Looking for ways to plan project based learning activities? Suzie Boss suggests borrowing ideas from your colleagues and adapt or remix to fit your context.

Suzie borrowed ideas from professional development and learning conferences for teachers who may need a boost to get their project-based learning off the ground.

This resource accompanies our Rethink 6th Grade ELA course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning. 

This parent guide supports parents in helping their child at home with the 6th grade English Language Arts content.

In this lesson, students will learn how to use primary sources, and work in groups to create murals about the events and trends of a decade of the twentieth century. Students will focus their research on a specific category relating to the culture of that decade, and then depict their findings in their murals.

In this lesson, students will evaluate the information/quotes they recorded on their Researching graphic organizers and identify relevant information to use in their consumer guides.

The North Carolina Museum of Natural Science created this resource as part of an online workshop series, but you are welcome to use or modify it for your classroom. It includes a video and written directions for creating nature journals and tips for incorporating them into your classroom. For information on taking any the Nature Neighborhood online workshops for CEUs or EE credit, visit: https://naturalsciences.org/learn/educators/online-workshops.

In this lesson students draft an analytical mini-essay using partner talk and graphic organizers to guide their thinking.

In this assessment students write an analytical mini-essay about mythological elements and theme in The Lightening Thief.

This lesson begins a sequence of lessons leading up to students’ end of unit assessment, in which they will write a literary analysis connecting a theme of the Cronus myth to a theme in The Lightning Thief. In this lesson students begin planning.

In this lesson students learn to write an introduction and conclusion for their literary analysis.

In this lesson students begin their end of unit assessment by drafting their literary analysis of The Lightning Thief.

In this lesson students engage in a peer critiique of their literary analysis then learn about the use of pronouns and incorporate both the feedback and lesson into their revisions.

This lesson has two purposes: first, to support students in making connections between informational and literary texts; second, to scaffold students’ thinking in using elements of mythology to determine the theme of a text.

This lesson introduces students to a model mini-essay with two body paragraphs: one in which the author describes elements of mythology in the myth of Cronus, and a second in which the author describes a significant theme in that same myth.

In this lesson students determine the theme of the myth of Prometheus and connect details from the text to allusions and themes in The Lightning Thief.

In this lesson, students use the informational text “The Hero’s Journey” to justify their plan for their own narrative as fitting the archetypal pattern of a hero’s journey.

This lesson launches the end of unit assessment and the performance task for the end of Module 2. Students will write an essay, which they have done in Module 1.

In this lesson, students evaluate the evidence they have gathered through research to determine which evidence is the most relevant and the most compelling.

In this lesson, students use the Quote sandwich graphic organizers started in the previous lesson and completed for homework to draft the body paragraphs of their essays.

In this lesson, students draft the introductory and concluding paragraphs of their end of unit essay.