In this activity, students learn what a formal argument is. Then they read a sample argument, “Save Our Soda," and answer multiple choice questions about the reading. 

In this assignment, students read example claims to identify what makes them effective. Students then answer questions identifying claims, and practice writing their own claim.

In this activity, students read about supporting claims with reasons and evidence. They learn how reasons support claims and about the different types of evidence they can use in their writing. Lastly, they read an example argument and answer multiple choice questions.

In this assignment, students focus on the qualities of effective support. Students read examples of reasons and evidence that are logical, relevant, and sufficient. Then students practice identifying logical reasons and evaluating evidence.

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate several passages for cohesion, learn ways to organize their writing, and then practice revising example arguments for coherence.

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. They also revise passages to add persuasive techniques.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this assignment, students read about what makes a conclusion effective. They read two sample arguments and answer multiple choice questions evaluating conclusions. They also write a conclusion paragraph for one of the sample arguments. 

In this activity, students learn what a formal argument is. Then they read a sample argument, “Fashion Photos Should Tell the Truth,” and answer short response and multiple choice questions about the reading. 

In this assignment, students read example claims to identify what makes them effective and evaluate the strength of several claims. Students then read an example argument about coed sports and answer questions identifying the claim, opposing claim, and counterclaim.

In this activity, students read about supporting claims with reasons and evidence. They learn how reasons support claims and about the different types of evidence they can use in their writing. Lastly, they read an example argument and answer multiple choice questions.

In this assignment, students focus on the qualities of effective support. Students read examples of reasons and evidence that are logical, relevant, and sufficient. Then students practice identifying logical reasons and evaluating evidence.

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate several passages for cohesion, learn ways to organize their writing, and then practice revising example arguments for coherence.

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. They also revise passages to add persuasive techniques.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this assignment, students read about what makes a conclusion effective. They read two sample arguments and answer multiple choice questions evaluating conclusions. They also write a conclusion paragraph for one of the sample arguments. 

In this activity, students learn what a formal argument is. Then they read a sample argument, “End Animal Dissection in Schools,” and answer short response and multiple choice questions about the reading. 

In this assignment, students read example claims to identify what makes them effective. Students then read an example argument about advertising and answer questions identifying claims, opposing claims, and counterclaims.

In this activity, students read about supporting claims with reasons and evidence. They learn how reasons support claims and about the different types of evidence they can use in their writing. Lastly, they read an example argument and answer multiple choice questions.

In this assignment, students focus on the qualities of effective support. Students read examples of reasons and evidence that are logical, relevant, and sufficient. Then students practice identifying logical reasons and evaluating evidence.

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate several passages for cohesion, learn ways to organize their writing, and then practice revising example arguments for coherence.

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. They also revise passages to add persuasive techniques.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this assignment, students read about what makes a conclusion effective. They read two sample arguments and answer multiple choice questions evaluating conclusions. They also write a conclusion paragraph for one of the sample arguments. 

Proficiency Level: Below

In this assignment, students read the Student Sample, “Dear Mr. Sandler,” a Persuasive Letter written by a sixth-grade student. Then they plan their own Persuasive Letter to a Hollywood producer about one thing they would like to see changed in movies, using the Student Sample as a model. Students complete graphic organizers to analyze the introduction and claim of the Student Sample and plan their Persuasive Letter, focusing on Introduction. 

Duration: 20 minutes

Proficiency Level: Below

In this mini-lesson, students learn about the O.R.E.O. acronym—opinion, reason, evidence, restate opinion—for opinion writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

Duration: 10-15 mins

Proficiency Level: Approaching, Below

In this mini-lesson, students learn to craft a conclusion paragraph for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 mins

Proficiency Level: Below

In this 10-15 minute mini-lesson, students learn to craft an introduction paragraph for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 minutes

Proficiency Level: Approaching, Below

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate several passages for cohesion, learn ways to organize their writing, and then practice revising example arguments for coherence.

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. 

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read about common persuasive techniques and how these are used in writing. Then they revise passages to add persuasive techniques.

Duration: 15-20 mins

Proficiency Level: Below

In this activity, students learn how formal style and tone make their informational writing stronger. They read about the characteristics of formal style and answer multiple choice questions. 

Duration: 15-20 mins

Proficiency Level: Below

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and complete revisions of sample passages to practice what they learned.

Duration: 15-20 mins

Proficiency Level: Below

In this activity, students learn what a formal argument is. Then they read a sample argument, “Save Our Soda," and answer multiple choice questions about the reading. 

Duration: 15-20 minutes

Proficiency Level: Below

In this activity, students learn what a formal argument is. Then they answer multiple choice questions to demonstrate their comprehension. 

Duration: 15-20 minutes

Proficiency Level: Below

In this 10-15 minute mini-lesson, students learn about strong reasons & evidence for argumentative writing. Students respond to a variety of questions to review the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 minutes

Proficiency Level: Approaching

In this 10-15 minute mini-lesson, students learn about types of evidence for argumentative writing. Students respond to a variety of questions to review the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 minutes

Proficiency Level: Below

In this mini-lesson, students learn about linking words for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education. 

Duration: 10-15 mins

Proficiency Level: Below

In this 10-15 minute mini-lesson, students learn how to integrate a quote in their argumentative writing by using the Quote Sandwich - introduction, quote, explanation. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

Duration: 10-15 minutes

Proficiency Level: Below

In this 10-15 minute mini-lesson, students learn about opinion writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 minutes

Proficiency Level: Below

In this assignment, students read the article "A Safer Sport," by Brian S. McGrath, and the "Stick with Tackle" data sheet. They review and text, noting argumentative techniques as well as reasons and evidence from the readings. Then students plan out a Persuasive Paragraph about the topic. Students complete a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, using a text as a model, stating a claim, and using reasons and evidence to support the claim, will help students prepare for writing in the Argument genre.

The article in this assignment is available at Lexile levels: 720, 900, and 1050, plus a Spanish language version.

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read the TIME for Kids article "Hope for Tigers," by Brian S. McGrath, and the “Protecting Private Land” data sheet, which provides a viewpoint that differs from the article. Then they plan a four-paragraph Persuasive Speech about whether the government should be allowed to move people who live too close to wildlife reserves, if needed, to keep tigers safe.  

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read the article "The Problem with Plastics," by Brian S. McGrath, and the “We Need Plastic” data sheet, which provides a viewpoint that differs from the article. Then they plan a five-paragraph Persuasive Speech about whether world leaders should stop companies from producing plastics to reduce the plastic pollution problem. Students plan the speech by completing a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, stating a claim, and developing an argument with reasons and evidence help students prepare for writing in the Argument genre. 

The article in this assignment is available at Lexile levels: 730, 890, and 1030, plus a Spanish language version.

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read the article "Recess Reform," by Rebecca Mordechai, and "The Trouble with Recess" data sheet. Then they plan out a one-paragraph Argument based on a prompt about the topic. Students complete a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, stating a claim, and using reasons and evidence to support their claim will help students prepare for writing in the Argument genre. 

The article in this assignment is available at Lexile levels: 710, 890, and 1010, plus a Spanish language version.

Duration: 15-20 min

Proficiency Level: Exceeds, Meets, Approaching, Below

New Concluding Paragraph: In this assignment, students read the Student Sample "Dear Teachers," a persuasive letter written by a seventh-grade student. Then they write a New Concluding Paragraph to the letter. Students focus on the skill of writing a strong conclusion that summarizes the argument, adds support to it, and ends with a call to action.  

Duration: 15-20 mins

Proficiency Level: Approaching, Below

In this assignment, students develop and address an opposing claim on a topic they feel strongly about. Students use the Identify Opposing Claims and Counterclaims Anchor Chart for guidance. 

Duration: 10-15 minutes

Proficiency Level: Approaching

In this assignment, students evaluate Reasons and Evidence in an Argument. Students use the Evaluating Evidence Anchor Chart for guidance. 

Duration: 10-15 minutes

Proficiency Level: Approaching, Below

In this assignment, students practice using Linking Words to connect ideas in an Argument. Students use the Linking Words Anchor Chart for examples of what linking words to use and when to use them. . 

Duration: 10-15 minutes

Quick Write Argument: The theme of this collection of skills lessons is Making a Difference. Each assignment focuses on something people can do to make a positive difference in the world. In this assignment, students activate their prior knowledge about this theme by thinking of a problem in the world that is important to them. They write a one-paragraph Quick Write Argument aimed at convincing others to care about this issue. This short assignment helps students prepare for the skills lessons by considering the theme and beginning to write in the Argument genre.

Duration: 20 minutes

Persuasive Letter: In this assignment, students read the Student Sample, “Dear Mr. Sandler,” a Persuasive Letter written by a sixth-grade student. Then they write their own two- or three-paragraph Persuasive Letter to a Hollywood producer about one thing they would like to see changed in movies, using the Student Sample as a model. Students focus on the skill of introducing a claim. Before writing, students complete graphic organizers to analyze the introduction and claim of the Student Sample and plan their Persuasive Letter.

Duration: one class period

Persuasive Speech: In this activity, students read “World Hunger Is on the Rise for the Third Year in a Row,” an informational article about the problem of world hunger. Then they write a two- or three-paragraph Persuasive Speech aimed at convincing a group of wealthy donors to support the cause of ending world hunger, using the selection as a source of information. Students focus on the skill of supporting a claim with valid reasons and relevant evidence. Before writing, students complete graphic organizers to identify reasons and evidence from the text and plan their Persuasive Speech.

Duration: one class period

Op-Ed: In this activity, students read “Are We Living in the Plastic Age?” an informational article about the problems associated with humans’ widespread use of plastic. Then they write a four-paragraph Op-Ed for a student newspaper to persuade students to do something about the plastic problem, using the selection as a source of information. Students focus on the skills of organization and using transitions to connect their ideas. Before writing, students complete graphic organizers to review information from the article and plan their Op-Ed.

Duration: one class period

Brief Argument: In this activity, students read “A Horseman in the Sky,” a short story about a soldier during the American Civil War. Then they write a three-paragraph Brief Argument about the main character’s actions. Students focus on the skill of acknowledging and refuting a counterclaim. Before writing, students complete graphic organizers to review information from the story and plan their Brief Argument.

Duration: one class period

New Concluding Paragraph: In this assignment, students read the Student Sample "Dear Teachers," a persuasive letter written by a seventh-grade student. Then they write a New Concluding Paragraph to the letter. Students focus on the skill of writing a strong conclusion that summarizes the argument, adds support to it, and ends with a call to action. Before writing, students complete graphic organizers to review the key points made in the Student Sample, evaluate the strength of the original conclusion, and plan their New Concluding Paragraph.

Duration: one class period

In this activity, students learn what an informative text is. They read a sample text, “The Village Blacksmith” and answer multiple choice questions about the reading analyzing the author's craft.

In this assignment, students learn how evidence can help them identify a thesis statement. They also learn to keep the task, purpose, and audience in mind as they develop their informative texts.

In this activity, students read about organizational strategies and signal words. They also learn what transitions and formatting are, and how these can help create an organized informative text. 

In this assignment, students learn what makes an effective introduction and conclusion. They read three sample essays and answer multiple choice questions evaluating introductions and conclusions. They also practice writing their own. 

In this activity, students read about the different types of elaboration. Then they read and evaluate sample passages. Finally, students practice choosing elaboration for sample thesis statements.

In this assignment, students read about how different types of graphics and multimedia can enhance an informative text. Students practice choosing the correct elements for different informative passages.

In this activity, students learn how expressive language makes an informative text stronger. They read two sample essays and practice evaluating descriptive language. Students also practice revising for precise language.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this activity, students learn what an informative text is. They read a sample text, “A Story of Time and Place” and answer multiple choice questions about the reading analyzing the author's craft.

In this assignment, students learn how evidence can help them identify a thesis statement. They also learn to keep the task, purpose, and audience in mind as they develop their informative texts.

In this activity, students read about organizational strategies and signal words. They also learn what transitions and formatting are, and how these can help create an organized informative text. 

In this assignment, students learn what makes an effective introduction and conclusion. They read three sample essays and answer multiple choice questions evaluating introductions and conclusions. They also practice writing their own. 

In this activity, students read about the different types of elaboration. Then they read and evaluate sample passages. Finally, students practice choosing elaboration for sample thesis statements.

In this assignment, students read about how different types of graphics and multimedia can enhance an informative text. Students practice choosing the correct elements for different informative passages.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this activity, students learn how expressive language makes an informative text stronger. They read two sample essays and practice evaluating descriptive language. Students also practice revising for precise language.

In this activity, students learn what an informative text is. They read a sample text, “Surprises in 'Eleven,'” and answer short response and multiple choice questions about the reading analyzing the author's craft.

In this assignment, students learn how evidence can help them identify a thesis statement. They also learn to keep the task, purpose, and audience in mind as they develop their informative texts.

In this assignment, students learn what makes an effective introduction and conclusion. They read three sample essays and answer multiple choice questions evaluating introductions and conclusions. They also practice writing their own. 

In this activity, students read about the different types of elaboration. Then they read and evaluate sample passages. Finally, students practice choosing elaboration for sample thesis statements.

In this assignment, students read about how different types of graphics and multimedia can enhance an informative text. Students practice choosing the correct elements for different informative passages.

In this activity, students read about organizational strategies and signal words. They also learn what transitions and formatting are, and how these can help create an organized informative text. 

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this activity, students learn how expressive language makes an informative text stronger. They read two sample essays and practice evaluating descriptive language. Students also practice revising for precise language.

Proficiency Level: Below

In this assignment, students write a one-paragraph Conclusion to an informative essay. They can either to write a conclusion for an essay they have already written or for a student sample that is provided. They choose from six "puzzle pieces" that help them conclude the essay in a clear and interesting way. Students write a sentence for each of the puzzle pieces they choose, then arrange the order of the puzzle pieces in different ways, until they have a conclusion they like. Learning to use these elements helps them write strong conclusions that don't sound formulaic and gives them choice and variety in how to end an essay.   

This assignment is a companion to this teacher Quick Clip video featuring Kristina Smekens.

Duration: 10-15 mins

Proficiency Level: Below

In this assignment, students learn how to balance evidence and elaboration when answering text-based questions. First, they read a nonfiction article about how astronauts exercise in space and are presented with a question. Then they use a graphic organizer (either RACE or Yes MA'AM) to balance evidence from the text and elaboration explaining their thinking. This process can be used to teach students how to respond to a short-answer question or to write a complete body paragraph in a longer essay. 

This assignment is a companion to this Quick Clip video featuring Kristina Smekens.

Duration: 15-20 mins

Proficiency Level: Below, Approaching

In this assignment, students watch a seven-minute video about Nelson Mandela. Mandela's activism helped change the political landscape of South Africa at great cost to himself. Students then complete the Concept Map with facts from the video, after filling in a key question on the topic. Asking and answering a key question about the topic is an important skill required for reading and writing in the Information genre.

Duration: 15-20 minutes

Proficiency Level: Below

In this mini-lesson, students learn about the uses and benefits of formal style for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

Duration: 10-15 mins

Proficiency Level: Below

In this mini-lesson, students learn to craft a conclusion paragraph for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 mins

Proficiency Level: Below

In this activity, students learn what transitions and formatting are, and how these can help create an organized informative text. They practice editing passages for clarity by using transitions and formatting.

Duration: 15-20 mins

Proficiency Level: Below

In this mini-lesson, students learn about the features of informational text for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

Duration: 10-15 mins

Proficiency Level: Approaching, Below

In this activity, students learn how formal style and tone make their informational writing stronger. They read about the characteristics of formal style and answer multiple choice questions. 

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students learn what makes an effective introduction. They read three sample essays and answer multiple choice questions evaluating introductions. They also practice writing their own. 

Duration: 15-20 mins

Proficiency Level: Below

In this activity, students read the introductory paragraphs from three Student Sample essays about The Great Depression. Students complete graphic organizers to analyze the Student Samples and plan their Article Introduction.

Duration: 15-20 mins

Proficiency Level: Approaching, Below

In this activity, students are introduced to the use of textual evidence. Students learn what strong evidence looks like and how to identify it in writing.

Duration: 15-20 mins

Proficiency Level: Approaching, Below

In this assignment, students practice writing a strong Introduction Paragraph. They imagine that they are going to write a complete Informative Essay, but write only the first paragraph at this time. They choose from six "puzzle pieces" that help them hook their reader and introduce their topic in a clear way. Students start by writing a sentence to go with each puzzle piece. Then they throw away (or delete) the sentences that don't work and work on organizing the sentences that make sense. Learning to choose from these elements allows them to write strong introductions that don't sound formulaic and give them choice and variety in how to begin an essay. There are six different prompts included in this assignment so students can practice this skill with a variety of writing purposes and formats. 

This assignment is a companion to this Quick Clip teacher video featuring Kristina Smekens.

Duration: 15-20 mins

Proficiency Level: Below

In this activity, students read about the planning and drafting stages of the Writing Process. Then they answer questions that help them reflect on their own writing process.

Duration: 15-20 mins

Proficiency Level: Below

In this mini-lesson, students learn how to respond to a prompt for informational writing. Students respond to a variety of questions to review the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 mins

Proficiency Level: Below

In this activity, students read about organizational strategies and signal words. They practice identifying various organizational strategies for informational writing.

Proficiency Level: Below

In this mini-lesson, students learn how to integrate quotes into their informational writing by using the Quote Sandwich - introduction, quote, explanation. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

Duration: 10-15 mins

Proficiency Level: Below

In this mini-lesson, students learn about using expert words for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 mins

Proficiency Level: Below

In this assignment, students learn what makes an effective conclusion. They read three sample essays and answer multiple choice questions evaluating conclusions. They also practice writing their own. 

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read the article "Turning the Tide," by Shay Maunz, and plan an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner).

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read "Meet Stevie," by Corinne Purtill & TFK Editors. Students will complete a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. 

Duration: 15-20 minutes

Proficiency Level: Below

In this assignment, students read the article "Teacher's Pup," by Rebecca Mordechai. Students will complete a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. 

The article in this assignment is available at Lexile levels: 780, 890, and 1030, plus a Spanish language version.

Duration: 15-20 minutes

Proficiency Level: Below

In this assignment, students read the article "Safe Travels," by Rebecca Mordechai. Students will complete a Graphic Organizer (Planner).  Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre.

The article in this assignment is available at Lexile levels: 810, 950, and 1080, plus a Spanish language version.

Duration: 15-20 minutes

Proficiency Level: Below

Students may have encountered writing prompts before, but do they know how to interpret the task? In this assignment, students read the article “What Gives Bugs Bunny His Lasting Power?” to learn about the long history of cartoon icon Bugs Bunny and his rise to stardom. Students then analyze a writing prompt directing students to write in a distinct format for a specific audience and purpose. Students complete a Graphic Organizer to analyze the prompt, first separating the prompt into its three distinct parts (background, task, and evidence), honing in on the critical middle part—the task, and then decoding the writing task using the RAFT strategy (role, audience, format, topic). Being able to independently read a prompt, identify the task, and accurately interpret the task, is an essential skill students need to succeed in test settings, on school assignments, and in communicating clearly through writing.

This assignment goes with the Smekens Quick Clips PD video: "How Do You Prepare Kids to Decode Prompts?"

Duration: 15-20 mins

In this assignment, students read the Student Sample "Dear Teachers," a persuasive letter written by a seventh-grade student. Students also complete a graphic organizer analyzing the text. Evaluating informational text is a key skill in reading language arts.

Duration: 15-20 minutes

In this assignment, students write two or three sentences about the author's use of details and descriptions. 

Duration: 5-10 minutes

Proficiency Level: Below

This assignment asks students to identify an interesting place to visit and explain what is interesting about it. Students practice the skill: Develop a Topic in the Information genre. Use this High 5 activity during the first 5 minutes of class or anytime you want to assign a Quick Write.

Duration: 5 mins

Proficiency Level: Below

Students review an anchor chart about sentence length and then practice writing an informational text.

Duration: 5-10 mins

Proficiency Level: Below

In this assignment, students write a few sentences about a topic they are learning about in class. They practice leaving the reader with an insight by making their final sentence raise a new idea about the topic.

Duration: 5-10 mins

In this assignment, students think about two stories they’ve read this year. They write a few sentences comparing them.

Duration: 5-10 minutes

Quick Write Explanatory Paragraph: The theme of this collection of skills activities is Modern History. Each reading selection focuses on events or people from the 19th or 20th century. In this activity, students activate their prior knowledge about this theme by choosing what they consider to be the most important event of the 20th century. They write a Quick Write Explanatory Paragraph about this event and what we can learn from it. This short activity helps students prepare for the skills activities by considering the theme and beginning to write in the Information genre.

Duration: 20 minutes

Article Introduction: In this activity, students read the introductory paragraphs from three Student Sample essays about The Great Depression. Then they write their own Article Introduction, using the strongest Student Sample as a model. Students focus on the skill of introducing a topic, which includes hooking the reader and providing appropriate context. Before writing, students complete graphic organizers to analyze the Student Samples and plan their Article Introduction.

Duration: one class period

Literary Analysis: In this activity, students read an excerpt from the first chapter of The Mysterious Affair at Styles, a murder mystery by Agatha Christie. Then they write a Literary Analysis of the selection, examining how the author uses narrative techniques to create suspense. Students focus on the skill of analyzing a text. Before writing, students complete graphic organizers to analyze the selection and plan their Literary Analysis.

Duration: one class period

Job Description: In this activity, students read the poem "O Captain! My Captain!," written by Walt Whitman after the assassination of President Abraham Lincoln in 1865. Then they write a Job Description explaining the qualities a strong president should have. Students focus on the skill of developing a topic with details and examples. Before writing, students complete graphic organizers to analyze the poem and plan their Job Description.

Duration: one class period

Travel Article: In this activity, students read "Take a Look Inside These Presidential Homes," an informational article about the homes of various U.S. presidents. Then they write a Travel Article about their hometown. Students focus on the skill of organizing their writing clearly, including using headings. Before writing, students complete graphic organizers to analyze the selection and plan their Travel Article.

Duration: one class period

Book Report: In this activity, students read the Student Sample, "The Old Man and the Sea," a literary analysis by an eighth-grade student. Then they write a Book Report about a book they've read. Students focus on the skill of using appropriate tone, style, and language. Before writing, students complete graphic organizers to analyze Student Sample and plan their Book Report.

Duration: one class period

Students practice grammar and syntax skills through this Sentence Combining activity. Research shows the importance of authentic practice in grammar and sentence composition. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective, interesting sentence, students learn important foundational grammar and syntactic skills. Choose one or more prompts to give students practice at simple sentence combining. Level 1 features prompts with two or three sentences that require simple combining tasks.

Students practice grammar and syntax skills through this Sentence Combining activity. Research shows the importance of authentic practice in grammar and sentence composition. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective, detailed sentence, students learn important foundational grammar and syntactic skills. Choose one or more prompts to give students practice with different content. Level 2 includes activities with 4 sentences at a moderate level of complexity. The first prompt provides a model for students to follow with an area for them to write in their own response.

Students practice grammar and syntax skills through this Sentence Combining activity. Research shows the importance of authentic practice in grammar and sentence composition. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective and detailed sentence, students learn important foundational grammar and syntactic skills. Choose one or more prompts to give students practice with different images and themes. Level 3 includes prompts with five or more sentences and more advanced content.

Assign this Graphic Organizer to students before assigning the Sentence Combining activity, or after assigning the activity, as a follow up. When using the Graphic Organizer, students can practice combining sentences using the text they're reading in class. Applying sentence combining to authentic text will help students develop strong foundational grammar and reading comprehension skills.

Students practice grammar and syntax skills through this Sentence Combining activity. Research shows the importance of authentic practice in grammar and sentence composition, even for upper grade students. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective, interesting sentence, students learn important foundational grammar and syntactic skills. These sentence-combining prompts focus on Black History Month. Choose one or more prompts to give students practice with different people and events to expose them to this foundational skill while celebrating important historical concepts. Level 1 features prompts with two or three sentences that require simple combining tasks.  One prompt features a Model Sentence to help students as they work. 

Students practice grammar and syntax skills through this Sentence Combining activity. Research shows the importance of authentic practice in grammar and sentence composition, even in the upper grades. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective, detailed sentence, students learn important foundational grammar and syntactic skills. These sentence-combining prompts focus on Black History Month. Choose one or more prompts to give students practice with different people and events to expose them to this foundational skill while celebrating important historical concepts. Level 2 includes activities with 4 sentences at a moderate level of complexity. One prompt provides a model for students to follow with an area for them to write in their own response.

Students practice grammar and syntax skills through this Sentence Combining activity. Research shows the importance of authentic practice in grammar and sentence composition, even in the upper grades. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective and detailed sentence, students learn important foundational grammar and syntactic skills. These sentence-combining prompts focus on Black History Month. Choose one or more prompts to give students practice with different people and events to expose them to this foundational skill while celebrating important historical concepts. Level 3 includes prompts with five or more sentences and more advanced content. 

These sentence-combining prompts focus on Women's History Month. Choose one or more prompts to give students practice with pioneers of the women's movement and in other areas. This will expose students to foundational skills while celebrating important historical figures. Students practice grammar and syntax skills through this Sentence Combining activity. Research shows the importance of authentic practice in grammar and sentence composition, even for upper grade students. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective, interesting sentence, students learn important foundational grammar and syntactic skills. Level 1 features prompts with two or three sentences that require simple combining tasks.  One prompt features a Model Sentence to help students as they work. 

Students practice grammar and syntax skills through this Sentence Combining activity. Research shows the importance of authentic practice in grammar and sentence composition, even in the upper grades. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective, detailed sentence, students learn important foundational grammar and syntactic skills. These sentence-combining prompts focus on Black History Month. Choose one or more prompts to give students practice with different people and events to expose them to this foundational skill while celebrating important historical concepts. Level 2 includes activities with 4 sentences at a moderate level of complexity. One prompt provides a model for students to follow with an area for them to write in their own response.

Students practice grammar and syntax skills through this Sentence Combining activity. Research shows the importance of authentic practice in grammar and sentence composition, even in the upper grades. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective and detailed sentence, students learn important foundational grammar and syntactic skills. These sentence-combining prompts focus on Black History Month. Choose one or more prompts to give students practice with different people and events to expose them to this foundational skill while celebrating important historical concepts. Level 3 includes prompts with five or more sentences and more advanced content. 

In this activity, students learn what a narrative is. Then they read a sample narrative, “Crows,” and answer multiple choice questions about the reading. 

In this assignment, students focus on establishing narrative context and identifying effective hooks. Students read about the importance of establishing context and different techniques they can use in their writing.

In this assignment, students read about point of view, narration, and how these influence character development. They answer multiple choice questions and practice revising passages to explore different points of view or narrators.

In this activity, students learn about narrative structure, transitions and story arc. They read three example narratives and practice revising passages for transitions and identifying plot stages.

In this assignment, students read about common narrative techniques (dialogue, pacing, and reflection) and how these are used in writing. Then students read four example narratives and answer multiple choice questions to identify and evaluate techniques.

In these activities, students learn how precise, vivid language makes a narrative stronger. They read passages to identify strong word choice, practice choosing precise words, and revise for figurative language.

In this activity, students learn what a narrative is. Then they read a sample narrative, “Step One,” and answer multiple choice questions about the reading. 

In this assignment, students focus on establishing narrative context and identifying effective hooks. Students read about the importance of establishing context and different techniques they can use in their writing.

In this assignment, students read about point of view, narration, and how these influence character development. They answer multiple choice questions and practice revising passages to explore different points of view or narrators.

In this activity, students learn about transitions and story arc. They read three example narratives and practice revising passages for transitions and identifying plot stages.

In this assignment, students read about common narrative techniques (dialogue, pacing, and reflection) and how these are used in writing. Then students read three example narratives and answer multiple choice questions to identify and evaluate techniques.

In these activities, students learn how precise, vivid language makes a narrative stronger. They read passages to identify strong word choice, practice choosing precise words, and revise for figurative language.

In this activity, students learn what a narrative is. Then they read a sample narrative, “Relatively Speaking,” and answer multiple choice questions about the reading. 

In this assignment, students focus on establishing narrative context and identifying effective hooks. Students read about the importance of establishing context and different techniques they can use in their writing.

In this assignment, students read about point of view, narration, and how these influence character development. They answer multiple choice questions and practice revising passages to explore different points of view or narrators.

In this activity, students learn about transitions and story arc. They read three example narratives and practice revising passages for transitions and identifying plot stages.

In this assignment, students read about common narrative techniques (dialogue, pacing, and reflection) and how these are used in writing. Then students read four example narratives and answer multiple choice questions to identify and evaluate techniques.

In these activities, students learn how precise, vivid language makes a narrative stronger. They read passages to identify strong word choice, practice choosing precise words, and revise for figurative language.

Proficiency Level: Approaching, Below

In this assignment, students use a Graphic Organizer to analyze a Short Story. As students respond to the prompts in the Graphic Organizer, they focus on author's craft and consider what elements help create a strong story including characters' voice, descriptive details, and sequence of events. Students use the Graphic Organizer to help organize their ideas and plan their own narrative writing. Practicing skills such as analyzing a text and considering author's craft will help prepare students for writing in the Narrative genre.

Duration: 15-20 mins.

Proficiency Level: Meets, Approaching, Below

In this assignment, students plan a Fictional Narrative. Students use a Fictional Narrative Organizer to help them diagram their story. Students map their characters, plot, and setting, describe the story’s climax, and tell how the climax is resolved. 

Duration: 20-25 mins 

Proficiency Level: Meets, Approaching, Below

In this assignment, students plan a Personal Narrative. The narrative should be about a single important experience. Students use a Personal Narrative Planner to help them plan their narratives. Students describe their experience in detail, including a description of their thoughts and feelings. 

Duration: 15-20 mins

Proficiency Level: Meets, Approaching, Below

In this assignment, students plan a Short Story. The Short Story can be fictional or based on something that really happened. Students use a Short Story Map, a graphic organizer that will help them diagram their stories. Students map their characters, plot, and setting, describe the story’s climax, and tell how the climax is resolved. 

Duration: 15-20 mins

Proficiency Level: Below

In this mini-lesson, students learn about character voice for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 15-20 mins

Proficiency Level: Approaching

In this assignment, students read about point of view, narration, and how these influence character development. They write the opening of a short story introducing a character usingn various techniques.

Duration: 15-20 mins.

Proficiency Level: Below

In this 15-20 minute mini-lesson, students learn how to develop life-like characters for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

Duration: 15-20 mins.

Proficiency Level: Below

In this 15-20 minute mini-lesson, students learn about the elements of a Drama or Play for narrative writing. Students respond to a variety of questions to review the skill. 

Duration: 15-20 mins.

Proficiency Level: Below

In this 15-20 minute mini-lesson, students learn about similes, metaphors, and personification for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 15-20 mins.

Proficiency Level: Below

In this 15-20 minute mini-lesson, students learn about the elements of a Personal Narrative. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

Duration: 15-20 mins.

Proficiency Level: Approaching

In this assignment, students read about point of view, narration, and how these influence character development. They answer multiple choice questions and practice revising passages to explore different points of view or narrators.

Duration: 15-20 mins.

Proficiency Level: Below

In this 15-20 minute mini-lesson, students learn to choose words precisely for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 15-20 mins.

Proficiency Level: Approaching

In this activity, students learn about narrative structure, transitions and story arc. They read three example narrative conclusions and identify the strongest.

Duration: 15-20 mins

Proficiency Level: Below

In this 15-20 minute mini-lesson, students learn about narrator point of view for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

Duration: 15-20 mins.

Proficiency Level: Below

In this 15-20 minute mini-lesson, students learn about sensory details for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 15-20 mins.

Proficiency Level: Below

In this 15-20 minute mini-lesson, students learn about story setting for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

Duration: 15-20 mins.

Proficiency Level: Below

In this 15-20 minute mini-lesson, students learn different ways to end stories for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 15-20 mins.

Proficiency Level: Meets, Approaching

In these activities, students learn how precise, vivid language makes a narrative stronger. They read passages to identify strong word choice and practice choosing precise words.

Duration: 15-20 mins

Proficiency Level: Approaching

In this activity, students read the Student Sample, "Dust Storm," a fictional narrative of a family during the Dust Bowl of the 1930s. Then they plan a Descriptive Paragraph about a real weather event or natural disaster that they or someone they know experienced. Using the Student Sample as a model for sensory language and descriptive detail, students focus on the skill of using precise words and sensory language to capture the action and convey experiences and events. Students complete graphic organizers to analyze the Student Sample and plan their Descriptive Paragraph.

Duration: 15-20 minutes

Proficiency Level: Approaching, Below

In this assignment, students plan a Fictional Narrative with a focus on providing a strong ending. Students use a Fictional Narrative Organizer to help them diagram their stories. Students map their characters, plot, and setting, describe the story’s climax, and focus on planning a strong ending by telling how the climax is resolved. 

Duration: 15-20 mins.

Proficiency Level: Below

In this assignment, students practice identifying and using three key literary devices that make a narrative more interesting: Suspense, Pacing; and Tension. 

This assignment is a companion to the Quick Clip Video: "Three Literary Devices For Any Narrative" from our partners at Smekens Education. 

Duration: 15-20 mins

Proficiency Level: Meets, Below

In this assignment, students retell a story they know well in one paragraph.

Duration: 10-15 mins. 

Proficiency Level: Meets, Approaching

In this assignment, students describe the setting of a story.

Duration: 10-15 mins.

Proficiency Level: Approaching, Below

In this assignment, students write lines of dialogue from previously written stories. Includes an anchor chart that details how to craft dialogue.

Duration: 10-15 mins

Proficiency Level: Meets, Approaching

In this assignment, students write a one-paragraph story that follows a story arc. Includes an anchor chart that explains narrative structure.

Duration: 10-15 mins

Proficiency Level: Meets, Approaching, Below

In this assignment, students select a character and write to a friend in the voice of the character.

Duration: 10-15 mins.

Narrative Quick Write: The theme of this collection is Unexpected Discoveries. In this activity, students activate their prior knowledge about this theme by writing a Narrative Quick Write about a time when they learned a new skill or accomplished a goal that was important to them. They narrate how they got interested in the skill or goal, what failures or struggles they experienced along the way, and how they finally mastered it. This short assignment helps students prepare for the Skills Activities by considering the theme and beginning to write in the Narrative genre.

Duration: 20 minutes

Historical Fiction Beginning: In this activity, students read “Code Talkers and Con Men,” an informational article about members of the Navajo Nation who developed a secret code language and special U.S. Army troops who helped fool the Germans during World War II. Then they write the beginning (one or two paragraphs) of a historical fiction story based on the topic of the article. Students focus on the skill of introducing a narrator and characters, which includes engaging and orienting the reader by establishing a context and point of view. Before writing, students complete graphic organizers to analyze the selection and plan their Historical Fiction Beginning.

Duration: one class period

Nonfiction Scene: In this activity, students read "From Scratch," a fictional story about an immigrant girl adjusting to her new life. Then they write a two- or three-paragraph Nonfiction Scene about a meal in which they show some kind of conflict. Students use the selection as a model for their focus skill—using narrative techniques. Like the selection, students use dialogue, pacing, and description to develop their characters and convey experiences and events. Before writing, students complete graphic organizers to analyze the selection and plan their Nonfiction Scene.