Scholars use the 2007 AP® English Literature and Composition Free-Response Questions to write essays examining how a character's tie to the past affects the story. The resource also requires pupils to write essays comparing two related...

Scholars are challenged to create essays comparing two poems in which the authors discuss fears and concerns about dying and life passing by too quickly. Two other essay questions ask writers to analyze literary elements and characters...

Three free-response prompts provide scholars an opportunity to practice for the AP® English Literature Composition exam. Using released prompts from the 2010 free-response section, writers craft an essay about the experiences of a...

Can a gift be a burden? Scholars take a close look and write essays about characters that have gifts that can also be a disadvantage. Two other essays include discussion of how Nathaniel Hawthorne and Oliver Senior use literary...

Closer to 2010 than expected. Several of the 1999 AP® Statistics free-response questions align to Common Core standards. Items ask pupils to analyze residuals, two-way tables, and calculate expected values to determine the fairness...

After reading Sandra Cisneros' The House on Mango Street, class members craft an essay in which they use evidence from a variety of vignettes to demonstrate how Cisneros develops Esperanza's character.

What do the questions look like? Six free-response questions provide pupils with knowledge of how calculus topics appear on the AP® Calculus exam. The questions involve calculator and non-calculator problems by providing mathematical and...

Everybody's a critic—even your pupils! Using the included resources as a guide, screen films related to social justice and ask film enthusiasts to critique them. Publish the reviews for your school community or develop a film festival...

Activism can create real change. Class members examine a series of photographs that represent a different form of activism. Individuals then craft a persuasive speech in which they argue why the photo they chose is the best example of...

The final instructional activity in the series asks class members to demonstrate what they have learned about how photographs can revel injustice and how they can encourage people to take action against injustice. Either as a class, in...

Four projects enable class members to show what they have learned about ways they can stand up for democracy. to begin, individuals review their identity charts and craft a mask that represents themselves. Next, groups create a short,...

As part of their study of the US Presidential election process, class members research a presidential candidate's position on a specific topic or topics. Formatting their research as a pro/con question ("Should the Death Penalty Be...

To trade or not to trade. Young diplomats put their country's best foot forward in a series of briefings for other countries about their nations. The goal is to persuade others to engage in diplomacy and trade. Using a previous...

The second session in the two-part "Building Arguments with Evidence" lesson plan asks scholars to craft an argument essay on a topic of interest to them. Writers establish a claim, locate evidence, and justify their stance.

Prepare for the end-of-unit assessment in a unit focused on Karen Russell's "St. Lucy's Home for Girls Raised by Wolves." As your class continues gathering evidence to support or argue against the success of Claudette's adaptation into...

How do writers develop a central idea in a text? How can readers identify this central idea? These are the challenges class members tackle as they continue their analysis of "Letter One" from Rainer Maria Rilke's Letters to a Young Poet.

To prepare for the end-of-unit multi-paragraph essay, class members review Rainer Maria Rilke's collection, Letters to a Young Poet, and David Mitchell's Black Swan Green and identify central ideas in both texts. Writers then formulate a...

As a mid-unit assessment of a series of lessons that use Ethan Canin’s short story “The Palace Thief” as an anchor text, writers craft an in-class essay discussing how Hundert's character has developed throughout the text.

As a mid-unit assessment, class members craft an in-class essay response to the prompt: "How does Shakespeare’s development of the characters of Romeo and Juliet refine a central idea in the play?"

Romeo and Juliet, Act 5, Scene 3, lines 139-170, is the focus of this day's lesson plan. Readers examine the dramatic irony in Juliet's comments and consider how "lamentable chance" caused by a "greater power" plays a role in the tragedy.

To prepare for the unit's final assessment essay, class members collaborate to find evidence that reveals Romeo and Juliet as tragic heroes.

Rid yourself of unsupported analytic writing forever with a mid-unit assessment focused on Edgar Allan Poe's "The Tell-Tale Heart." As ninth graders formulate an essay based on evidence from the first seven lessons in the unit, they...

It's test time! Determine your class's understanding of the topics of volume and cross sections with a thorough assessment on volume, area, and geometric shapes.

A transformational assessment determines how far pupils are advancing toward mastering complex and matrix standards. The assessment checks the learners' understanding of linear transformations, complex numbers and the complex plane,...