As the unit on research writing draws to a close, class members continue to revise and edit their papers, this time focusing on grammar, spelling, and punctuation (colon and semicolon).

Writers complete editing and polishing the final draft of their research paper and submit the document for assessment.

How do writers create a specific tone in their text? As class members continue their study of Sugar Changed the World, they focus on the words and phrases that Aronson and Budhos use to create that tone in their descriptions of arduous...

The supplemental text, "How Your Addiction to Fast Fashion Kills," allows learners to compare how other writers use evidence to support the argument that "rich countries benefit from harsh and abusive labor practices in poor countries."...

Class members examine the images Arson and Budhos use to depict the working conditions on the sugar plantations and consider how these images support the arguments the writers present in Sugar Changed the World.

In a close reading of "The Overseer" chapter from Sugar Changed the World, groups focus on the words Aronson and Budhos use to contrast the lifestyles of enslaved people and their enslavers. The whole class then engages in an...

As part of a study of how writers structure their text so that readers understand events, class members do a close reading of "Is It Lawful to Make Slaves of Others Against Their Will?" a chapter in Aronson and Budhos' Sugar Changed the...

Class members conclude their reading of the supplemental text, “Bangladesh Factory Collapse: Who Really Pays for our Cheap Clothes?” and use the provided Evaluating Argument and Evidence Tool to analyze the evidence Anna McMullen uses to...

As a mid-unit assessment, writers use evidence from the supplemental reading articles "Globalization," "Our Addiction to Fast Fashion Kills," and "Bangladesh Factory Collapse: Who Really Pays for Our Cheap Clothes?" to draft an argument...

How do writers introduce and develop the central ideas in a text? To answer this question, ninth graders closely examine "The Age of Honey," the opening chapter in Marc Aronson and Marina Budhos' Sugar Changed the World: A Story of...

Building on the previous discussion of the supplemental reading article "Where Sweatshops Are a Dream," class members use the provided Evaluating Argument and Evidence Tool to identify the claims and evidence Nicholas Kristof uses to...

The focus of the day's instructional activity is methods for creating a formal style and objective tone in an argument essay. After examining models, pairs engage in peer review of their essay drafts and continue to revise while...

As writers continue to revise their argument essays, the focus shifts to editing grammatical conventions, parallel structure, and varying syntax to add interest. After examining model sentences that demonstrate sentence variety, writers...

Crafting a clear and cohesive conclusion to any piece of writing is crucial. An effective conclusion restates the central claim in the introduction, briefly summarizes the supporting claims, and presents a new way of thinking about the...

After analyzing the strengths and weaknesses of the evidence they have recorded on their argument outline tool, writers draft their essay's first body paragraphs, ensuring they have properly cited their source material.

What can consumers do to pressure companies to produce "ethically manufactured goods"? Readers examine the evidence Amy Odell uses in the supplemental text "How Your Addiction to Fast Fashion Kills" to support her argument and her...

Class members continue examining how writers develop and support their ideas by comparing two texts about globalization. Alongside chapters from Sugar Changed the World, young scholars read an article by the World Bank entitled...

What is the connection between the spread of ideas and the expansion of the sugar trade? Class members continue their reading of Sugar Changed the World and use an analysis tool to identify how critical ideas in the chapters are...

The second instructional activity in a unit about how writers develop their central ideas and use evidence to support their arguments focuses on the role that scholars at Jundi Shapur, "The World's First True University," played in the...

How do learners use textual evidence from a close reading to write a well-developed essay? Scholars try it by completing a mid-unit assessment based on their analysis of the first 15 paragraphs from "A Genetics of Justice" by Julia...

All good things must come to an end! Scholars put all their learning into practice by completing an end-of-unit assessment. They use textual evidence from Julia Alvarez's "A Genetics of Justice" to write essays analyzing how Alvarez...

To write an essay or not to write an essay—that is the question! Scholars complete a mid-unit assessment based on their study of Hamlet. They write essays analyzing how Shakespeare develops Hamlet's character about other characters.

It's task time! Scholars complete the final lesson plan of the unit by completing a performance task. Readers begin in groups, working on a task card. Once complete, they move to an independent task, writing responses to a prompt about...

It's time for a quote sandwich! Using the resource, pupils learn about the three parts of an effective quotation: introduction, quote, and analysis. Scholars use the model to peer critique each others' writing to show what they learned.