Reader, writer, illustrator ... scholars wear many hats! Pupils become experts in recommending books to their classmates as they write reviews of their independent reading books. Next, after finishing the second draft of their children's...

Writers consider what makes a story powerful as they listen to a short story about Frederick Douglass. Once finished, small groups complete a worksheet to analyze what makes the story so enduring.

The brain is not the mind. Scholars explore the claim by reading an informational article about neuroscience research, "Beyond the Brain." As they read, they answer text-dependent questions and complete an anchor chart to evaluate...

Explore how gaming might make the world a better place. To dissect the statement, scholars watch video clips about the benefits of video games. While listening, pupils make notes in their researcher's notebooks, attempting to discern the...

How do writers engage their readers in a story? Pupils consider the question and use the informational text, "The Hero's Journey" to justify their plan for their own fictional narrative. To that end, scholars write an explanatory...

Why is it important to set goals as a writer? Scholars process feedback from their mid-unit assessments, writing down their strengths and weaknesses on index cards. Next, pupils use the feedback to begin drafting their hero's journey...

A powerful introduction and conclusion can really pack a punch. Using the resource, scholars first read and discuss a model essay. Then, as part of the end of unit assessment, they draft the introductory and concluding paragraphs of...

Let's compare and contrast! Scholars use a Venn diagram to compare and contrast the experience of reading a poem and listening to its audio version. Next, they complete graphic organizers, comparing two different genres: a poem and a...

When life brings you lemons .. write about it! Scholars work with partners to complete graphic organizers analyzing two narratives. Next, they develop an outline for their narrative writing assignment about a personal experience with...

Just get to the gist. Scholars work in pairs to find the gist of an excerpt from Laurence Yep's Dragonwings. Pupils also complete graphic organizers to analyze the text for tone, point of view, and figurative language. 

How does culture shape perspective? Pupils consider the question as they read an excerpt from Laurence Yep's autobiography, The Lost Garden. Using a graphic organizer, they gather textual evidence and make inferences about the author's...

Some things are beyond comprehension. Scholars read an excerpt from "Comprehending the Calamity," a primary source text about the 1906 San Francisco earthquake. After identifying the gist, pupils complete anchor charts to analyze how the...

Brace for the aftershocks! Scholars read an excerpt from a primary source document about the immediate aftermath of the 1906 San Francisco fire and earthquake. Next, pupils complete an anchor chart, analyzing how the author introduces,...

Sharpen those pencils; it's time to write! Scholars begin writing the first body paragraph of their literary analysis essays. Additionally, pupils use graphic organizers to analyze a character's point of view from Laurence Yep's...

Get ready to review and revise! Scholars peer edit each other's literary analysis essay drafts. Next, using peer and teacher feedback, pupils compose their final drafts. 

Go fish! Scholars continue using their research skills to find factual information to use in their consumer brochures about overfishing. They work in triads to research information about sustainable fishing practices and share their...

What's the difference? Scholars analyze the similarities and differences between introductory and concluding paragraphs. Then, using a model essay as a guide, they write their draft position papers. 

Not all sandwiches are edible. Scholars use a Quote Sandwich graphic organizer to draft the written content of their informative consumer guides. Additionally, they view a mini-lesson on formal writing. 

Calling all archaeologists! Scholars dig through their research about overfishing, searching for the best information to include in their consumer guides. Next, pupils engage in a pair-share activity to discuss their findings with a...

Let's talk it out. Using the resource, scholars work in triads to discuss how their research has deepened their understanding about sustainable fishing. Next, pupils engage in a whole-class discussion to consider their next steps toward...

Prepare, practice, perform. Using the resource, actors first revise their conclusions for their readers theater scripts. Then, groups perform their scripts in front of the class, while peers evaluate each performance using a rubric. 

The whole is greater than the sum of its parts. Working in small groups, class members combine their independent readers theater scripts into part of a larger group script. They complete a storyboard to determine the best sequence for...

Let's play! Pupils create titles for their readers theater scripts and act them out in a fun game of charades. Next, as part of their end of unit assessment, they write final copies of their individual scripts.

Calling all thespians! Working in small groups, pupils practice reading and performing a readers theater script for the novel Esperanza Rising. Next, they read aloud passages from the novel and use an anchor chart to compare the script...