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\n\"End\n\n
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\nEnd of Unit 2 Assessment, Part 2: Revising the Informative Essay\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nIs that your final answer? Scholars discuss the terms, edit, and revise. They then complete their final drafts as the end-of-unit assessment of Unbroken. Writers use their graded draft essays from a previous instructional activity to...\n
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\n\"Writing\n\n
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\nEngageNY\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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\n\"Revising\n\n
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\nRevising Draft Letters to a Publisher about an Athlete’s Legacy: Using Critique and Feedback, Part II\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nLet's get opinionated. Scholars participate in a peer critique and revision process using a fun activity called a Four Corners strategy. After incorporating classmates' feedback, individuals share their final drafts of their opinion...\n
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\n\"Dramatic\n\n
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\nDramatic Outlines\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents write about main characters. In this dramatic writing activity, students brainstorm character ideas. Students create actions and give the character a voice. Students act out the scene in groups and create a final draft.\n
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Unit Plan
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\n\"4th\n\n
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\nAlpena-Montmorency-Alcona Educational Service District\n
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\n4th Grade Personal Narrative\n

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\n\nFor Students\n\n4th\n\nStandards\n
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\nThroughout 10 lessons, fourth graders learn how to plan, organize, write, and edit their own personal narratives. In the beginning, young writers come up with ideas of personal experiences and the emotions linked with those experiences....\n
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\n\"Performance\n\n
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\nPerformance Task: Publishing the Final Brochure\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nAdd your final touches! Seventh graders finish the final draft of the brochure they began in the previous activity. They then reflect by talking with other learners to discuss their work. Peers talk about the choices they made in layout...\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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\n\"On-Demand\n\n
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\nOn-Demand End of Unit Assessment and Bookmark Celebration\n

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\n\nFor Teachers\n\n3rd\n\nStandards\n
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\nUsing everything they have learned about writing paragraphs over the past few lessons of the unit, class members compose an informative paragraph independently. This is an authentic assessment of their ability, since learners have...\n
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\n\"Digital\n\n
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\nCurated OER\n
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\nDigital Storytelling\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nScholars of all ages can use the various tools of technology to construct and illustrate a story. Utilizing this resource, learners work with a partner to brainstorm and draft a story based on personal experience. They use computer...\n
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\n\"Best\n\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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\nPerformance Task: Write Ad Analysis\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nIt's final. Scholars work on their final drafts of their ad analyses. They use the model sample Samsung Appliances for reference. After completing the task, learners turn and talk with one another about the decisions they made in...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Personal Narrative\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nAfter writing a personal narrative, learners edit their work and that of their classmates. Using the imbedded link, pupils edit their paper. They form small groups and check each other's papers for spelling, grammar usage, sentence...\n
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\n\"How\n\n
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\nCurated OER\n
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\nHow to Write a Biography\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLooking for a great lesson on how to write a biography? Here, middle schoolers draw from magazine articles, novels, historical figures, and current events to choose a person, or character to write about in a biography. They follow a...\n
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\n\"Developing\n\n
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\nDeveloping an Essay: Word Choice\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nGrading essays after reading a novel written by a lyrical master (think Nabokov, Morrison, Chabon) is a deflating experience. Why can’t your student’s display the same skill in diction as your favorite writers? Because you did not use...\n
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\nGrade 12 ELA Module 1, Unit 3, Lesson 7\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nAs an end-of-unit assessment, class members complete the final drafts of their Common Application narrative essay and then meet in pairs to discuss the independent reading selection.\n
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\n\"Grade\n\n
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\nGrade 9 ELA Module 3, Unit 3, Lesson 8\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nWriters complete editing and polishing the final draft of their research paper and submit the document for assessment.\n
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\n\"Fiction\n\n
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\nCurated OER\n
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\nFiction Book Report\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders review a fictional book in which they give an overview of the characters and storyline. Microsoft Word is used to type a final draft of their review and to create a cover page with a picture.\n
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\n\"Writing\n\n
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\nCurated OER\n
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\nWriting a How-To Paper\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents write a 'how-to' paper. In this writing lesson plan students choose from a list of topics and write a paper explaining how to do something. The students also discuss the definition of a 'how-to' paper.\n
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Writing
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\n\"Advanced\n\n
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\nCurated OER\n
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\nAdvanced Practical Writing - A Letter to your Landlord\n

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\n\nFor Students\n\n6th - 8th\n
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\nLooking for a letter writing worksheet? This worksheet provides a practical and realistic activity for your class. Learners write a brief letter to their landlord, who can be either real or imaginary, asking him or her to fix a problem...\n
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Writing
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\n\"Making\n\n
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\nCurated OER\n
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\nMaking a Formal Argument $5 or a Lottery Ticket\n

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\n\nFor Students\n\n6th - 9th\n\nStandards\n
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\nWhat's better: having a lottery ticket or a $5 bill? This question is sure to engage your middle schoolers. There's an example answer provided and, unlike the other worksheets of its kind, there is a space to write both a rough and final...\n
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Writing
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\n\"Making\n\n
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\nMaking a Formal Argument - \"Soccer or Basketball\"\n

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\n\nFor Students\n\n4th - 6th\n
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\nWhich is a better sport: soccer or basketball? Upper elementary writers will love arguing over their favorite sports. Consider asking the class what their favorite sports are before assigning this sheet and editing the choices as needed....\n
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\n\"Writing\n\n
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\nCurated OER\n
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\nWriting An Article\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nYoung writers compose an article on the benefits of healthy eating. They are coached on how to use the passive voice in their writing. On the whiteboard, they brainstorm ideas of why healthy eating is important, then use those ideas to...\n
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\n\"Personal\n\n
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\nCurated OER\n
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\nPersonal Narrative Paragraphs: Class Quilt\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nBegin this activity by asking third graders to bring from home pieces of cloth that represent something important to them. (Have extras for young scholars who need them.) They reflect on important events in their lives, compose narrative...\n
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\n\"Recycled\n\n
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\nRecycled Greeting Cards\n

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\n\nFor Teachers\n\n3rd - 10th\n
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\nStudents create greeting cards from recycled products. They research how paper is recyled and the history of paper. They write free verse and create their own recycled paper. They use Microsoft Word to write their final drafts of verse...\n
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