualities that make a film good or bad. Next, students write a movie review for a film they have seen.