In this assignment, students watch a four-minute video about Caesar Augustus and then write a Short Biography. Students use details from the video to support their writing.

Duration: 30–45 minutes

In this assignment, students watch a five-minute video about the Egyptian pharaoh Hatshepsut and then write a Short Biography. Students use details from the video to support their writing.

Duration: 30–45 minutes

In this assignment, students watch a four-minute video about baseball player Roberto Clemente and then write a Short Biography. Students use details from the video to support their writing. This assignment allows students to practice identifying the main idea and key details from the video and summarizing what they learned.

Duration: 30–45 minutes

In this assignment, students watch a six-minute video about Genghis Khan and then write a Short Biography. Students use details from the video to support their writing.

Duration: 30–45 minutes

In this assignment, students watch a five-minute video about Mahatma Gandhi and then write a Short Biography. Students use details from the video to support their writing.

Duration: 30–45 minutes

In this assignment, students watch a four-minute video about Quanah Parker and then write a Short Biography. Students use details from the video to support their writing.

Duration: 30–45 minutes

In this assignment, students watch a four-minute video about Emily Dickinson and then write a Short Biography. Students use details from the video to support their writing.

Duration: 30–45 minutes

In this assignment, students watch a three-minute video about Gabriel García Márquez and then write a Short Biography. Students use details from the video to support their writing.

Duration: 30–45 minutes

In this assignment, students watch a four-minute video about Theodore Roosevelt and then write a Short Biography. Students use details from the video to support their writing.

Duration: 30–45 minutes

In this assignment, students watch a four-minute video about Edgar Allan Poe and then write a Short Biography. Students use details from the video to support their writing.

Duration: 30–45 minutes

In this assignment, students watch a six-minute video about Frida Kahlo and then write a Short Biography. Students use details from the video to support their writing. This assignment allows students to practice identifying the main idea and key details of the video and summarizing the information they learned about Kahlo's life.

Duration: 30–45 minutes

In this assignment, students watch a seven-minute video about Nelson Mandela and then write a Short Biography. Students use details from the video to support their writing.

Duration: 30–45 minutes

In this assignment, students watch a four-minute video about Maria Tallchief and then write a Short Biography. Students use details from the video to support their writing.

Duration: 30–45 minutes

In this assignment, students watch a two and a half minute documentary about Kamala Harris's life and then write a Short Biography. Students use details from the video to support their writing.

Duration: 45–60 minutes

In this assignment, students watch a two and a half minute documentary about Patsy Mink's life and then write a Short Biography. Students use details from the video to support their writing.

Duration: 45–60 minutes

In this assignment, students watch a two and a half minute documentary about Ellen Ochoa's life and then write a Short Biography. Students use details from the video to support their writing.

Duration: 45–60 minutes

In this assignment, students watch a two and a half minute documentary about Dolores Huerta's life and then write a Short Biography. Students use details from the video to support their writing.

Duration: 45–60 minutes

In this assignment, students watch a two and a half minute documentary about Brenda Travis's life and then write a Short Biography. Students use details from the video to support their writing.

Duration: 45–60 minutes

In this assignment, students watch a two and a half minute documentary about Antonia Pantoja's life and then write a Short Biography. Students use details from the video to support their writing.

Duration: 45–60 minutes

In this assignment, students watch a two and a half minute documentary about Claudette Colvin's life and then write a Short Biography. Students use details from the video to support their writing.

Duration: 45–60 minutes

In this assignment, students write the President of the United States a letter about a topic of their choice. Students practice using a letter format, citing relevant evidence to support a claim, and establishing a formal style and persuasive tone.

In this assignment, students reflect on Memorial Day and write an Informational Essay about what patriotism means to them. Students practice introducing a topic and writing a clear thesis statement, developing their topic with facts, and using an objective tone.

In this assignment, students write an Informational Essay from the perspective of an18th-century reporter writing about the Constitution. Students practice introducing a topic and writing a clear thesis statement, developing their topic with facts, and using an objective tone.

In this assignment, students watch a video and write a Persuasive Paragraph arguing for or against lowering the voting age in the US to 16. Students develop their positions and support their arguments with facts and details from the source material as well as their own ideas.

In this assignment, students watch a video then write a Report on the three branches of government in the US. Students state a topic sentence or main idea and support it with facts and details from sources, or from their own ideas.

Duration: 20 - 40 minutes

In this assignment, students read the article "App Recommends Opportunities Based on News You Read." Then they write an Op-Ed for their local newspaper encouraging readers to use the app. Students practice key skills in the Argument genre such as introducing a claim, developing the claim with reasons and evidence from the text, and addressing opposing claims.

In this assignment, students read the article "Denali, Ongtupqa, and Other Native American Names for Landmarks." Then they write an Argument about why it's important to honor Indigenous names. Students practice key skills in the Argument genre, such as selecting relevant details from the article to support their claim, using persuasive language, and addressing opposing claims.

In this assignment, students read two articles and write an essay comparing the opinions expressed. Students practice introducing a topic and writing a clear thesis statement, developing their topic with facts, and using an objective tone.

In this assignment, students research the meaning behind Hispanic Heritage Month. Then they write an Informational Report based on what they learned. Students practice researching a topic, citing information from sources, and developing a topic as they write in the Information genre.

Duration: 30–45 minutes

In this assignment, students write a Letter to the Editor for the school newspaper stating their opinion about public safety and Covid-19 protocols. Students begin with an opening sentence and write a claim stating their position on the issue. Students add reasons and evidence to support their claim. Writing about compelling issues gives students practice in argument writing. Use this assignment as quick practice or an informal assessment opportunity.

Duration: 30 - 45 minutes

In this assignment, students write a Paragraph in response to the question "Is it fair for boys to earn more for jobs that may be more difficult, or should boys and girls be paid equally?" Students practice writing in the Argument genre as they develop their positions and support their arguments with facts and details.

In this assignment, students choose an indigenous person and write a Paragraph describing this person's contributions. Students write a well-organized Paragraph that includes a clear focus statement or main idea about the topic. Students support their main ideas with facts, examples, and quotations from reliable sources.

Duration: 20 to 30 minutes

In this assignment, students write a Paragraph reflecting on Veteran's Day. Students support their main ideas with facts, examples, and quotations from reliable sources. Quick Writes should provide informal practice and can be completed in approximately 20 to 30 minutes.

Duration: 20 to 30 minutes

In this assignment, students write a Persuasive Essay arguing for a cause that you feel strongly about inspired by the activist Zyahna Bryant. As students draft their arguments, they practice key writing skills in the Argument genre—developing a claim and using effective persuasive techniques.

In this assignment, students research one of the American Latino Heritage Featured Places highlighted at the National Parks Service website. Then they write a Persuasive Letter to convince a friend, family member, or teacher to visit this place. Students practice researching a topic and citing evidence from sources as they write in the Argument genre.

Duration: 45–60 minutes

In this assignment, students read the article "Why Aren't There More Female Engineers?" Then they write a Persuasive Letter to the CEOs or Boards of the top engineering firms asking them for changes to policies that are unfair to women. Students practice key skills in the Argument genre such as introducing a claim, developing the claim with reasons and evidence from the text, and addressing opposing claims.

In this assignment, students write a Persuasive Speech about whether they believe CCTV protects citizens from crime or is an invasion of privacy. Students begin with an opening sentence and write a claim stating their position on the issue. Students add reasons and evidence to support their claim

Duration: 30 - 45 minutes

In this assignment, students write about a cause they would, or do, volunteer for. Students write as much as they can in the time provided by stating a focus statement or main idea and supporting it with facts and details about the topic.

Duration: 20-30 minutes

In this assignment, students choose a historical figure and write a Brief Argument explaining their historical significance. Students begin with an opening sentence and write a claim stating their position on the issue. Students add reasons and evidence to support their claim.

Duration: 30 - 45 minutes

In this assignment, students read a speech by Chief Tecumseh of the Shawnee and an essay by Patrick Henry. Then they Write an essay comparing and contrasting the strategies of resistance in both speeches.

In this assignment, students write an Informational Essay on a historical figure from the Civil War. Students practice introducing a topic and writing a clear thesis statement, developing their topic with facts, and using an objective tone.

In this assignment, students read the nonfiction Narrative Account, "Terror in New York," by Lois Miner Huey, and write an Informative Paragraph about the book. Students read the book which tells about the plot designed to terrorize the people of New York City, started by Confederate soldiers, during the Civil War. This plot involved setting fire to hotels and other buildings around the city, in an effort to force the Union Army to give in to demands. Students begin with a fascinating fact that grabs readers' attention and develop their paragraphs by providing facts, details, and information from the book. Students use sensory language and descriptive words to help readers imagine what happened. Practicing skills such as analyzing a text for information, focusing on specific information to develop, and identifying details and information from a source text, will prepare students for writing in the Information genre.

This text has a Lexile Level of 1010.

In this assignment, students write a Nonfiction Narrative Essay about how Martin Luther King, Jr.'s experiences as a young person shaped his beliefs and actions as an adult. Students practice writing using narrative techniques and maintaining a storyline.

In this assignment, students write a paragraph supporting the position that it is important to learn from history. Students practice stating a claim and supporting that claim with reasons and evidence. Evidence should come from credible sources or from their own experience, when appropriate.

Duration: 20-30 minutes

In this assignment, students choose from a variety of informational writing prompts. Students must analyze a source and share their analyses in a variety of ways, depending on the prompt selected. Students practice key writing skills in the Information genre—writing an effective introduction and conclusion, analyzing author's purpose, craft, and style, and supporting ideas with facts and details.

In this assignment, students watch an 8-minute video about tools and objects invented by Native Americans. Then students choose one invention to focus on and write a report. Students practice researching a topic, using topic-specific vocabulary, and citing credible sources.

Duration: several class periods

In this assignment, students choose a cultural or historical phenomenon and write a Research Report. Students practice researching a topic, synthesizing information from a variety of credible sources, and using topic-specific vocabulary.

In this assignment, students read the Nonfiction eBook, "From Agriculture to Ziggurats: The Many Inventions of the Mesopotamians," by Ann Jordan, and write a Research Report about one invention that the Mesopotamians brought to the world. Students follow the prompt and research using the book and other sources. They cite information from the text and include details and information from their reading into their reports. Students develop a strong conclusion that asks readers to join them in imagining a world without the invention. Practicing skills such as researching a text for information, citing facts and details from a text, and using multiple sources, will prepare students for writing in the Information genre.

This text has a Lexile Level of 970.

Students write a brief Response to Text based on an excerpt from "Luxuries at the Great House," the autobiography of Frederick Douglass. Students focus on writing a clear response that includes citing evidence from the text to support their main idea.

In this assignment, students choose a Jim Crow law and write a Short Story about one or more characters affected by this law. As students draft their narratives, they practice key writing skills in the Narrative genre in response to information—introducing a character, developing a point of view, and using an appropriate voice.

In this assignment, students read the Biography, "The Pedestrians," by Timothy Tocher and write a Summary of Events in response to the account. Students follow the prompt and write about the sequence of events that happened from the time the women decided to set out walking, to the women's return home, to the recent discovery and publication of the story. Students provide facts and information from the text and end their plot summaries by stating their opinion about how the women were treated. Practicing skills such as analyzing a text for plot and details, citing details and information from the text, and writing a story summary, will prepare students for writing in the Information genre.

This text has a Lexile Level of 980.

Students write a brief Response to Text based on the Gettysburg Address. Students focus on writing a clear response that includes citing evidence from the text to support their main idea.

In this assignment, students read an excerpt from Barack Obama's 2008 speech on race in America and analyze the author's craft and style in developing his argument. Students practice key writing skills in the Argument genre—developing a claim and using effective persuasive techniques.

In this assignment, students read the article "It's Way Too Hard to Find Statues of Notable Women in the U.S." Then they research one woman they think should be honored with a statue and write an Op-Ed arguing for the creation of this new statue. Students practice key skills in the Argument genre such as introducing a claim, developing the claim with reasons and evidence from the text and their own research, and addressing opposing claims.