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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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Lesson Plan
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\n\"Introducing\n\n
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\nEngageNY\n
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\nIntroducing Research Folders and Generating a Research Question\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nTake the next step in the writing process with a lesson plan geared towards the completion of writing an evidence-based essay about a rule to live by, as Bud did in Bud, Not Buddy by Christopher Paul Curtis. Pupils collaborate with their...\n
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\n\"Grade\n\n
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\nEngageNY\n
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\nGrade 9 ELA Module 3, Unit 3, Lesson 1\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nThe opening exercise in this instructional unit introduces class members to the writing process they will follow to craft an informative, expository research paper that addresses their research question. To begin, writers are asked to...\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 2: Revise Essay Drafts\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nPositive feedback is a great way to improve writers' skills. Scholars receive their draft essays back with teacher comments and start the revision process. Next, they prepare to begin their final drafts at home.\n
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Instructional Video9:00
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\n\"Papers\n\n
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\nPapers and Essays: Crash Course Study Skills #9\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nYour research paper is due tomorrow, and you're staring at the dreaded blank screen. How can you avoid this problem next time? Watch a short, informative video on writing papers and essays to review the importance of the writing process...\n
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\n\"Night:\n\n
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\nCurated OER\n
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\nNight: Unsent Letters Writing Strategy\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nAs part of their study of Elie Wiesel's Night, individuals assume the voice of an Auschwitz survivor and craft a letter to a former SS officer who worked at the camp and claims he is not guilty of any crime. \n
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\n\"The\n\n
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\nNovelinks\n
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\nThe Joy Luck Club: Writing Strategy\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nReaders of The Joy Luck Club, use a double-0entry journal to record and reflect on passages from Amy Tan's novel.\n
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Handout
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\n\"Writing\n\n
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\nAnchorage School District\n
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\nWriting Reference Sheet\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nPrint out this handy reference page double sided and distribute it to your class. Individuals can use the page to aid them as they work on their topic sentences, transitions, conclusions, and paragraph structure. There is plenty of...\n
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\n\"My\n\n
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\nCurated OER\n
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\nMy Antonia: Biopoem Writing Strategy\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nExplore the characters in My Antonia by Willa Cather with a biopoem assignment. Pupils use the provided format to write their poems about any character from the book.\n
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\n\"Pudd'nhead\n\n
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\nPudd'nhead Wilson: Writing Strategy\n

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\n\nFor Students\n\n6th - 8th\n\nStandards\n
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\nAssign this narrative essay after finishing Puddn'head Wilson. Learners write about their own experiences with overcoming obstacles. A five-step process is laid out on this assignment page.\n
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\n\"Telling\n\n
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\nCurated OER\n
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\nTelling Your Story\n

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\n\nFor Teachers\n\nK - 4th\n
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\nHave young writers compose stories that add detail to the moments captured in personal photographs and create an annotated photo album. Rather than sending every member of the class home for the weekend with a digital camera, you might...\n
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\n\"Adventure\n\n
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\nCurated OER\n
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\nAdventure Stories\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nHave your class write adventure stories. In a step-by-step manner, learners discuss techniques that can be used to make their stories interesting and complete. They analyze the purpose of the story, the ways they can generate excitement,...\n
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Unit Plan
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\n\"Exploring\n\n
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\nOakland Writes\n
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\nExploring Thematic Motifs in The House on Mango Street\n

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\n\nFor Teachers\n\n8th - 10th\n\nStandards\n
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\nExplore identity and community through an expository essay based on The House on Mango Street by Sandra Cisneros. This two-week unit on writing an essay provides a brief description of each day and all of the worksheets and...\n
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\n\"Creative\n\n
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\nCurated OER\n
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\nCreative Writing Workshop (Middle, Reading/Writing)\n

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\n\nFor Teachers\n\n5th - 9th\n
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\nBring this lesson into your unit about creative writing and precise language. First, middle schoolers create a piece of writing with the help of their classmates. In the second part of this workshop, they edit their own piece of writing....\n
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\n\"Giving\n\n
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\nCurated OER\n
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\nGiving with Imagination\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nDemonstrate gift giving as an act of caring about someone versus gifts for show (or gifts from the purse). Elementary learners practice giving gifts from the heart by creating a poem for someone special to them.\n
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\n\"From\n\n
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\nCurated OER\n
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\nFrom the Middle Ages Straight to You\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nLearners read a \"letter\" from Dr. Suess' Bartholomew Cubbins and note differences between their lives and Bartholomew's. They utilize prewriting strategies to draft a letter of response to Bartholomew.\n
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\n\"Best\n\n
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\nCurated OER\n
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\nBest Part of Me\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nAfter listening to the story, The Best Part of Me, learners will identify a positive physical feature of themselves, and create a descriptive poem about their favorite feature. Photographs are taken, and a nice final draft of the poem is...\n
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\n\"Creative\n\n
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\nCreative Writing - Research and Letters\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nHere's a fresh approach that combines research, business and personal letter writing, and creative story telling. Student groups research different decades in the life of a famous Japanese astronomer. They then craft a decade fact sheet,...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Beginning, The Middle, & The End\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nCut magazine pictures into three sections, having your youngsters piece the pictures back together. With this fun activity, they discover the importance of sequencing a story. Then they use a fun template (shaped like a burger) to write...\n
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\n\"Valentine's\n\n
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\nCurated OER\n
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\nValentine's Day: Love Letters\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nOh the joys of love! As a special Valentine's Day assignment, budding authors research the life of one of the most romantic poets, Keats. They read the letter, \"To Fanny Brawne, 13 October 1819,\" then compose a love letter of their own....\n
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\n\"Picturing\n\n
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\nCurated OER\n
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\nPicturing America: Images and Words of Hope from Romare Bearden and Langston Hughes\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nA carefully crafted three-day instructional activity integrates poetry and visual art. By analyzing and comparing Langston Hughes' poem \"Mother and Son\" and Romare Bearden's collage \"The Dove,\" readers explore the theme of hope. The...\n
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\n\"Brainstorming\n\n
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\nBrainstorming\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nDo your learners really understand brainstorming? Here’s a presentation that covers the ground rules, procedures, and phases of this thought-provoking design tool.\n
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PPT
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\n\"The\n\n
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\nCurated OER\n
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\nThe Conclusion Paragraph\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStrike a note of hope or despair. Give a symbolic detail. Use a meaningful quotation. These strategies and others are part of a presentation on the purposes of and how to craft a conclusion. Sample conclusions are included for the class...\n
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\nVirginia Department of Education \n
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\nThe Writing Process for Persuasive Writing\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nGet your junior high writers stimulated with the strategies and ideas available in this activity. Learners discuss and debate controversial subjects, and outline their reasons with an online graphic organizer (link included) that creates...\n
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