In this assignment, students watch a six-minute video about Benjamin Franklin's life and then write a Short Biography. Students use details from the video to support their writing and learn more about how Benjamin Franklin helped shape the United States.

Duration: 30–45 minutes

In this assignment, students watch a five-minute video about Amelia Earhart and then write a Short Biography. Students use details from the video to support their writing and learn more about who Amelia Earhart was and what she accomplished.

Duration: 30–45 minutes

In this assignment, students watch a five-minute video about George Washington's life and then write a Short Biography. Students use details from the video to support their writing and learn more about who George Washington was and how he helped shape the United States.

Duration: 30–45 minutes

In this assignment, students watch a three-minute video about Clara Barton and then write a Short Biography. Students use details from the video to support their writing and learn more about who Clara Barton was and how her work helped people.

Duration: 30–45 minutes

In this assignment, students watch a four-minute video about Sitting Bull and then write a Short Biography. Students use details from the video to support their writing and learn more about who Sitting Bull was and how he helped lead the Lakota tribe through years of resistance.

Duration: 30–45 minutes

In this assignment, students watch a four-minute video about Madam C. J. Walker's life and then write a Short Biography. Students use details from the video to support their writing and learn more about how Madam C. J. Walker became the first female self-made millionaire in America.

Duration: 30–45 minutes

In this assignment, students watch a two-minute video about Andrew Carnegie's life and then write a Short Biography. Students use details from the video to support their writing and learn more about how Andrew Carnegie became a successful businessman.

Duration: 30–45 minutes

In this assignment, students watch a nine-minute video about Ruby Bridges and then write a Short Biography. Students use details from the video to support their writing and learn more about who Ruby Bridges is and how she helped to desegregate schools.

Duration: 30–45 minutes

In this assignment, students watch a three-minute video about Thomas Edison and then write a Short Biography. Students use details from the video to support their writing and learn more about who Thomas Edison was and his contributions to society.

Duration: 30–45 minutes

In this assignment, students watch a five-minute video about Harriet Tubman and then write a Short Biography. Students use details from the video to support their writing and learn more about who Harriet Tubman was and how she helped shape the nation.

Duration: 30–45 minutes

In this assignment, students watch a two-minute video about Celia Cruz's life and then write a Short Biography. Students use details from the video to support their writing and learn more about how Celia Cruz became a successful entertainer.

Duration: 30–45 minutes

In this assignment, students watch a five-minute video about Laura Ingalls Wilder and then write a Short Biography. Students use details from the video to support their writing and learn more about Laura Ingalls Wilder and her contributions to American literature.

Duration: 30–45 minutes

In this assignment, students watch a four-minute video about Abigail Adams and then write a Short Biography. Students use details from the video to support their writing and learn more about who Abigail Adams was and how she fought for women's rights in the United States.

Duration: 30–45 minutes

In this assignment, students watch a four-minute video about Abraham Lincoln and then write a Short Biography. Students use details from the video to support their writing and learn more about who Abraham Lincoln was and how he led the country through the Civil War.

Duration: 30–45 minutes

In this assignment, students watch a four-minute video about Anne Hutchinson's life and then write a Short Biography. Students use details from the video to support their writing and learn more about how Anne Hutchinson came to the Americas as a colonist in search of religious freedom.

Duration: 30–45 minutes

In this assignment, students watch a three-minute video about César Chávez and then write a Short Biography. Students use details from the video to support their writing and learn more about how Cesar Chavez brought national attention to the plight of farmworkers.

Duration: 30–45 minutes

In this assignment, students watch a four-minute video about Sacagawea and then write a Short Biography. Students use details from the video to support their writing and learn more about who Sacagawea was and how she helped explore the American frontier.

Note: This video contains a brief mention of Sacagawea being married to a man at the age of 11.

Duration: 30–45 minutes

In this assignment, students watch a six-minute video about Dr. Martin Luther King, Jr. and then write a Short Biography. Students use details from the video to support their writing and learn more about who Dr. Martin Luther King, Jr. was and how he led the Civil Rights Movement.

Duration: 30–45 minutes

In this assignment, students watch a five-minute video about George Washington Carver and then write a Short Biography. Students use details from the video to support their writing and learn more about who George Washington Carver was and his contributions to science.

Duration: 30–45 minutes

In this assignment, students watch a three-minute video about Rosa Parks and then write a Short Biography. Students use details from the video to support their writing and learn more about who Rosa Parks was and how she contributed to the Civil Rights Movement.

Duration: 30–45 minutes

In this assignment, students watch a three-minute video about Wilbur and Orville Wright and then write a Short Biography. Students use details from the video to support their writing and learn more about who the Wright brothers were and their invention of the airplane.

Duration: 30–45 minutes

In this assignment, students watch a two-minute video about Justice Sonia Sotomayor and then write a Short Biography. Students use details from the video to support their writing and learn more about how Sonia Sotomayor became a Supreme Court Justice.

Duration: 30–45 minutes

In this assignment, students watch a short documentary about Ada Lovelace's life 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 minute documentary about Garrett Morgan'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 read the nonfiction article "Law of the Land," by Brian S. McGrath. The article covers the functions and creation of the Supreme Court, as well as a landmark decision by the Court. Students are asked to write a speech using information in the article and demonstrate their understanding by writing in the Information genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 590.

In this assignment, students choose a problem in their community and write to their mayor stating why it needs to be solved. Students practice stating a clear opinion and backing up their opinions with reasons and evidence.

In this assignment, students write a paragraph arguing for or against changing the voting age. Students practice stating a clear opinion and backing up their opinions with reasons and evidence.

In this assignment, students watch a three-minute video about the three branches of government in the US and summarize what they learned. Students write a well-organized Paragraph that includes a clear main idea. Students support their main ideas with facts, examples, and other evidence.

Duration: 20 to 30 minutes

In this assignment, students write an Informational Essay describing a unique family tradition that their family has. Students practice introducing a topic, developing their topic with details and examples, and connecting ideas using linking words. 

In this assignment, students read the nonfiction article "Food for Good," by Shay Maunz. The article discusses how World Central Kitchen brings together volunteers to feed survivors of natural disasters. Students write a presentation using information in the article and demonstrate their understanding by writing in the Information genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 810.

In this assignment, students explore a playlist of songs by Latino musicians and choose their favorite song to write about. They write an Opinion Paragraph about which song is their favorite and why. Students practice skills such as stating a clear opinion and supporting their opinion with specific reasons and evidence from the music as they write in the Opinion genre.

Duration: 30–45 minutes

In this assignment, students read an interview with Autumn Peltier, a youth activist and member of the Wiikwemkoong First Nation. Then they write an Opinion Letter to Canada's Prime Minister about what needs to be done about clean water for Canada's indigenous people. Students practice skills such as stating a clear opinion and supporting their opinion with specific reasons and evidence from the interview as they write in the Opinion genre.

Duration: 30–45 minutes

In this assignment, students read the nonfiction article "Toy Story." The article discusses stores separating their toys according to gender stereotypes. Students write an Opinion Letter arguing for their stance on the topic and demonstrate their understanding by writing in the Argument genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 550.

In this assignment, students read the nonfiction article "Making Sense of the Media," by Lina Mai. The article tells about a program to teach media literacy to kids. Students write a Persuasive Letter arguing for the importance of media literacy and demonstrate their understanding by writing in the Argument genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 940.

In this assignment, students read the nonfiction article "Recess Reform," by Rebecca Mordechai. The article explains how some students and their families are pushing schools for more recess breaks throughout the day. Students write a short Persuasive Speech and demonstrate their understanding by writing in the Argument genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 890.

In this assignment, students write a research Report on how a Native American tribe lives today. Students practice introducing a topic, developing their topic with details and examples, and connecting ideas using linking words.

In this assignment, students write a story about their favorite holiday. Students focus on a specific memory or event from their chosen holiday and explain what happened.

In this assignment, students read the nonfiction article "Tough Choices," by Jamie Joyce. The article discusses the lives of children at a school in Honduras, where many children have family members who've immigrated to the United States. Students write a Video Summary for a potential documentary on the subject and demonstrate their understanding by writing in the Information genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 870.

In this assignment, students read the nonfiction article "Rebuilding History," by Rebecca Katzman. The article covers the fire that destroyed Notre-Dame cathedral in Paris as well as the ongoing efforts to rebuild it. Students write a Descriptive Paragraph and practice writing in the Narrative genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 660.

In this assignment, students research an American president then write an Informational Essay about what they learn. Students practice introducing a topic, developing their topic with details and examples, and connecting ideas using linking words.

In this assignment, students read the nonfiction article "Justice for All" about the Little Rock Nine. The article explains school segregation and how the teens in Little Rock helped to end it. Students are asked to provide details from the article in an Informative Paragraph and demonstrate their understanding by writing in the Information genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 560.

In this assignment, students read the narrative Nonfiction Article "High-Flying Hero," by Christy Mihaly and write a Plot Summary about the story the article relates about an amazing messenger pigeon, Cher Ami, who saves a battalion of American soldiers during World War I. Students follow the prompt and begin by writing a high-level summary of the story events. They develop their Plot Summaries by including details and descriptions from the article to summarize the plot. The article includes sidebars explaining the science behind messenger pigeons' ability to find their way home, and students include these details in their descriptions. Practicing skills such as analyzing the information in a nonfiction narrative, summarizing plot elements, and developing an analysis with details and descriptions from a source text, will prepare students for writing in the Information genre.

This text has a Lexile Level of 800.

In this assignment, students look through a slideshow about Native American Inventions and choose one to write about. Students write a Report using books and websites in their research. Students practice skills such as researching a topic, developing a topic with information from sources, and organizing their writing.

Duration: several class periods

In this assignment, students choose a historical event and write a poem or short story on the topic.

In this assignment, students write a Story Description about an excerpt from The Story of My Life, an autobiography by Helen Keller. Students analyze the text and describe an event that takes place after the two main characters are introduced. The description includes details from the text to support students' analyses and support their ideas. The ability to analyze a nonfiction story, summarize key events, describe the characters, and cite supporting evidence from the text are key skills required by many Information-genre writing assignments.

In this assignment, students read the Narrative Nonfiction account "The Mystery of the Mary Celeste," by Meg Moss and write a Summary of Events in response to the account. Students follow the prompt and write about the sequence of events that happened to the ship from before it set sail, to when it was discovered. Students provide facts and information from the text including information about who was on the ship, what the ship was carrying, and where it was traveling to. Students also summarize the possible events that may have befallen the ship. Students end their plot summaries by stating their opinion about what happened to the ship. 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 850.