Have you had a change of heart? Scholars consider whether their views change after gaining new information about tissue ownership. They read John Moore's court hearings and respond to a quick write prompt, noting if the new information...

Don't argue for the sake of argument. Scholars begin their work in lesson plan 13 and continue into lesson plan 14 as they analyze The Immortal Life of Henrietta Lacks. Working in groups, learners work toward collecting text evidence and...

Do you have a valid claim? Learners become judges of claims as they expand on evidence collected in lesson 13 and develop claims. They present claims to one another and respond to questions and counterclaims. To finish, individuals...

Scholars examine an excerpt from The Immortal Life of Henrietta Lacks and determine how the author builds up smaller details to create the larger idea of the main passage. To finish the lesson plan, learners discuss in pairs, answer...

Scholars begin to work independently on their research ideas from the first six lessons. They use their previous work in the first six lessons and a research checklist to guide their work. To finish, they complete graphic organizers,...

Choose your path carefully. When beginning research, learners must figure out which inquiry path to follow. After determining a path, scholars guide their research based on the chosen theme to further refine the questions they...

Scholars take a close look at evaluating sources and the information that comes from them. Learners review their research plans, use a handout organizer to learn how to take notes, and begin annotating correctly. They practice what they...

Do you know if that source is reliable? Learners examine closely to determine which sources provide reliable information for their research. Scholars use organizers to examine each source based on credibility, accessibility, and...

There are no wrong questions—or are there? Scholars learn to create practical questions to guide their research by first creating questions for their peers' research topics. They then vet classmates' questions before narrowing their...

What's the verdict? After finding sources and gathering information, scholars must now make a claim. Learners narrow their focus and refine their inquiry paths before analyzing the information and making a claim about their questioning....

Take it one step at a time. Scholars use the steps learned in lessons three through five to guide their independent research. While using the steps, learners complete research tool organizers to record their thinking, sources, and...

It's time to prove it! Scholars now must ensure that all claims are based on evidence. Learners write detailed claims for each inquiry path using several evidence-based claims tools. At the end of the lesson plan, pupils respond to a...

Opposites attract. Scholars choose one of their claims from the previous lesson. They then must consider the opposite view of that claim and create a counterclaim, discussing it with classmates. To help guide the discussion, they use a...

Is that your final answer? As part of the last lesson, scholars finalize their research portfolios. They review all of their claim tools and gain the perspective of others as they discuss their work with a group. To finish, they write...

Scholars evaluate E.B. White's tone in his narrative. Lessons use turn-and-talk strategies to discuss details of a personal narrative essay, respond to guided questions, and work in pairs to analyze word choice. Learners demonstrate...

Are authors also designers? Scholars examine closely how E.B. White designs a section in Death of a Pig. They determine how the structure of sentences and paragraphs, the order of events, and the dialogue placement all contribute to the...

High schoolers read the final section of E. B. White’s Death of a Pig and examine the impact of the words and tone he used. In pairs, learners discuss their homework from the previous night, answer questions about the text, and write in...

Class members analyze the details of a section of E. B. White’s Death of a Pig to determine a central idea. Learners use turn-and-talk to discuss the details and ideas they identify. They then work in groups to annotate the text, respond...

It's time to tie it all together. Scholars reflect on the series' past five lessons about Death of the Pig. They examine how E.B. White develops a central idea throughout the essay before responding to a writing prompt.

Scholars work through an investigation process to narrow down a question to research. Learners begin by examining the research process, creating a portfolio, and vetting two or three possible topics. For extended work, they search for...

Have you ever argued for the sake of argument? Scholars dig into what makes a compelling argument. They learn to create evidence-based arguments using a teacher-led model. Once finished, they use an evidence-based checklist to guide...

Do you know what the plan is? Scholars are now ready to complete the final instructional activity of independent research before finalizing their plans. Ultimately, they turn in all research tool sheets and frames and organize their...

One sentence, so much meaning. Scholars analyze a quote from Act 2.3 of Shakespeare's Macbeth and explore the plot in a jigsaw discussion.

Ambition, murder, nontraditional gender roles ... some problems just can't be fixed in marriage counseling. Learners discuss the relationship between Macbeth and Lady Macbeth. As a culminating activity, pupils analyze how the characters'...