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\n\"NewseumED:\n\n
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\nNewseumED: News Reporting\n

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\n\nFor Teachers\n\n7th - Higher Ed\n\nStandards\n
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\nThree lessons comprise the NewseumEd unit module. For the first lesson, young reporters have an opportunity to craft a news story about a topic that interests them. They select a topic, research it, and write their story for a class...\n
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\n\n22\nItems in Unit\n\n
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\n\"Overcoming\n\n
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\nLesson Planet Curated\n
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\nOvercoming Obstacles Middle School Curriculum: Looking to the Future\n

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\n\nFor Teachers\n\n6th - 8th\n
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\n Five lessons comprise the Overcoming Obstacles Middle School Curriculum: Looking to the Future Module. Through a series of activities, scholars learn that change is inevitable and that accepting change with a positive attitude is key to...\n
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\n\n3\nItems in Unit\n\n
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\n\"Before\n\n
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\nBefore and Beyond the Constitution: What Should a President Do?\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nA three-lesson unit provides middle schoolers with the founding fathers' vision of what they saw as the role of the president and the executive branch of the government. Young scholars examine the Articles of Confederation, Alexander...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe New York City Draft Riots: A Role Play\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nThis is a fun, thought-provoking lesson. Learners use census data from 1855, primary source documents, their historical knowledge, and information regarding the New York City Draft Riots of 1863 to construct and engage in a role-play....\n
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\nEnd of Unit 2 Assessment: Final Draft of Literary Argument Essay\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nTake the last step in writing a literary argument essay using Bud, Not Buddy by Christopher Paul Curtis in an activity focused on feedback. Using the stars and steps revision method, pupils consider teacher and peer feedback to revise...\n
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\n\"Writing:\n\n
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\nWriting: Getting Feedback, Setting Goals, and Drafting\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nWhy 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...\n
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\nEnd of Unit Assessment: Final Draft of Hero’s Journey Narrative\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nAll journeys must come to an end. Using the final instructional activity in the series, pupils analyze a model narrative for use of transitional words and phrases. Next, they apply their learning to their final drafts of their hero's...\n
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\nEnd of Unit Assessment, Part 1: Drafting the Experience or Event of the Narrative\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nDon't be tone deaf. Scholars study two photographs to better understand the concept of tone, so they can incorporate the literary device into their writing. Additionally, they draft the experience or event portion of their personal...\n
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\nEnd of Unit 2 Assessment, Part 1: Best First Draft of an Informational Essay\n

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\nWriters work to create drafts of their end-of-unit assessments relating to A Mighty Long Way and Little Rock Girl 1957. Using computers to create the first versions of their essays, writers emphasize ideas and evidence before focusing...\n
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\nWriting Dialogue: Revising Historical Narrative Drafts to Add Dialogue\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nYoung writers have written, revised, and peer-edited their historical fiction narratives by the 10th lesson plan in a language arts unit. Fourth graders finally combine their revision notes to create a second draft. The double-spaced...\n
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\n\"Reorganizing\n\n
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\nReorganizing Drafts\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nPoor organization often destroys an otherwise good paper. After writing a first draft, individuals consider the organization of ideas, a topic discussed in the 16th handout in the 24-part Writing the Paper series. The resource covers...\n
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\nWriting a First Draft: Accessing Books Around the World Informative Paragraph\n

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\n\nFor Teachers\n\n3rd\n\nStandards\n
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\nSupervise the final drafting of a well-organized paragraph by following the steps outlined in this plan. Using the included sample paragraph as a model, class members brainstorm criteria for quality work and then compose their paragraphs...\n
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\nMid-Unit Assessment: Completing My Draft Position Paper\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nWhat'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. \n
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\n\"Final\n\n
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\nFinal Performance Task: Final Draft of Essay to Inform\n

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\nSometimes, it's fun to follow the rules. Using their drafts of an evidence-based essay from previous lessons, scholars write their final informative essays about rules to live by. Next, they choose and share quotes from their essays that...\n
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\nPerformance Task Preparation: Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft Essay to Inform\n

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\nTime to revise! Using a writing evaluation rubric, scholars participate in a peer editing process to provide feedback on each others' informative essays. Next, pupils begin revising their drafts based on the feedback they receive. \n
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\nEnd of Unit 3 Assessment: Draft Opinion Speech: How Should Aid Be Prioritized Following a Natural Disaster in a Neighboring Country?\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nPut it to the test. With the cumulative resource, pupils complete the End of Unit 3 Assessment. Using everything they've learned in the unit, they write a draft of an opinion speech about how to prioritize aid after a natural...\n
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\n\"Drafting\n\n
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\nDrafting \n

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\n\nFor Teachers\n\nK - 2nd\n
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\nLearners use transitions to connect the beginning, middle and end of their writing. In this lesson on drafting a story, students use a graphic organizer sandwich to put pictures back together and recognize a specific order.\n
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\nEnd of Unit Assessment, Part 1: Drafting Body Paragraphs of an Essay to Inform\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nAnybody can write a body paragraph! Pupils analyze the development of ideas in a body paragraph from a model essay. Next, using what they've learned, they draft the body paragraphs of their My Rule to Live By informative essay. \n
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\nMid-Unit 3 Assessment: Drafting a Historical Fiction Narrative Based on Expert Trades\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nYoung historians use their planning graphic organizer to prepare a personal narrative draft on expert trades. Since the instructional activity is considered the mid-unit assessment, learners respond to a writing prompt related to the...\n
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\nDrafting a Historical Fiction Narrative: The Wheelwright\n

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\nYoung writers use the four-square graphic organizer to draft their historical fiction narratives' first, second, third, and fourth paragraphs on the wheelwright. The instructional activity promotes discussion and modeling of what makes a...\n
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\nEnd of Unit 2 Assessment, Part One: First Draft of Analysis Essay\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nHow do writers use evidence from literary texts to support analysis and reflection? With instructional activity 17 of 20 from the Grade 8 ELA Module 1, Unit 2 series, learners gather resources to prepare for an end-of-unit assessment....\n
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\nEnd of Unit 2 Assessment, Part 1:Drafting the Argument Essay\n

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\nAn informative resource instructs pupils on how to write their essay drafts about the theme of control in Shakespeare's A Midsummer Night's Dream. Next, scholars complete an Exit Ticket, listing their three favorite characters from the...\n
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\nEnd of Unit 1, Assessment, Part 2: Revise Essay Drafts\n

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\nAs a culminating unit activity, pupils revise their argumentative essays based on the novel Lyddie by Katherine Paterson. Paying careful attention to grammar, punctuation, and vocabulary, they incorporate teacher feedback to revise and...\n
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\nEnd of Unit 1 Assessment, Part 1: Drafting the Argumentative Essay\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nTime is of the essence. Pupils spend time completing the first draft of their essays based on Katherine Paterson's novel Lyddie. Using everything they've learned throughout the unit, they craft their arguments about whether Lyddie...\n
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