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\n\"What's\n\n
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\nWhat's in a Picture? An Introduction to Subject in the Visual Art\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners discuss the subject and meaning of examples of visual art. They analyze various paintings found on the Metropolitan Museum of Art website, answer discussion questions, complete online interactive activities, and write an essay.\n
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Unit Plan
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\n\"Writing\n\n
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\nCurated OER\n
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\nWriting a Screenplay\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nIt's time to make a movie! Kids follow 15 steps to take their movie ideas from concept to script, following clear examples. The resource includes creative ways to guide learners into developing a few words and concepts into fully...\n
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\n\"Using\n\n
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\nCurated OER\n
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\nUsing Opening Lines as Writing Prompts\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHelp your writers get started with these hooks! Twenty-five opening lines from the \"Lives\" column in the New York Times Magazine act as prompts for creative writing. Have your learners choose one prompt and write an original essay....\n
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\n\"Walk\n\n
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\nWalk Two Moons: Hook and Concept of a Frame Story\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nAs an introduction to Sharon Creexh's Walk Two Moons, a volunteer dons a pair of boots and walks about the classroom.Observers then ponder the axiom, Don't judge a man until you've walked two moons in his...\n
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\n\"Planning\n\n
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\nEngageNY\n
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\nPlanning for Writing: Introduction and Conclusion of a Literary Analysis\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nIt's all about the introduction. Scholars work on the introductory paragraph for their essays, connecting the theme of a myth and The Lightning Thief. They use a graphic organizer to help focus their work and then move to working on the...\n
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\n\"Writing\n\n
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\nEngageNY\n
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\nWriting an Introduction and Body Paragraph That Support an Opinion: Jackie Robinson’s Role in the Civil Rights Movement\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nIt is all in the introduction. Class members first learn to write an introduction paragraph and body paragraphs to support it. They then work to create a Criteria for Writing Opinion Essays anchor chart. \n
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\n\"The\n\n
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\nThe 5 Paragraph Persuasive Essay\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nThis PowerPoint highlights the steps one should follow to craft an organized essay. It addresses the purpose, audience, and format, and briefly touches on prewriting and organizing. This presentation is designed to review the very basic...\n
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\n\"Descriptive\n\n
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\nCurated OER\n
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\nDescriptive Writing Using the Book Rumpelstiltskin\n

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\n\nFor Teachers\n\n2nd - 4th\n\nStandards\n
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\nUse the fairy tale Rumpelstiltskin to teach your third grade class about descriptive writing. Following a teacher read-aloud of the story, the class brainstorms a list of adjectives describing the main character. Learners use this list...\n
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\n\"Planning\n\n
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\nEngageNY\n
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\nPlanning for Writing: Introduction and Conclusion of a Literary Argument Essay\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nAfter completing three body paragraphs of an argument essay about life's rules to live by from Bud, Not Buddy Christopher Paul Curtis, it's time to begin writing the introduction and conclusion. Independently, pupils draft the final two...\n
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\n\"End\n\n
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\nEngageNY\n
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\nEnd of Unit 2 Assessment, Part 1b: Writing Introduction and Conclusion\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nWriters continue looking at the rubric for their A Long Walk to Water essays. This time, they analyze the demands for the introduction and conclusion paragraphs. Pupils compare the rubric to the opening and closing of the model...\n
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\n\"Writing\n\n
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\nWriting Formal Letters\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nHelp your young writers recognize the importance of composing formal letters. Middle schoolers read letters written by Thomas Jefferson and analyze the components that make it a formal letter.  They will then compose their own...\n
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\n\"Solomon\n\n
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\nSmithsonian Institution\n
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\nSolomon G. Brown: Letter Writing\n

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\n\nFor Teachers\n\n4th - 6th\n\nStandards\n
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\nPersonal correspondence in the form of letters is not as common as it once was. This resource presents an opportunity for you to introduce your class to letter writing and cover topics in social studies. Learners read a letter written in...\n
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\n\"Introduction\n\n
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\nK20 LEARN\n
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\nIntroduction to Expository Writing\n

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\n\nFor Teachers\n\n6th - 9th\n\nStandards\n
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\nMove beyond the five-paragraph essay with a lesson introducing young writers to various forms of expository writing. Class members examine description, cause and effect, problem solution, sequence, and comparison forms. They create an...\n
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\n\"Revising\n\n
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\nEngageNY\n
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\nRevising for Organization and Style: Bold Beginnings\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nGet young writers thinking about how to write a great beginning for their narratives. After examining examples of solid beginnings in literary text, young writers discuss the criteria for a compelling introduction. Then, independently,...\n
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\n\"Mid-Unit\n\n
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\nMid-Unit Assessment: Draft of Position Paper\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nWhat 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...\n
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\n\"Mid-Unit\n\n
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\nMid-Unit 2 Assessment: Writing an Analytical MiniEssay about Mythological Elements and Theme\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nTwo is company. Scholars pair up to continue their mini essay writing from the previous lesson. They work on their introduction and conclusion paragraphs and then trade partners for peer feedback and a fresh set of eyes on their work....\n
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\n\"Introduction:\n\n
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\nEngageNY\n
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\nIntroduction: Writing a Narrative of Adversity\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nA little adversity is good for writing. Scholars review narrative-based monologues and concrete poems and choose which genre to use to express their own theme of adversity. Pupils also consider how to structure their narratives by...\n
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\n\"End\n\n
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\nEngageNY\n
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\nEnd of Unit Assessment, Part 2: Drafting Introduction and Conclusion of a Narrative\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nFirst and last impressions matter. Scholars compose the introductory and concluding sections of their narrative writing assignments. Also, to prepare for an upcoming performance task, pupils watch a modern-day monologue from the movie...\n
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\n\"Whole\n\n
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\nEngageNY\n
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\nWhole Class Model Letter Writing, Introduction: Opinion, Reasons, and Evidence about Jackie Robinson’s Legacy\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nSharing is caring! Using the collaborative lesson, scholars engage in a shared writing process with the teacher. Working together, they compose opinion letters about Jackie Robinson's legacy. \n
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson Plan 17: Novel, Take 2\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nIt's all about using peer resources in this writing process lesson, which includes a fantastic novel revision worksheet packet. Learners have read a partner's story draft the night before, and groups have a \"lightning round of...\n
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Worksheet
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\n\"Another\n\n
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\nAnother Argument at the Dinner Table?\n

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\n\nFor Students\n\n4th - 6th\n
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\nHere is an interesting instructional activity on discursive text. Learners read a short essay that expresses two opinions regarding choices of foods to eat by young people. After reading the text, pupils must fill out the instructional...\n
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\n\"Determining\n\n
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\nDetermining Author's Point of View: The Sneeches \n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nDetermine the author's point of view in a text. Young readers read Dr. Seuss' The Sneeches and identify the author's purpose in the story. They identify persuasive techniques in writing, asking and answering questions to better...\n
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Lesson Plan
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\n\"Magazine\n\n
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\nCurated OER\n
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\nMagazine Production\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nAnalyze magazines as a class, looking carefully for the target audience, advertisements, and topics presented. Small groups then work as a publication team and receive a magazine that they have to \"sell.\" Each individual has a different...\n
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Worksheet
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\n\"Write\n\n
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\nCurated OER\n
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\nWrite Sentences\n

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\n\nFor Students\n\nPre-K - 1st\n\nStandards\n
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\nThese short sentences will give your budding writers practice printing whole words and leaving space between them. They copy two short sentences and are instructed to leave a finger space between words. Learners illustrate the first...\n
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