Class members discover what it means to publish their works. Working on a computer, young writers use an online dictionary to edit their spellings and conventions based on the information added to the rubric. From here, and most of the...

Class members closely examine the use of words in the poems "Inside Out" and "Back Again" to determine if different words would create more powerful poetry. They then conduct peer reviews of the poems they created and offer suggestions...

Scholars read their poems to their research teams as their final performance task. The teams listen and give feedback on the flow between the two poems. Writers then take the feedback from their teams and revise their poems before...

Put it in your own words. Scholars work independently on their mid-unit assessments by responding to a writing prompt. They write about Miné Okubo’s life and the moments when Okubo became visible again.

It's all in the technique. Scholars revisit the model narrative they covered in lesson four to analyze the author's writing techniques. Readers compare techniques they spot in the narrative to those in the essay rubric. They then work to...

Is it justified? Readers complete the mid-unit assessment to justify their reader's theater scenes and quote choices from To Kill A Mockingbird. After completing the assessment, scholars conduct peer reviews and critique the script...

Go with the flow. Scholars learn how using transition words and phrases helps their scripts flow smoothly. Readers think about connecting each section after determining the sequence for their readers' theater manuscripts from To Kill A...

That's all, folks! Scholars work with their group members to create conclusions for their To Kill A Mockingbird reader's theater scripts. They use a criteria list to help guide their conclusion writing and discuss how the conclusions...

Scholars take a close look at the life of Louie in Unbroken. They discuss events considered turning points in their life and use several graphic organizers and guides to help direct their thinking. After thinking about their responses,...

Scholars think about what message Laura Hillenbrand tries to convey to readers in Unbroken. They begin by sharing their thoughts as thematic statements. After sharing, learners work on explaining their ideas in an Unbroken Thematic...

Scholars read two texts about Miné Okubo’s life. In Riverside’s Miné Okubo and Miné Okubo, readers gather information to write narrative essays describing how Okubo became visible again. The essay serves as part of a performance task.

You will never forget that moment. Scholars read a model narrative and analyze the moment a character became visible again. They compare the narrative to Okubo in Unbroken. Readers also assess the narrative essay according to a rubric...

What does commentary have to do with narrative? Before scholars explain the narrative choices in their Character Confessionals, they review provided commentary to explain the score they received on previous assessments. They review...

Practice makes progress. Working in pairs, presenters rehearse and refine their presentation skills before the big day when they pitch their film choices. Rehearsing also allows for refining prompt cards based on peer feedback and...

What's the difference between a position speech and a position paper? Scholars use a rubric to analyze a model essay about Michael Pollan's food chains to understand what makes them unique. Additionally, pupils create anchor charts...

What is the purpose of an introduction and conclusion? Using the resource, scholars review the model position paper from activity one and discuss the author's choices. Next, they draft their position papers' introductory and concluding...

All good essays must come to an end. Pupils write the final drafts of their position papers about the best food chain from Michael Pollan's The Omnivore's Dilemma. Next, they share their favorite part of their papers with their partners.

It's time to put down those pencils and celebrate! Scholars share the visual representations of their position papers with the class. They participate in a gallery walk to view each other's work, writing a piece of praise for their...

Class members pair up to discuss how the author of A Long Walk to Water altered history. They then work independently on Mid-Unit 2 Assessment: Comparing Water for Sudan and A Long Walk to Water. Readers close the lesson plan...

Identify yourself! Learners listen to Nadia’s Hands read aloud before working in their identity journals to answer prompts relating to the story. They then look at identity using two recording forms Who Am I on the Outside? and...

You wrote it, now what? Learners take their writing to the next level when they perform it for classmates. They then engage in a self-reflection and assessment of their work to determine how well they hit targets, such as identifying...

What exactly is a visual representation? Scholars use a think-pair-share to answer questions and record their information on anchor charts. Next, they use what they've learned to create visual representations of their position papers on...

No fish? Catch a word. Scholars read World without Fish and record unfamiliar vocabulary in their word catchers. They discuss word meanings as well as root words. They answer text-dependent questions before discussing the importance of...

Hear ye, hear ye, it's time for a writer's roundtable! Scholars clarify their thinking about their narrative writing project by engaging in a fishbowl discussion about their plans. As members within the inner circle discuss the topic,...