In 1845, the Narrative of the Life of Frederick Douglass, an American Slave, and Written by Himself was published. In it, Douglass criticizes directly often with withering irony those who defend slavery and those who prefer a romanticized version of it.

Students will read scientific text about top predators in Arctic marine ecosystems and how they may be affected by global climate change. Students will work individually or collaboratively to write a report based on the scientific text they have read and participate in a large-group discussion session based on their analysis.

George Orwell's experiences as a policemen for the British Empire in India formed the basis for his early writings, including this essay. After receiving some background information on British rule in Burma as well as on Orwell, students will read the essay in order to analyze its use of metaphors, symbolism and irony.

In this lesson, students will identify how Common's rap song "A Dream" and Walter Dean Myers's short story "Monkeyman" reinterpret Martin Luther King Jr.'s dream of nonviolence. Students will delve into a text-based discussion on characterization and conflict, as well as compose an essay on the Six Principles of Nonviolence (rubric available).

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.

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.

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.

This lesson challenges learners to share individual writings while their peers attempt to identify the clear purpose of the work. Students will focus on forms of expository writing as well as author's purpose.

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.

Students will learn about characters and their traits. Using graphic organizers and video clips, students will be able to determine character traits and the main idea of a text.

In this lesson, students learn to use precise words by using dictionaries and thesauruses to help them accurately communicate complex ideas.

In this lesson students will learn to write and analyze technical writing instructiuons with consideration to audience, purpose, context, length, and complexity using common household items. After writing their own instructions, students will conduct usability tests of each other’s instructions, providing user feedback. Finally, students use this user feedback to revise their instructions before publishing them.

In this lesson, students go step-by-step through the process of writing an effective cause-and-effect essay. Students first take notes on what a strong cause-and-effect essay should do, then begin to write.