Ninth Grade - ELA
1: Semester 1
Unit 1: Lord of the Flies
Lesson 1
The Call
Students are asked to write short responses on the Student Activity Page (Option 1) by recording titles of dystopian works and answering questions about settings, plot ideas, central struggles, and common elements. In Option 2, students create two columns in their journals labeled "utopia" and "dystopia" and list characteristics, then compare their lists with another person. After reading Chapter 1, students answer focused comprehension questions in writing about plot events and character actions.
Lesson 2
Life on the Island
Students create and maintain STEAL character pages and are instructed to add impressions as they continue reading, including homework to read the next two chapters and expand those pages, which shows ongoing writing across multiple reading sessions. Students complete the "Independent and Dependent Clauses" activity page that asks them to write original sentences (Part II) demonstrating different clause structures, representing short, focused writing tasks. Students answer comprehension questions (short written responses) about Chapters 2 and 3, providing additional examples of routine writing for specific tasks.
Lesson 3
Paths in the Jungle
Students read and annotate a published article and fill a graphic organizer identifying the author's thesis, supporting points, and their own reactions, which requires written responses. Students write a one-paragraph character journal entry from a first-person perspective, answering specific prompts on a Role Review page. Students also complete homework by adding to STEAL character pages, producing short written responses tied to the novel.
Lesson 4
Images from Paradise
Students write short, focused responses on the "Types of Clauses" page where they must write three sentences about a book, each containing a different clause type. Students fill in the "Five Senses" chart with quotations or original embellished sentences and explain whether each example is positive/negative and how it creates imagery. Students are asked to "add to your STEAL character pages" as homework, which requires them to continue recording characters' actions and thoughts over time.
Lesson 6
Symbolism, Part 1
Students write brief text-based explanations on the Student Activity Page, circling an interpretation for each symbol and composing two to three sentence justifications. Students produce a one-page journal entry from a chosen character's point of view that asks them to record actions, quotes, priorities, fears, and relationships. Students are instructed to add to their STEAL character pages as homework while reading Chapter 7, indicating ongoing, repeated writing across readings and preparation for a later final essay.
Lesson 7
Bowed and Bowed Again
Students are asked to write sentences in their journals that contain specific phrase types (noun/verb, adjective/adverb, absolute), which are short, single-sitting writing tasks. Students complete the "The Beast" activity page by writing predictions and comparisons in chart form about characters' responses, and they answer short-response comprehension questions after reading. Students are assigned ongoing work on STEAL character pages as homework across chapters, which requires continued written entries over time.
Lesson 8
Defects of Human Nature
Students are asked to write short analytical responses: both Option 1 and Option 2 require students to write 3–4 sentence explanations supporting their theme choices and to record textual details in boxes and on lines. Vocabulary activities require students to produce written answers (matching definitions or filling blanks) based on context. Homework asks students to read chapters, answer comprehension questions, and add to ongoing STEAL character pages, indicating recurring written work tied to the text.
Lesson 9
Symbolism, Part 2
Students complete short written tasks such as the "Recognizing Archetypes" activity page by filling boxes with archetype examples and explanations. Students write responses on the "Allegory Analysis" page describing what characters, tribes, and the island might represent. Homework asks students to read Chapter 11, answer comprehension questions in writing, and "continue to add to your STEAL character pages," implying ongoing written entries about characters.
Lesson 10
Which Is Better?
Students are asked to write a one-page journal entry from a chosen character's point of view (Activity 2), which requires composing a focused piece in a short time frame. The lesson asks students to "continue to add to the STEAL character pages as you read," which requires ongoing writing across the reading of the novel. The Skills section explicitly states students will "produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience," indicating practice in writing for a specified purpose.
Lesson 11
The Film
Students are asked to complete a "Movie vs. Book" chart while watching or after watching the film and to answer two reflective journal questions, which are assigned as homework. The lesson directs students to finish the movie and complete the activity page and journal entries across class/homework time. The skills section explicitly names developing and strengthening writing via planning, revising, editing, and rewriting.
Final Project
Now You Have the Conch
The Skills list explicitly names the standard by saying students will "Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)." Students move through a multi-day writing process: brainstorming and prewriting (Part 3), outlining and drafting (Part 5, homework to finish the draft), and revision/editing with peer/self editing activities (Parts 6–7) across Days 1–3. The materials provide structured steps and pages for thesis development, outlines, drafting, editor checklists, and a rubric, which guide students through extended drafting, feedback, and revision cycles.
Unit 2: Short Stories
Lesson 1
The Gift of the Magi
Students write a descriptive paragraph for homework and use a journal to record instances of situational and dramatic irony, showing short, focused writing tasks. Students research the Magi, Queen of Sheba, and King Solomon online and then write a couple of sentences in their journal explaining the historical significance and how the allusions affect understanding, which involves research and reflection. Students complete written graphic-organizer activities (short story elements and Same Story, Different Place) that require planning and explanatory writing for analysis and creative purposes.
Lesson 2
The Necklace
Students are asked to write a one-paragraph objective summary in their journals (Activity 2), which requires them to present plot and main idea using the narrative present. Students complete a homework journal response applying the story to their lives and are instructed to support ideas with direct quotations, summaries, or paraphrase. Students are asked to begin generating ideas and taking notes for a literary response paper to be written in the next lesson, and to practice incorporating direct quotes in preparation for that paper.
Lesson 3
Literary Response
Students plan and write a short comparison/contrast paper across a two-day sequence: Day 1 (brainstorming and outlining) and Day 2 (drafting), with homework to type and revise the paper. Students use graphic organizers (brainstorming grid, informal outline, APE/details-and-support) to reflect on evidence and develop claims, and the wrap-up asks them to proofread and make revisions. The rubric and instructions explicitly require inclusion of quotations and development, and the assignment includes guidance on transitional words and revision steps.
Lesson 5
Edgar Allan Poe
Students answer guided reading questions and short-response items about "The Tell-Tale Heart," complete a two-column "Crazy Like a Fox?" worksheet listing textual evidence, and record examples of foreshadowing in a journal. Students plan and produce a 6–8 panel storyboard that requires writing the corresponding quoted sections under each panel. The lesson is scheduled over two days and includes a homework assignment analyzing narrator reliability, indicating both in-class and after-class written work.
Lesson 6
The Lottery
Students are asked to write organized responses on the Black Box activity page by recording textual evidence and categorizing notes about the symbol's physical description, reactions, and historical connections. Students complete the Controversy activity page by writing answers that compare The Lottery to another book or movie and analyze thematic similarities and public reactions. Students write a homework journal paragraph giving an opinion about the societal effects of consuming dystopian literature.
Lesson 7
Everyday Use
Students are asked to research Alice Walker and record findings on an "Author's Biographical Data Sheet," showing a research-based writing task. Students must "write your new version of the scene" in their journal and "write a brief paragraph reflecting" on how the change in point of view affects the story, indicating short-form composing and reflection. Students complete the "Quilted Heritage" and "Symbolism" activity pages, describing quilt designs and explaining symbolic significance in written responses. The lesson is described as a two-day lesson and includes homework that asks students to write 2–3 sentences about personal symbols and plan a symbol for their final short story.
Lesson 8
Harrison Bergeron
The lesson schedules work across two days and asks students to take notes in a journal while watching a video and the film, then to complete journal-entry homework responding to three analytical questions. Students are asked to fill out a multi-question activity page titled "Harrison Bergeron: The Printed Word vs. the Movie," which requires written compare-and-contrast responses and explanations. The lesson repeatedly requires students to explain answers in writing (not just yes/no) and to prepare written responses for discussion.
Lesson 9
Dialogue
Students write a short journal paragraph analyzing how dialogue functions in a chosen short story (Activity 2), and they complete a homework task creating a short scene with multiple lines of dialogue. Students practice punctuation and formatting of dialogue through workbook exercises that require written responses (Activity 1). The lesson explicitly states that in the final project for the unit students will write their own short story, indicating an upcoming extended writing task.
Final Project
Writing a Short Story
Students are asked to plan, draft, and revise a 500–700 word short story across multiple days (the unit schedules work over three to four days and includes homework between sessions). The lesson requires shorter timed practices such as freewriting (e.g., writing non-stop for a set period like 5 minutes) and composing individual scenes or journal entries in a single sitting. Students also complete revision and proofreading activities (reader review, critical reading, and editing) that involve reflection and multiple passes at the same piece of writing.
Unit 3: Grammar, Part I
Lesson 3
Pronoun Problems
Students are asked to create a poster or a short slideshow that explains a pronoun topic in their own words, provides two example sentences containing errors, and shows corrected versions, which requires composing and organizing content for an audience. Students complete short written exercises (Pronoun Agreement, Indefinite Pronouns, Pronoun Cases) on activity pages and homework, which are shorter-time-frame writing tasks. Students are instructed to read sources (book and optional online links) before creating their product and encouraged to share the poster or presentation with family, indicating an intended audience and some research/reflection.
Lesson 4
Commas
Students are asked to create a comma guide (poster, booklet, or slideshow) using textbook pages and web links, which requires researching explanations and examples. Students complete brief, single-sitting practice worksheets (Commas Part I, Comma Homework) and short reflective journal prompts (the Oxford comma video response). Students also must explain punctuation choices for three sentences on the activity page and check/correct their work using provided answer keys.
Lesson 6
Colons and Semicolons
Students are asked to write well-developed opening statements for both the semicolon and the colon in the "Great Punctuation Trial," producing at least one paragraph for each mark. Students prepare written notes and examples (recording in the activity pages and a journal), complete multiple activity pages and homework exercises, and write sentences that demonstrate colon and semicolon use. The courtroom activity requires students to present their written paragraphs aloud and respond to judge questions, and the Parent Plan instructs students to revise or provide another example if explanations are unclear.
Lesson 7
Spelling
Students are asked to keep a spelling journal or highlighted spelling list and to "record notes, examples, etc." in activity pages, indicating ongoing written tracking of words over time. Students write words on index cards, underline tricky parts, write mnemonic clues, spell words aloud, write words on paper, and use words in sentences during the Spelling Detective activities. Students complete multiple activity pages (circled answers and short written responses) in single sittings to practice and check spelling.
Final Project
Wrapping Up
Students are asked to complete a mini-project (Option 1 or 2) that requires producing a written product: either a visual aid explaining grammar rules using unit lessons/other resources or a short paragraph that becomes a quiz with an answer key. Students must take a unit test and complete short-answer and punctuation items (Parts I–IV), which are tasks done in a single sitting. The Parent Plan skills also mention using technology to produce, publish, and update writing products and producing clear, coherent writing appropriate to task, purpose, and audience.
Unit 4: Poetry
Lesson 1
Introduction to Poetry
Students complete a two-minute timed freewrite in Activity 1 where they list words/phrases and write a definition of poetry, showing practice writing in a single sitting. Students annotate poems and answer the Poem Response questions for homework, producing written analysis and reflections outside class time. Students complete the Denotation and Connotation worksheet, writing denotations, connotations, synonyms, and explanations for selected words, which practices focused written analysis for a specific purpose.
Lesson 2
Sound and Rhythm
Students write brief analytical responses in their journals (Activity 1 asks them to identify sound devices in "Nothing Gold Can Stay" and write a short response about one example). Students complete a multi-question Rhyme activity page with written answers about "Counting-Out Rhyme," identifying rhyme types, internal rhyme, alliteration, and assonance. For homework students mark up "The Tyger" with colored pencils and write a journal reflection about how rhyme is used; another homework asks students to write in their journal about the rhythm of Marlowe's poem and determine its meter.
Lesson 3
Figurative Language
Students are asked to record examples of figurative language in a journal for Activity 2 (Option 1 and 2), which requires writing lines/phrases and explanations for multiple poems. The Student Activity Page for 'Figurative Language I' directs students to write stanza and line numbers and explanations for similes/metaphors, personification, symbolism, and imagery. Homework Option 2 requires students to write their own poem, take sensory notes, and include multiple figurative devices.
Lesson 4
Voice and Tone
Students are asked to write a short letter in their journal as one of the poem speakers or to another character (Option 1), and to write a new stanza or at least four lines in a different voice for a poem (Option 2). Students complete written activity pages that require them to record the speaker and three characteristics for three poems and to fill charts identifying tone and words/phrases that convey tone. Multiple written tasks ask students to refer to parts of the poems and produce audience-directed creative writing.
Lesson 5
What Does It Mean?
Students are asked to write brief summaries of poems and to record answers to guided analysis questions on the Student Activity Pages and in their journals. Students complete short writing tasks in class (identify title, speaker, unfamiliar words, images, tone, symbols, theme) and complete homework prompts that require written responses about extended metaphors and the poem "The Fish." Students are directed to research allusions using web links and to note findings in written responses, indicating some independent research and writing outside of a single sitting.
Lesson 8
Types of Poems
Students are asked to produce original writing: they must write either a Shakespearean sonnet (using a provided template and aiming for iambic pentameter) or a 5–10 line free-verse poem that includes at least two literary devices. Students also write short journal responses to videos and poems, complete activity pages (marking rhyme schemes, analyzing meter), and create an ekphrastic response that could be a poem or other product. These tasks involve both in-class/short-sitting activities (journal entries, identification tasks) and a homework composition assignment.
Lesson 9
The Crossover
Students answer written questions on the Vocabulary activity page comparing book definitions to dictionary definitions, requiring multi-paragraph responses. Students may choose Option 2 and write a vocabulary poem that models the author's three 'As in:' sentences, producing original creative writing. Homework options ask students to write journal responses (analyzing the title's significance or reflecting on basketball rules) including a specified 3–4 sentence journal entry.
Lesson 10
Poems and Poets
Students analyze poems using a "Poetry Map," writing summaries, identifying theme, tone, word choice, imagery, sound devices, and recording personal reactions. Students research poets as homework using the "Poet Biography Boxes," recording biographical details, influences, and interesting facts, and they prepare a one-page biographical sketch (using presentation software) that requires gathering and organizing information. Students write a journal response analyzing a poem's cultural references and how those references enrich the poem, and similar analyze-and-research tasks recur across Day 1, Day 2, and Day 3 activities.
Final Project
Poetry
Students plan and develop multi-day final projects: they are instructed to choose two project options, take notes, begin sketches and initial ideas on Day 1, continue work on Day 2, and finish and present on Day 3. Students write specific composed products: they will compose an ekphrastic poem, create a poetry explication presented digitally (with analysis and written slides), and write a one-page, double-spaced argumentative response about Bob Dylan that requires reading articles and crediting sources. Students also produce written components for the director's notebook (paragraph explanations of set, costumes, lighting) and are asked to prepare and display written materials alongside visual or performed work for a family audience.
Unit 5: Nonfiction
Lesson 1
Types of Nonfiction
Students are asked to write a short journal response after reading the Guardian article, which constitutes a short, single-sitting writing task. The Student Activity Page directs students to write definitions in their own words, take notes on themes, and compose a comparison between books, which requires written explanations and analysis. Homework requires students to answer specific comprehension questions in writing about the prologue and chapter they read.
Lesson 3
The Taliban
Students are asked to research the provided webpage (and other sources) and then write an informational paragraph in their journal that summarizes who the Taliban are, where they are located, their beliefs/goals, and historical actions. Students are offered an alternate task to create slides that combine text and visuals to communicate the same information, with instructions to put all text in their own words and cite image sources. Students complete short answer questions about the reading, practicing concise writing to answer specific comprehension prompts, and are asked to share their paragraph or slideshow with family members as an audience.
Lesson 4
Dear Diary
Students practice writing-focused skills through a paraphrasing activity (watching a how-to video and completing a Student Activity Page that asks them to analyze and produce paraphrases) and they complete written reading-response questions about I Am Malala. For homework, students are asked to write a one-page diary entry about a significant event in their life, which is a short, single-session writing task.
Lesson 5
Displacement
Students answer targeted reading questions for Chapters 16-19, producing short written responses that demonstrate comprehension. In Option 1, students write three assumptions about two chosen classroom pictures and compose 3-4 sentences from a student's point of view, and the parent notes instruct students to conduct brief research about school conditions in the country. In Option 2, students create a mini-book by selecting four transportation types, writing advantages and disadvantages for each, assembling the pages, and sharing the work with family members.
Lesson 6
A Day Like Any Other
Students are asked to write short answers to comprehension questions for in-class reading and homework, practicing single-sitting responses. Students use the APE (Answer, Prove, Extend) strategy on the "Decisions, Decisions" activity page to write an analytical response that includes a restated answer, textual evidence (quotations with page numbers), and an extension. The parent plan specifies that answers should be complete sentences and that the "prove" section include quotations or specific examples from the text.
Lesson 7
Life in England
Students answer short reading-comprehension questions about Chapters 33–34, producing brief written responses to specific prompts. Students are asked to write an informal journal response identifying a world issue they care about and imagining how they would make a difference. The plan also notes that students will eventually write a final project paper about an important issue, and the journal is described as a way to begin thinking toward that paper.
Lesson 8
Civil Rights
Students write short journal responses to video clips (answering directed questions about the Freedom Riders and the Birmingham Children's March). Students read portions of King's "Letter from Birmingham Jail" and record answers and a list (e.g., the four steps of a nonviolent campaign) in their journals. Students complete written activity pages: matching and writing sentences about African-American authors, a double-entry diary labeling just and unjust laws, and a pros/cons organizer weighing children marching. Students produce a creative homework response (an original or found poem or a graphic) and Option 2 of some activities asks students to supply information through brief research.
Lesson 9
Civil Disobedience
Students complete multiple written activities: they analyze paired excerpts and fill a comparison table (marking overlapping ideas), explain which author they agree with and why on topics like America, government, and voting, and answer homework questions on excerpts from "Civil Disobedience." The Parent Plan lists writing-related skills (develop the topic with relevant facts, maintain formal style, draw evidence from texts) that students are expected to practice while completing these pages.
Lesson 10
Learning from the Past
Students write one- to two-paragraph journal responses that compare Wiesel's statements to other human-rights advocates (Activity 3). Students produce written work for the museum-wall project, composing one- or two-sentence formal descriptions and arranging images (Activity 4). Students complete activity sheets with vocabulary definitions, matching exercises, and short-answer responses, and they write a journal entry or poem for homework recording a sad or important event.
Lesson 12
Running from War
Students write short responses to reading questions across multiple days (Day 1, Day 2, homework) and complete a journal APE assignment that requires them to Answer, Prove (use a quotation), and Extend (explain or relate). Students practice integrating quotations on the Student Activity Page (Part II) by composing introductory sentences for a quoted line and they record detailed memories in Option 1 or create and share a drawn scene in Option 2, then discuss accuracy with a parent or relative.
Lesson 13
Child Soldier
Students are asked to write a journal response about the memoir controversy, completing a reflective entry on whether Beah's accuracy matters. Students complete multiple written activity pages ("Role of Rap," "Different Accounts") that require short-answer analysis, comparison of book and video, and synthesis of details. Homework asks students to record advantages and disadvantages of child soldiers using the book, the video, and their own ideas, which requires written analysis and use of multiple sources.
Lesson 14
Rehabilitation
Students are asked to write journal responses (Activity 2 Option 2; Homework Options 1 and 2) analyzing Wiesel's quotations and Beah's nightmares, and to produce a written comparative conclusion about war crimes (Activity 1 Option 2). Students complete short written tasks such as the "Wiesel's Words" worksheet and reading-response questions across a two-day sequence. The lesson includes both shorter (worksheet/one-sitting) and longer (journal entry/Option 2 written response, homework across days) written assignments.
Lesson 15
A New Life
Students are asked to write a 1–2 paragraph summary of Chapter 20 in their journals as a homework assignment, practicing short-form writing and summarizing. Students complete written responses on the Comparing Memoirs activity page, analyzing style, purpose, and educational themes across two texts. Students design written products for a public audience by creating a flyer or a web page for a nonprofit, using provided organization websites as sources.
Final Project
Expository Essay
Students are assigned a researched five-paragraph expository essay to complete over several days (stated as "over the next four days" and elsewhere as a three-day project), with step-by-step tasks for research, drafting, revision, and final submission. The plan requires students to develop a research question, collect sources, draft three body paragraphs, write an introduction and conclusion (homework), and produce a Works Cited page, showing sustained writing and time for revision. The lesson specifies Day 1–4 activities (research, quoting/paraphrasing, drafting, revising, proofreading) and multiple homework tasks that propagate writing and revision across days. The lesson identifies an audience and purpose for the essay (other students who completed the unit; to inform/educate), linking tasks to a defined purpose and audience.
Semester Exam
Semester Exam
The Skills list explicitly names writing routinely over extended and shorter time frames. Students are given five days with a suggested schedule that allows multi-day work: they may use days to complete an informative essay from the Nonfiction unit or to revise previous longer writing (Lord of the Flies paper, short story, poetry mini-project). On the semester exam students produce shorter-time-frame writing: multiple short answers, paragraph-length discussion responses (Part IV) that they are instructed to draft and then "read back over the paragraphs and revise them as needed," and Part V requires integrating quotations and paraphrasing in writing.
2: Semester 2
Unit 1: Ender's Game
Lesson 1
Born to Genius
Students are asked to research and write answers on the "About the Author" activity page, using internet sources and pages xi-xiii of the introduction to compose responses. Students complete written homework short-answer questions after reading Chapters 1–2, producing written descriptions of character relationships and plot details. Students record and later reflect on their opinions in the "Your Views on the Issues" activity (rating issues before reading and revisiting them after reading) and prepare to discuss their written responses.
Lesson 2
We're People, Not Thirds
Students are asked to research eugenics and "record ten facts you learned," which requires gathering information and writing findings. Students complete written activities such as the "Planned Procreation" brainstorming sheet and short-answer homework questions about Chapters 3-4. Students have a written creative option to produce a collage that includes text and could involve composing captions or explanatory text.
Lesson 4
Divergence
Students write a definition of science fiction and label examples as science fiction or fantasy on the Science Fiction Quiz, producing short written responses. Students complete the Defeating the Giant activities by sketching objects in timed circles and by listing at least three unconventional uses for each common item (paper clip, bowl, sheet). Students answer homework reading questions in writing about Chapter 7, providing short constructed responses to comprehension and analysis prompts.
Lesson 5
Movement and Time
Students complete a Student Activity Page titled "Flashbacks" that asks them to write definitions, list functions, cite textual examples from Ender's Game and another text, and explain how flashbacks affect tension and character insight. Activity 1 asks students to narrate movements using "strong descriptive phrases" after acting out scenes with pipe cleaner figures, and the homework requires written answers to comprehension questions about Chapter 8. These tasks require students to produce written responses in single lessons or as short homework assignments.
Lesson 6
Performance Is Personal
Students are asked to write criteria, assign scores, total points, and rank commanders on the "Competing Commanders" activity sheet, which requires them to compose and record evaluative judgments. Students must review chapter openings and answer four text-structure questions in the "Text Structure" activity page, writing analytical responses about foreshadowing, tension, roles, and stylistic differences. The homework directs students to read Chapter 9 and answer specific written questions, requiring short written responses within a single assignment period.
Lesson 7
Leaders Motivate
Students are asked to read background resources (links on John Locke and Demosthenes) and write a journal entry reflecting on why Peter chose those pen names, which requires research and reflection. Students complete the "Complete the Thought" activity by matching quote endings and then write explanations in a chart linking three quotes to specific characters, producing short analytical writing. Homework asks students to answer chapter questions in writing, providing additional brief writing-for-comprehension practice.
Lesson 8
Flies and Self-Loathing
Students are asked to answer specific homework questions about Chapter 11, producing short written responses. Students complete a compare-and-contrast graphic organizer comparing Lord of the Flies and Ender's Game, writing analytical notes about setting, leadership, themes, and consequences. The logo-design activity prompts students to research the symbolism or significance of animals in cultures around the world before finalizing their design, implying research-based work.
Lesson 9
Conflict Within and Without
Students are asked to write one to two paragraphs in a journal responding to the chapter title (Activity 2). Students complete a student activity page that requires writing a paragraph addressing three questions about a conflict's impact on relationships, plot development, and character change, and they fill chart entries identifying internal and external conflicts. Homework requires written answers to comprehension questions about Chapter 12.
Lesson 11
Thud, Whump, Huut
Students are asked to answer chapter comprehension questions (Finish reading Chapter 14 and answer the questions; Homework: Read Chapter 15 and then answer the following questions), which requires short written responses. In Option 1 students must watch a film scene, re-read the book scene, take notes on differences, and discuss their notes with a parent. In Option 2 students complete a "Comic Adaptation" activity page comparing the novel text to the comic, recording omitted or changed narration and judging its effect.
Lesson 12
Campbell's Comparisons
Students record the 12 steps of the Hero's Journey in their journals while watching a video, which requires short, focused writing. Students choose six steps and use the Hero's Journey activity sheet to describe parallels between those steps and Ender's Game, producing written analyses on the graphic organizer. Students complete the "Your Views on the Issues" rating table a second time and compare responses, which involves reflective written input on the provided table.
Lesson 13
The Enemy's Gate Is Down
Students complete the "Leadership Lessons: Forbes Four" activity page by writing one- to two-sentence summaries of four leadership lessons and a short personal application in the "My Life" circle. Students complete the "Discovering Subplots" activity page by listing mysteries, unanswered questions, and filling a three-column table (Graff and the I.F.; Ender's Story; Peter and Valentine). Students read a Forbes article for homework and use it to produce the summaries, indicating at least one short, out-of-class writing task tied to a text they researched/received earlier.
Final Project
Think-Tac-Toe
Students are given a four-day window to complete a multi-day final project (Think-Tac-Toe) with Day 2, Day 3, and an optional Day 4 for work, showing an extended timeframe for project work. Students must produce shorter written products in a single sitting or day, such as a one- to three-paragraph flashback (Box 2), a three- to four-paragraph first-person rewrite (Box 3), and a two- to three-paragraph compare/contrast (Box 5). Students also conduct research and reflection (Box 8 asks them to look up NATO and the Warsaw Pact and journal similarities/differences) and are instructed to share work with family, indicating an intended audience.
Unit 2: Grammar, Part II
Lesson 1
Review of Grammar, Part I
Students complete several short writing tasks such as a Mad-Libs style "Parts of Speech Zombie Apocalypse" (filling words and copying them into a story), correcting and revising two paragraphs for punctuation and subject-verb/pronoun agreement, and creating their own two short paragraphs with errors plus answer keys to quiz others. Students also prepare matching cards and may play Memory, which requires producing and handling written term/example pairs, and are instructed to give their created paragraphs to a friend or relative (an intended audience).
Lesson 2
Capitalization and Numbers
Students complete multiple written activities in a single lesson: they fill in a cloze letter using the correct commonly confused words, record notes and examples on the "Commonly Confused Words" activity pages, and write the capitalization rule underneath each pair of sentences on the Capitalization page. Students also record rules and example choices on the "Writing Numbers" page, choosing and noting a preferred style. The lesson asks students to review and periodically revisit earlier sets, implying continued practice with these written reference pages.
Lesson 3
Sentence Fragments and Run-on Sentences
Students are asked to write a 1–2 page narrative in the Creative Writing Challenge using all nine target words, to review their draft carefully, revise as needed, and share the work with a parent. Students complete numerous short, single-sitting tasks such as activity-page exercises and online quizzes (recognizing fragments, repairing run-ons, verbals) that require written responses. Students also edit and correct a paragraph on the "Fragments and Run-ons" activity page, practicing revision and sentence-level correction.
Lesson 4
Modifier Errors
Students rewrite sentences in the "Modifier Problems" activity (Part 1 and Part 2), which requires composing corrected sentences to fix misplaced and dangling modifiers. Students complete short written exercises on the "Commonly Confused Words" activity page (fill-in-the-blanks, word sorting, spot-the-fake). In Option 2, students create a modifier-error quiz with at least five original questions and a separate answer key, then ask a friend or sibling to take the quiz (writing for an external audience).
Lesson 6
Word Choice
Students complete multiple short writing tasks: activity pages that require underlining and rewriting sentences to avoid redundancy and wordiness, and journal note-taking for levels of formality and word-choice strategies. Students practice revision explicitly in the "College Essay Editor" activity, where they identify clichés and wordiness, then rewrite a draft paragraph and share original and revised versions with a parent. The lesson is presented as a two-day sequence and assigns homework that asks students to revise their drafts and continue practicing word choice.
Lesson 7
Verb Voice and Mood
Students are assigned a subjunctive-mood project (poster, slideshow, comic strip, or card game) that they can finish for homework and that is assessed with a rubric; this requires creating a product for a specified audience (a younger sibling). Students also complete an online active/passive voice exercise that they do in a single sitting to test knowledge. The project description and rubric explicitly ask for clear explanations and examples, which asks students to produce written/explanatory work for an audience.
Final Project
Wrapping Up
Students choose and plan two mini-projects (slideshow, poster, explanatory guide, or song/rap/skit) and begin work on them across Day 1 and homework, then finish them on Day 2. Students produce work for different audiences and purposes (e.g., an elementary poster for younger students, an explanatory guide for foreign students or peers, or multimedia presentations). Students are directed to use planning steps, consult resources/links, and apply a project rubric that evaluates content, presentation, and correctness, which guides improvement of their products.
Unit 3: Informational Texts
Lesson 1
What Are Informational Texts?
Students are asked to "jot down in your journal" what they already know about the David and Goliath story before watching the TED talk and to be prepared to discuss answers after viewing, providing an opportunity for short, single-sitting writing and reflection. The Student Activity Page directs students to answer questions about Outliers, check off found text features, and predict the author's background, which requires written responses and short analytical writing. The homework requires students to read a passage and answer five specific written questions about content and vocabulary, producing short written products due the next class.
Lesson 2
Outliers
Students are asked to write answers to the homework reading questions for "The Matthew Effect" (four explicit Q&A items), which requires short composed responses. In Activity 1 students must explain reasoning about whether items are outliers on the "What Is an Outlier?" page, producing written explanations. In Activity 2 students must record synonyms, notes, and a chosen synonym on the "Chapter One Vocabulary" pages, which requires composing vocabulary explanations and justifications.
Lesson 3
The Matthew Effect
Students are asked to brainstorm in a journal about factors contributing to sports success and to identify the top three factors, which requires written reflection (Activity 2). Students must answer specific homework questions about the reading (The 10,000 Rule), producing written responses to comprehension and explanation prompts. The Parent Plan Skill list explicitly names "Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames..." and also includes "Produce clear and coherent writing...," indicating writing is an intended skill.
Lesson 4
The 10,000 Hour Rule
Students complete the "Looking Closely" worksheet by writing brief summaries of Sections 1–3 and answering four analytical questions, which requires composing responses in a single class sitting. Students are instructed to mark or record key opportunities for The Beatles or Bill Gates in their book or journal while reading Sections 4–6, which requires ongoing note-taking across the reading. For homework, students take those notes and create a visual communication (flowchart, infographic, PowerPoint, hand-drawn graphic) that synthesizes their findings into a composed product.
Lesson 5
Harlan, Kentucky
Students are asked to write an informal journal reflection for homework in which they do brief research about who originally settled their area, take notes, and share their findings with family. The Parent Plan skills list explicitly includes 'Produce clear and coherent writing' and 'Draw evidence from literary or informational texts to support analysis, reflection, and research.' Activity 1 asks students to write definitions and guesses for vocabulary words, a short writing task completed during or soon after reading.
Lesson 6
The Ethnic Theory of Plane Crashes
Students write journal responses for homework asking them to speculate on chapter structure and to reflect on cultural issues across multiple days. Students complete short written tasks such as vocabulary synonyms/antonyms, matching definitions, and brief explanations on the "Appropriate Speech" page. Students analyze an external blog and Gladwell's response and either prepare a short oral summary or complete a written analysis chart, which requires collecting evidence and writing analytical responses during the multi-day unit.
Lesson 7
Rice Paddies and Math Tests
Students answer focused reading questions after each set of pages, producing written responses in a single sitting. Students take journal notes while watching the Counting to 100 video and write short explanations of how the Chinese counting system works. Students begin a mini-project (diagram or infographic) on Day 1 and finish it on Day 2, which requires research, allows addition of new material from later reading, and asks that students give credit to outside sources. Students share or present their findings to a parent, indicating an intended external audience for at least some work.
Lesson 10
Science Writing
Students answer targeted comprehension questions about equilibrium and circular forces, producing short written responses. Students complete an "Investigating Claims in Science Writing" activity page that asks them to explain how the author supports claims, identify methods of explanation, and evaluate audience appropriateness, requiring written analysis and suggestions. Homework asks students to watch a video and compare the written booklet to the visual explanation, prompting reflection and discussion.
Lesson 11
Technical Writing
Students work on a multi-day (three-day) project to produce, edit, and test a how-to guide, giving them extended time for planning, drafting, and revision. Students locate and record an outside source for their guide introduction and include a "Works Cited" section, providing time for research. Students complete shorter, single-session activities such as a technical-formatting exercise and creating an infographic, and they perform a live test where someone follows their guide so students can observe and reflect.
Lesson 12
Logical Fallacies
Students are assigned a final persuasive essay project that is introduced as the unit's culminating task and references preparing for research in the next lesson, indicating a longer-term writing task. Students are given a short-speech option in which they write a short speech in their journal, identify ethos/pathos/logos, and deliver it to an intended audience (parents, town council, etc.). Students complete multiple written activity pages (fill-in-the-blank Common Fallacies page; Focus on the Foundation research and identification tasks) that require writing responses and short analyses.
Final Project
Argumentative Research Essay
The Skills list in the Parent Plan explicitly names the standard "Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)." The unit is organized as a multi-day (seven- to eight-day) project that requires students to research (Day 1–3), draft (Days 4–5), revise (Day 6), and produce a final essay and slideshow/presentation (Days 7–8). Daily activities and homework direct students to complete focused writing tasks (choose topic, create thesis, develop paragraphs, finish rough draft) and to prepare an adapted oral presentation for a listening audience.
Unit 4: Drama
Lesson 1
What Is Drama?
Students are asked to record genre guesses in their journal while watching video clips, which requires brief written responses. The homework asks students to write a paragraph in their journal recalling a play or imagining differences between live and filmed performances, guided by reflective prompts about setting, characters, and feelings. The activities include short writing tasks (journal entries and a single-paragraph reflection) tied to the unit's topics.
Lesson 2
How to Read Drama
Students are asked to answer questions in their journal after watching the play, which requires written responses (e.g., How is Mrs. Wright like the bird?). Students complete the "Applying Aristotle's Six Elements of Tragedy" activity page, writing one-sentence responses about plot, character, and theme. Students are assigned homework to finish watching Trifles and to complete the activity page, indicating short-term written tasks to be done in or out of class.
Lesson 4
A Raisin in the Sun
Students are asked to write short responses and reflections: they answer comprehension questions after readings, take journal notes on dialect samples, and respond in their journals to two college-success videos. Students complete focused written tasks such as an Act I one-paragraph summary with a prediction, vocabulary matching exercises, and a character chart that records adjectives, ages, and dreams. The lesson spans three days and includes multiple brief writing tasks for different purposes (summary, reflection, analysis, and vocabulary application).
Lesson 5
Act II
Students write a 5-sentence reader-response paragraph using textual evidence (Activity 3). They complete a character analysis worksheet as homework that asks for biographical, physical, and psychological details and may require using the script and imagination (Day 2 homework). Students draft vocabulary definitions from context and then look up and revise those definitions, explicitly practicing revision (Activity 1). Students also keep a journal about four songs (title, year, what the song says about the American Dream, and why it was written), which requires extended listening and written reflection across assignments.
Lesson 7
Fences
Students are asked to write at least two sentences comparing Fences and A Raisin in the Sun on a comparison activity page, filling sections for theme, characters, plot, and setting. Students must write a short paragraph (at least three insights) in their journal after watching the interview with Denzel Washington and Viola Davis. Students are assigned a homework journal paragraph reflecting on what they learned from reading the play and watching the movie.
Lesson 8
Shakespeare
Students answer focused comprehension questions and complete written responses on the 'How to Read a Shakespeare Play' activity sheet (identify speaker, meaning, actions, desires, summarize the passage in their own words). Students produce a written summary of the passage and use spaces on the activity pages for written answers. For homework, students research and create a written timeline of Shakespeare's life using book, video, and web resources, which requires assembling information and recording it on the timeline activity page.
Lesson 9
Romeo and Juliet
Students are asked multiple times to write brief journal summaries of each scene (e.g., "in your journal, summarize what you think is the most important event that occurred in the scene"). Students answer directed comprehension questions in writing after each reading (e.g., scene questions about characters and events). Students also respond in their journal to guided prompts about Renaissance marriage customs and reflect on what it would be like to be a bride or groom.
Lesson 10
Figurative Language
Students are asked to write multiple short journal responses, including summarizing the most important event in each scene and answering reflective questions (e.g., comparing personal experiences to characters and imagining what they would say to Friar Lawrence). Students complete written activity pages that require explanation (e.g., explain two oxymorons and a paradox, define idioms/euphemisms, and justify matching oxymoron pairs). Students fill out the "Spouse Survey: Student" form and then compare it with a parent's completed "Spouse Survey: Parent," recording similarities, differences, and surprises. Students reconstruct the Prologue sonnet by cutting, ordering, gluing lines, marking rhyme scheme, and writing an explanation of the conflict summarized in the sonnet.
Lesson 11
Nuanced Meaning
Students are asked to write journal summaries after reading Act 3, Scenes 1-2 and again after reading Scenes 3-5, indicating short, focused writing tasks completed in class or as homework. On Day 2, students will rewrite a six-line exchange between two characters as a modern text-message conversation, which requires composing original dialogue for a specific audience and purpose. In Part III of the activity page, students must produce sentences using synonyms with positive and negative connotations, demonstrating sentence-level writing and word-choice practice.
Lesson 13
Tragic Hero
Students are asked to write a journal summary of the most important event after reading Act V and to answer targeted journal questions after watching the TedEd video about heroes. Students fill out a Timeline and Character Development activity page, recording actions by act/scene and answering analysis questions about how characters change and whether they are static/dynamic and round/flat. Students complete a Pyramus and Thisbe comparison activity sheet, noting similarities between that story and Romeo and Juliet.
Lesson 14
Modern Retelling
The Parent Plan Skills section explicitly lists the standard and the lesson directs students to produce a three-paragraph analysis that they begin in class and finish for homework over two days. Students take notes while watching the film, draft an informal analysis using a provided APE structure, and are instructed to type, read aloud, revise, and edit their paragraphs using a checklist. The activities require students to reflect on differences between productions and to revise their writing before submission.
Final Project
Drama
Students plan and complete three mini-projects over a four-day sequence, including research-based writing (costume descriptions, set design paragraphs, Works Cited) and scripted pieces (podcast and commercial scripts, song lyrics). Students draft rough versions, continue work over multiple days, and polish/finalize projects before presenting them to an audience, with explicit instructions to write scripts and provide written summaries (news headlines and 4–5 sentence leads). The rubric and instructions require attention to mechanics, sources, and content, and ask students to cite outside information.
Semester Exam
Semester Exam
Students are explicitly listed as expected to "write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames" in the Skills section. Students complete multiple short-answer and paragraph tasks on the semester exam (Part III short answers and Part IV discussion requiring 1–3 paragraph responses), which they can write in a single sitting or over the two-day exam window. Students are given opportunity to revise prior writing (for example, revising the Informational Texts essay) and to use study days to finish or polish projects.