Eighth Grade - ELA
1: Semester 1
Unit 1: Abigail Adams
Lesson 1
Getting to Know Abigail Adams
Students plan and write a letter to a friend using specified vocabulary, with two options that require planning (a short letter using five words or an intellectual one-page letter using all seven words). Students are instructed to make the finished product read like a real letter, attend to spelling, grammar, and punctuation, and focus on audience and purpose (e.g., choose a friend as audience; Option 2 emphasizes an intellectual topic). Students are prompted to involve an adult: they must ask a parent which option to complete, share the finished letter with a parent, and parents are instructed to review the letter for correct vocabulary use.
Lesson 2
John and Abigail Adams
Students analyze paragraph structure by labeling topic, supporting, and concluding sentences in multiple paragraph-analysis activities. In Part II of the activity, students identify two out-of-place sentences and write replacement sentences, which requires editing and rewriting existing text. The Parent Plan and activity directions prompt students to ask a parent for which option to complete and provide answer keys, indicating adult guidance and support during the revision/editing tasks.
Lesson 3
Unrest and War
Students identify passive and active voice in multiple clauses and rewrite passive clauses into active voice (Activity 1 Option 1/2). Students compose a paragraph in first person about the Boston Tea Party or an analytic paragraph about Paul Revere's engraving and are instructed to write for a specific audience (e.g., a letter to a friend or a diary entry) and to use active voice. Parent Plan notes and instructions tell students to ask a parent which option to complete and indicates that answers will be checked and corrected, implying adult guidance and support.
Lesson 4
Continental Congress
Students are asked to identify and correct incorrect verbs in a paragraph (Activity 1, Part 2), crossing out wrong verbs and writing the correct forms above them, which requires editing. Students compose sentences for vocabulary words (Activity 2), producing original sentence-level writing. Parents are instructed to advise which option to complete and to check and correct the activity page, indicating adult guidance and support for the work.
Lesson 6
Separation
Students are directed to complete a Paragraph Editing activity in which they correct grammar, spelling, punctuation, and specifically look for problems related to voice and mood. A proofreading-symbols reference page and answer key are provided to guide students as they identify and fix misspellings, fragments, comma splices, apostrophe and capitalization errors, and a subjunctive mood error. Vocabulary and paragraph-structure prompts appear elsewhere in the lesson, reinforcing sentence- and paragraph-level craft.
Lesson 8
Genre
Students are asked to summarize a chosen scene from Chapters 15 and 16 and then rewrite that scene in a different genre (Option 1), which requires them to take a new approach to their writing. Option 2 asks students to retell the scene as a graphic novel, combining writing and artwork to convey the story. The Matching Genres activity asks students to categorize proposals by genre, helping them recognize genre conventions they might adopt when rewriting.
Lesson 9
The Vice Presidency
Students are asked to read original letters and write a diary entry from Abigail Adams's point of view about the influence of her friendship with Thomas Jefferson, which requires adopting a different voice and perspective. In the Choosing Genres activity, students reimagine the whole book in at least two other genres and create new titles and descriptions, which asks them to adjust tone, purpose, and audience for different genres. The Parent Plan instructs a parent to review the student's activity pages, indicating at least some adult involvement in the writing tasks.
Lesson 12
Remembering Abigail Adams
Students are asked to produce a written memorial (a 6–8 sentence eulogy or obituary) that requires choosing a genre appropriate to purpose and audience. The lesson instructs students to "ask a parent which of the two options you should complete," and parent notes direct adults to review the child's written memorial and check grammatical usage. Students also receive genre descriptions (what a eulogy and an obituary are) that frame the intended audience and purpose.
Final Project
A One-Person Play
Students use provided planning pages to name events, record dates, summarize scenes, cite primary sources, and write stage notes, showing explicit planning and drafting. Students are instructed to write short scripts for each scene, consult the rubric (preferably with a parent), rehearse, and make adjustments to their plans, indicating revision and strengthening of their writing and performance. Students must explain events for an audience, include at least one direct quotation from a primary source, and present to family members, demonstrating attention to purpose and audience.
Unit 2: Animal Farm
Lesson 3
The Rebellion
Students practice editing by improving repetitive sentences in the "Pronouns and Antecedents" activity, crossing out nouns and replacing them with appropriate pronouns. Students identify pronouns and draw arrows to antecedents and bracket relative clauses, which requires them to analyze and correct grammatical elements in sentences. Students write analytic responses in the Characters as Leaders table and the Seven Commandments vs. Bill of Rights questions, producing explanatory writing that records claims and supporting examples.
Lesson 4
Work on the Farm
Students read explicit instruction on friendly and business letter formats and consider when each format is appropriate, prompting attention to purpose and audience. Students complete a Jumbled Business Letter activity that requires them to plan and organize the parts of a formal letter. Students complete a "Fixing a Business Letter" activity where they find and correct punctuation, salutation, alignment, and enclosure errors (editing), and parents are prompted to choose options and review student work (adult guidance/support).
Lesson 5
The Battle of the Cowshed
Students are asked to plan and produce a written speech (Option 2) that explains an individual's role, highlights qualities, proposes an honor, and gives a lesson for an audience, and then read it aloud to a parent. Students are instructed to reread the chapter and create a detailed map (Option 1), paying attention to order of events and locations, which requires planning and organizing information. Students complete a Pronoun Reference and Agreement activity that requires them to change incorrect pronouns or rewrite sentences and to explain the error, providing explicit sentence-level editing and rewriting practice.
Lesson 8
The End of the Rebellion
Students brainstorm and plan letter ideas and explicitly list recipient and purpose in Option 2, which requires planning before writing. Students practice distinguishing audience and purpose by deciding whether scenarios call for a business or friendly letter in Option 1 and by choosing tone and format for a friendly letter. Students are prompted to talk with a parent before continuing and parents are instructed to review and discuss student responses, providing adult guidance and support.
Lesson 9
The Battle of the Windmill
Students are asked to produce a formal business letter (Activity 2) in Mr. Frederick's voice, with explicit instructions to be concise, professional, and formal in tone. The student activity page provides a full letter format (sender/recipient addresses, date, salutation, body lines, closing, and enclosure) for students to fill in. Activity 1 Option 2 requires students to write two paragraphs describing an original scene and the re-imagined animal version, which engages students in drafting writing that attends to purpose and audience.
Lesson 10
Boxer's Fate
Students produce written work: they diagram the plot and write 1-2 sentences stating a theme, and they list specific incidents from the novel as evidence for themes. Students complete an "Analyzing Theme" graphic organizer that requires them to connect evidence to a central claim, and instructions explicitly tell students to both "show" and "tell" when making an argument. Parent Plan language asks a parent to review the child's responses and suggests the student may "add to or revise those conclusions once you have finished the book," indicating adult support for refining ideas.
Lesson 11
The Farmers Pay a Visit
Students are asked to return to their Plot Diagram from Lesson 10 and complete it, revising or adding to their ideas about theme after finishing the novel. Students must write a paragraph that could go in the body of a friendly letter explaining connections between a theme and a historical or modern situation, which prompts them to consider purpose and audience (a friend) while planning their paragraph. Parents are prompted to help choose an option and review student work, indicating potential adult guidance and support.
Final Project
Animal Farm Letter
Students choose a situation and decide whether a friendly or business letter best fits the recipient and purpose, explicitly addressing audience and tone. Students plan by creating a template and a multi-level outline, and they write a multi-paragraph draft. On Day 2 students edit and revise using a guided checklist that asks about the introduction stating purpose, clear topic sentences, supporting evidence, tone/format appropriateness, and the rubric; they are instructed to make changes and save revisions. Parents are asked to review the rubric, approve plans, and receive the finished letter, providing adult guidance throughout drafting and revising.
Unit 3: Einstein Adds a New Dimension
Lesson 2
Descriptive Writing
Students choose a picture and write a descriptive paragraph "as if you were describing it to someone who hasn't seen the picture," which explicitly orients writing to an audience. Students practice selecting effective descriptive words and phrases by underlining a model paragraph and completing the "Descriptive Phrases" activity that asks them to use sensory details. Parent Plan instructions ask adults to review the student's paragraph (for example, reading the paragraph before looking at the picture) and to encourage use of strategies and a thesaurus, providing adult support and guidance.
Lesson 3
The Curies' Discoveries
Students are asked to write vocabulary definitions and example sentences in their own words (Vocabulary activity and Parent Plan), and to take notes by summarizing passages in their own words and marking important points (Option 1 instructions). The note-taking activities direct students to read, then go back and revise their notes (covering and summarizing, rereading sections they don't understand), and the Parent Plan asks parents to look over notes and offer suggestions. The highlighting/annotation option asks students to add comments and annotations directly on the text to explain why sections were important.
Lesson 4
Process Writing
Students are guided to brainstorm and plan using detailed Planning and Organization pages that prompt an introduction, materials list, step-by-step steps and details, and a conclusion. Students write a rough draft of a short process or sequence piece and are explicitly told to consider the reader's needs and use transitions (the Process Writing Transition list) to clarify order. Students are asked to have a friend or sibling read their work and parents are instructed to review the proposed topic and give two positives and one or two suggestions, providing peer and adult support.
Lesson 6
Cause and Effect Writing
Students use explicit planning tools: brainstorming and Planning and Organization pages guide them to list causes/effects, choose a topic, generate 3–4 supporting details, and outline an introduction, two points, and a conclusion. Students are directed to write a rough draft (a mini-essay) that includes a clear thesis stating topic and whether they are covering causes or effects, and to use transition words from the provided chart. The Parent Plan asks an adult to be available to answer questions and to confirm that the student has a clear thesis and used transitions, indicating some adult support during the writing process.
Lesson 7
Relativity
The technical writing activity asks students to design a poster for a younger audience and to "determine what the audience already knows and what terms he or she will need defined," which requires attention to purpose and audience. The guidelines require students to choose a combination of text and graphics and to use at least three domain-specific terms, prompting deliberate word choice and audience-appropriate explanation. The Parent Plan suggests having the student show the poster to a younger child to see if the poster succeeded in explaining the concept, implying a check of effectiveness with an audience.
Lesson 8
Comparison and Contrast Writing
Students are asked to use Planning and Organization pages (brainstorming, listing 3–4 specific points, and an organized outline with introduction, topic sentences, supporting details, and conclusion) to plan and draft a comparison/contrast piece. The lesson provides sample planning and sample paragraphs so students can model organization and content, and it instructs students to write a rough draft and to talk with a parent about which option to complete. Parent notes ask adults to confirm that the student's thesis names the two items, states whether it's a comparison or contrast, lists the two points, and to look for transition words and specific examples.
Lesson 9
Avoiding Plagiarism
Students are asked to create paraphrases and summaries (Activity 2) including an exercise to rewrite an image caption more concisely and to write a chapter summary in their own words. The lesson gives explicit paraphrasing steps (read the passage, cover it, write in your own words, then check against the original) and includes answer keys and sample responses in the Parent Plan that model correct revisions.
Lesson 10
Problem and Solution Writing
Students are asked to use a "Problem/Solution Planning" graphic organizer to brainstorm and organize ideas and to write one- or multi-paragraph responses that describe a problem, two solutions with pros and cons, and a chosen solution with evaluation. The assignment includes guidance on organization and cohesion (a list of problem/solution transition words) and provides a sample write-up that models structure and development. Parent notes instruct that a parent should clear a real-world topic and describe how the student may store the writing for later use, implying some parental involvement.
Lesson 11
Citing Sources
Students are asked to revisit a previous writing assignment and design an accompanying graphic to improve or clarify their writing, which requires them to revise or try a new approach to their work. The activity directs students to consider how the graphic improves readers' understanding and to include a caption when appropriate, which attends to audience needs. The citation activity asks students to identify and correct incorrect parenthetical citations and to create Works Cited entries, which requires editing and formatting revisions to their writing.
Final Project
Research Paper
Students plan and organize their writing by choosing a topic, completing a KWS chart, taking research notes, using notecards, and creating an outline or Essay Organizer. Students receive adult guidance: they are instructed to run their topic by a parent, review the Research Rubric with a parent, and are encouraged to use parent/guardian support for source access and topic narrowing. Students are asked to proofread, run spell check, correct grammar and punctuation, and produce a final typed draft with a Works Cited page. The rubric and assignment instructions require a formal style, domain-specific vocabulary, and specified organizational elements (introduction, thesis, three body paragraphs, conclusion), which guide purpose and audience choices.
Unit 4: Adventures of Huckleberry Finn
Lesson 1
Introduction to Mark Twain and the Novel
Students are asked to write regularly in a journal to collect information, record quotes, summarize website articles, and answer directed questions about Mark Twain, dialect, and slavery. Students complete written activities (map labeling, vocabulary exercises, short-answer questions) that require composing responses based on texts and multimedia. Parent Plan sections prompt adults to check journal entries and discuss student answers, indicating some adult guidance and support during writing tasks.
Lesson 3
What is Narrative Writing I
Students are asked to plan and write a half-page narrative (Option 2) that includes dialogue, point of view, and descriptive showing rather than telling, and to choose emotions for Huck and Jim to convey. A parent is asked to help the student select which option to complete, and students are prompted to record their narrative in a journal and to reflect on decisions about point of view and dialogue in the Wrapping Up section. Activities require students to analyze quotes and use those analyses to inform character portrayal, which supports initial planning and drafting choices.
Lesson 4
What is Narrative Writing II
Students are asked to plan their narratives using graphic organizers (the "Chart" and "Character Feelings" pages) and to brainstorm events and feeling words with a parent before writing. The materials instruct students to write a one-page draft that uses dialogue to show character and to consult a parent to choose an option and help with brainstorming. Students are prompted to discuss their draft with a parent and point out examples of dialogue and "showing not telling" during the wrap-up.
Lesson 5
Expository Writing
Students complete a Venn diagram graphic organizer and take notes from the "Types of Writing" slideshow to plan their expository paragraph, showing explicit planning activity. Students are instructed to craft an introduction with a hook and to provide textual evidence to support comparisons, which directs attention to purpose and audience. Students share their expository writing with a parent who is asked to assess the paragraph and explain why it is expository rather than narrative, providing adult guidance and feedback.
Lesson 6
The Power of Persuasion
Students are asked to decide a position, create a thesis statement, brainstorm reasons, and plan three body paragraphs (Activity 1), which shows explicit planning of persuasive writing. Students practice persuasive techniques by writing sentences that use logic, emotion, problem/solution, storytelling, and figurative language on the "Powers of Persuasion" activity page, which targets addressing purpose and audience. Students are also directed to share their work with a parent and get feedback about which arguments were strongest and whether the parent was convinced, providing some adult guidance.
Lesson 7
Persuasive Writing
Students are asked to plan their persuasive paragraph using the online Persuasion Map and to record a thesis with two reasons and supporting evidence, which shows explicit instruction in planning. The lesson prompts students to gather evidence and focus their paragraph on persuading a reader about whether to change the novel's language, emphasizing purpose and audience. Parent Plan sections instruct adults to check the student's paragraph for a thesis and reasons and to discuss the piece, providing guidance and support from adults. Wrapping-up questions ask students to analyze which reason is stronger and whether reasons appeal to logic, emotions, or beliefs, prompting reflection on audience impact.
Lesson 11
Mark Twain's Influence
Students are directed to use a "Story Map" graphic organizer for brainstorming and prewriting, which shows planning before writing. Students are asked to write a one-page narrative as a rough draft and to try to emulate Twain's style so the story would "appeal to almost anyone," which addresses audience. The Parent Plan instructs adults to read the draft, point out unclear sections, and discuss how the student could change them, providing guidance and support for improvement.
Final Project
Cultural Biography
Students are instructed to review the project rubric with a parent before beginning and again before finishing, which provides adult guidance and criteria for their writing and presentation. Students plan their work by completing specified pieces on Day 1 and finishing remaining pieces on Day 2, and they decide how to arrange items on the poster or which text to place on story blocks. Students must create a title that "tells the audience something" and share their finished poster or blocks with family, requiring attention to audience and purpose.
Unit 5: Elijah of Buxton
Lesson 1
Introduction to the Novel
Students are prompted to write a short poem or song or a 6-8 sentence journal entry from the perspective of a slave after completing the Underground Railroad activity. Students write a 6-8 sentence persuasive speech encouraging a newly freed slave to join Buxton, record it in a writing journal, and read it aloud to a parent. Students are asked to perform or read their poem/song for a friend or family member and to talk to a parent about which writing option to complete, providing some adult involvement and an identified audience.
Lesson 2
The Preacher
Students use a senses web to plan descriptive language and select verbs before drafting a 4–5 sentence paragraph in the "Showing Emotion" activity. Students perform sentence editing by copying and correcting given sentences, practicing revision of grammar, spelling, and punctuation. Students analyze Frederick Douglass's persuasive techniques and answer questions about what makes his writing effective, and students prepare a welcome note or an oral welcome speech for a specific audience in the "Welcome to Buxton" activities, including a parent role-play option for adult feedback.
Lesson 3
Creating a Character
Students correct grammar, spelling, and punctuation in the Sentence Editing activity, demonstrating explicit practice in editing. Students plan and assemble a character booklet by selecting an image, filling multiple organized activity pages, and arranging content — showing planning and organization of a written product. The optional monologue asks students to write and practice a short speech as the character and to share it with a parent, soliciting parent feedback about what was learned, which provides adult guidance and audience response.
Lesson 4
Tone and Mood
Students practice editing by copying two supplied sentences and correcting grammar, spelling, and punctuation in the Sentence Editing activity, with suggested corrections provided in the Parent Plan. Students experiment with different approaches to wording by writing the same scenario in two different tones in the "Experiment with tone" activity. Students produce original writing in the optional Slavery Reflections activity by composing a poem from the perspective of a slave (or creating original art) that draws on prior readings and sources.
Lesson 5
Colorful Language
Students perform a Sentence Editing activity where they correct grammar, spelling, and punctuation, showing explicit practice in editing. Students write a 6–8 sentence narrative that requires use of precise words, descriptive details, and sensory language, demonstrating practice in composing with attention to word choice. Students may create a Carnival Advertisement using six figures of speech to persuade visitors, which asks them to address a specific audience and purpose, and the materials instruct students to ask a parent which option to complete, indicating some adult guidance.
Lesson 6
Symbolism
Students are asked to perform sentence editing tasks where they correct grammar, spelling, and punctuation, and a Parent Plan supplies suggested corrections for adult review. Students revise language in Option 2 by replacing words in a children's song with more precise choices and then perform the revised song to a friend or family member. Students in Option 1 write 2-3 sentence descriptions using a thesaurus and read their descriptions to a parent or friend, and the Parent Plan repeatedly prompts adults to check and have the student share work.
Lesson 7
The Importance of Education
Students are asked to write the remainder of a play scene (Option 2), producing original written work that develops characters' motivations. Students may role-play or be interviewed (Option 1) and can film or share their interview, engaging in composing for an audience. Parent Plan sections instruct parents to discuss choices and encourage deeper thinking, providing adult guidance and support for the writing tasks.
Lesson 8
Transitions and Characters
Students practice editing by copying two sentences and correcting grammar, spelling, and punctuation in the Sentence Editing activity, with answer keys provided for adult reference. Students choose and insert appropriate transition words in fill-in-the-blank sentences and identify transitions in passages, practicing revision for coherence and flow. Students complete a graphic organizer to compare and contrast characters, which asks them to record similarities and differences and thus organize ideas before writing.
Lesson 9
Transitions and Humor
Students practice editing sentences in the Sentence Editing activity, correcting grammar, spelling, and punctuation with provided corrections. Students plan and produce original writing in Option 1 (a 5–7 sentence humorous news paragraph) or Option 2 (a 1–2 minute humorous mock newscast) and are asked to rehearse the newscast. Parent Plan directions ask students to discuss choices with a parent and perform for family or friends, and to consider appropriateness of humor, which addresses purpose and audience.
Lesson 10
Allusions and Authors
Students practice editing when they are instructed to copy sentences and correct grammar, spelling, and punctuation, and the Parent Plan provides suggested sentence corrections as adult guidance. Students write short explanatory responses in the Allusions activity (2–3 sentences explaining an allusion's origin and connection) and use Student Activity Pages that prompt written answers tied to biblical passages. Students choose between two writing options (posing interview questions and composing predicted answers or writing a descriptive paragraph/cover for a historical fiction idea) after discussing the author's Q&A with a parent.
Lesson 11
Story Reflections
Students plan and organize their ideas by completing a plot diagram and a theme web, which serve as graphic organizers for prewriting and organizing evidence about the text. Students compose a personal-reflection paragraph that uses specific examples from the book to explain impact and feelings. Parent Plan text instructs adults to review story elements with the child and offers sample responses, indicating adult support is expected during the activity.
Final Project
Personal Narrative
Students plan their narrative by creating a plot diagram that identifies main conflict, rising action, climax, falling action, and resolution. Students are instructed to revise and edit their draft: read through once to add transitions, symbols, a flashback, and figures of speech, then read again to correct grammar, spelling, sentence completeness, and formatting before producing a final draft. The parent plan asks an adult to review the plot diagram and rubric with the student and to encourage careful revision and editing, and the rubric explicitly requires that the piece be edited significantly through revision and editing and that tone/mood be shaped for the reader.
2: Semester 2
Unit 1: The House of the Scorpion
Lesson 1
Cloning
Students plan their essays using a Persuasion Map and develop a clear, narrow thesis statement (Activity 5). Students write a first/rough draft of a five-paragraph persuasive essay using their research note cards and the provided structure (Activity 6 and Day 4). Students are instructed to share their thesis and outline with a parent and to review a rubric that emphasizes tone, audience engagement, and organization, which guides purpose-and-audience decisions.
Lesson 2
Revising and Editing
Students are instructed in Activity 2 to revise and edit their persuasive essays by reading through their writing to check argument structure, paragraph topic sentences, supporting details, and mechanics, and to mark changes using standard proofreading symbols. The Parent Plan prompts adults to help by asking the student to consider one aspect at a time and to review revisions together, providing adult guidance and support. The Skills section explicitly lists the standard language about developing and strengthening writing with some guidance from peers and adults.
Lesson 3
Cast of Characters
Students are asked to create a final draft after having "written, revised, and edited" their persuasive essay and to type, format, and proofread it before printing. The lesson gives specific editing tasks (check for typing errors, run spell-check) and detailed formatting guidelines (title placement, paragraph indents, font, double-spacing). The Parent Plan and Skills list indicate adult assistance with formatting and list higher-level persuasive-writing skills such as organizing claims, supporting evidence, creating cohesion, and engaging an audience.
Lesson 4
Rhetorical and Logical Fallacies
Students are asked to create a print ad or 30-second commercial that must purposefully employ at least three logical and rhetorical fallacies to persuade an audience. The directions tell students to share and discuss their advertisement with a parent and to see if the parent can identify the fallacies, which provides some adult guidance and feedback. The activity requires students to design persuasive content with attention to convincing an audience, emphasizing purpose and audience in their composition.
Lesson 5
Arguing the Issue
Students read two persuasive essays and record each author's main arguments and any logical or rhetorical fallacies they find, which requires analyzing purpose and effectiveness. Students answer reflection questions that ask what was the most compelling part of an argument and what would have strengthened it, prompting consideration of how to improve persuasive reasoning. Students play a fallacies game with a parent, practicing creating and identifying fallacies with adult guidance during the activity.
Lesson 6
Societal Comparisons
Students use a graphic organizer titled "Comparing Societies" to record similarities and differences between Opium and the United States, which supports planning and organizing ideas before writing. Option 2 asks students to "Imagine a dystopian society" and to "Write a descriptive paragraph of your society to accompany the visual," which requires students to produce a written draft. Parent Plan notes and prompts (e.g., "Talk to a parent about which option you should complete" and "Discuss with your child the dystopian society she has created") provide adult guidance and support during the activity.
Lesson 7
One-Act Play
Students are asked to select a scene and "turn the scene into a one-act play," including planning elements like limiting characters to four and assigning 20–30 lines of dialogue. Students are instructed to make sure the dialogue "communicates to the audience what you want them to gain" and to decide protagonist/antagonist and stage directions, which focuses writing on purpose and audience. Students are also directed to "ask friends or family members to help perform your show" and to "practice a few times and then perform," implying peer/family involvement and support.
Lesson 8
Family Crest
Students design an El Patrón family crest that requires them to create a title/motto and choose colors, shapes, and symbols to communicate a character trait. Students write vocabulary index cards that include the word, part of speech, a dictionary definition, and an original sentence using the word. Students share the crest and vocabulary work with a parent who reviews definitions, sentences, and the symbolism, providing adult feedback and discussion.
Lesson 9
Science Fiction
Students are asked to write a 5–6 sentence persuasive paragraph to convince parents to get a pet and to include several examples of irrelevant evidence. Students read their paragraph to parents and analyze the irrelevant evidence with them. Students also write in a journal about what makes a text science fiction and complete a Student Activity Page that asks them to provide evidence from the book for each characteristic and to conclude whether the book fits the genre.
Lesson 11
Wisdom and Love
Students are asked to rewrite sentences in the Active and Passive Voice activity (Part II asks them to rewrite passive sentences into active voice and vice versa), which requires editing and rewriting at the sentence level. Students are prompted to "write your thoughts in your journal" about how Celia and Tam Lin shaped Matt and to create a poster that includes words/quotes and then discuss the poster with a parent, which involves composing and explaining their choices. The Parent Plan suggests an adult ask the child to discuss the poster, providing a form of adult support for the student's work.
Lesson 13
Unit Test and Essay Reflections
Students are asked to reflect on their original cloning essay using the "Evaluating My Essay" pages, answering questions about whether the book changed their views and whether they would approach the essay differently. The lesson instructs students to consider the arguments they used and to identify any rhetorical or logical fallacies they included. The Parent Plan repeatedly prompts a discussion of the essay with a parent, providing adult guidance for reflection.
Unit 2: Watership Down
Lesson 3
An Epic Journey
Students are asked to write several sentences or a short poem using at least 10 Lapine or borrowed English words and to underline those words (Activity 1). Students create travel-tracker picture postcards of settings and add information to character cards as they read Chapters 9–13, producing written responses tied to the text. Students record examples of fantasy and epic characteristics on a graphic organizer, which requires them to identify textual evidence and write responses.
Lesson 6
Dramatic Irony
Students write focused pieces: they develop a list of 3–5 discussion questions as Questioner and complete written responses on the Dramatic Irony activity pages explaining what the reader knows, what the characters believe, and the effect on the reader. In Option 1, students compose a brief postcard addressed to a character that requires them to consider the character as an audience and explain the emotion that motivated the message. A parent is directed to read the postcard and discuss the examples of dramatic irony with the student, providing some adult involvement.
Lesson 7
Rabbit Societies
Students are asked to write a short, powerful campaign slogan and create a symbol/logo and campaign sign for Hazel, which requires producing targeted written text for a specific audience. Students must record two chosen passages in a journal with reasons for selection and discuss those passages with a parent, indicating guided reflection on written notes. Students complete vocabulary pages in which they write definitions from context and record dictionary meanings, producing written responses and explanations.
Lesson 8
Folktales and Fantasy
Students are asked to plan a fantasy story by choosing an animal and conducting research, recording notes on an "Animal Research" page and citing at least three sources (Activity 2). Students are assigned the Summarizer role and asked to write a summary of Chapter 31 and to write summaries and observations for multiple El-ahrairah stories on the Student Activity Page (Activity 1). The Parent Plan prompts adults to remind students to update character cards, review elements of fantasy writing, and to encourage research and note-taking, indicating some adult involvement in the prewriting and drafting stages.
Lesson 9
Characters
Students plan characters for a fantasy story by creating 2–3 specific characters, naming them, drawing them, describing personalities (strengths and weaknesses), and recording quotes on the Character Planning activity pages. Students prepare and share an illustration of chapters read as a Graphic Artist and are instructed to prepare to share that illustration with a parent. Parents are prompted to review the student's character planning and discuss the characters, providing adult guidance and support during the planning stage.
Lesson 10
Setting
Students plan a setting for a fantasy story by drawing a labeled map, naming landforms, and considering events that could occur there (Activity 2). Students develop and connect setting, characters, and plot by comparing Efafra and Watership Down (Activity 1) and by writing 2–4 sentence reflections that explain how setting details give clues about the places. Parent Plan prompts ask an adult to discuss the student's map and questions, providing some guidance and support during planning and explanation.
Lesson 11
Conflict and Escape
Students are asked to create a plot diagram that outlines the conflict, rising action, climax, and falling action, which requires planning and organizing a narrative. Students are prompted to compose a poem or song or create a visual display to express an environmental issue, which requires drafting a written or creative response. Students are directed to add details to character cards and make a map of settings, which engages them in organizing ideas and planning elements of their story.
Lesson 12
Dramatic Enactment
Students are asked to write a 3–5 minute script for a chosen scene, considering the actions characters take as well as the words they speak. Students are told to think about whether to add or omit material to bring the scene to life and to include ideas for music or lighting effects. Students are instructed to practice enacting their scene and to perform the scene for family or friends.
Lesson 13
A Fantasy Story
Students use planning sheets (character, setting, and plot diagram) to prepare their stories and are directed to consult the "Fantasy Short Story Rubric" and a sample story to guide their drafting. Students write timed drafts (at least 45 minutes on Day 1 and one hour on Day 2) and are told to read over their finished story and make small revisions as needed. Adult support is described: parents are asked to discuss the book ending, encourage review of planning and the rubric, be available to answer questions, and provide feedback on the story.
Unit 3: The Book Thief
Lesson 1
The Author and Narrator
Students are asked to plan and produce a promotional poster or a 90-second radio ad that requires choosing content for a specific audience (‘Assume that people viewing the poster are not familiar with the author or the book'). The radio option explicitly directs students to time their script, "Edit or add details as needed," and read the ad aloud to a parent, which involves revising and getting adult feedback. The poster option allows a rough draft or a more polished final copy, and several activities (personification writing, collage with three explanatory sentences) require students to produce written work for a purpose.
Lesson 3
Burning Books
Students analyze Nazi propaganda posters in Part A by identifying which group each poster targets, noting the poster's goal, and describing what makes each poster effective, which requires consideration of purpose and audience. Students complete written responses on the Historical References and Propaganda activity pages, recording examples from the text and answering directed research questions. Students are instructed to share the posters and their responses with a parent, which involves at least some adult involvement in the activity.
Lesson 4
The Value of Books
Students plan by recording sensory details from the reading and by taking notes at each step of the candy activity (holding, unwrapping, examining, sucking, biting) before composing a paragraph. Students write a short descriptive paragraph aimed at a specific audience ("someone who has never tried that candy before"), explicitly addressing purpose and audience. Students are prompted to revise word choice by reviewing their descriptions, using a thesaurus to find stronger synonyms, and considering similes, and parent guidance text instructs adults to encourage marking effective descriptions and supporting revision.
Lesson 5
The Accordion Player
Students are asked to complete the "Be Specific" pages, where they revise and rewrite given sentences and phrases to be more specific and descriptive (e.g., change underlined portions, invent details, and use a thesaurus). The activity provides before-and-after examples and directs students to improve wording, change phrasing, and produce stronger descriptive choices. The Parent Plan repeatedly instructs students to discuss descriptive choices with a parent and suggests adult prompting if the student is stuck, indicating some guidance/support during revision.
Lesson 6
The Standover Man
Students are asked to reread "The Standover Man" and "think about what makes this simple story so effective," prompting analysis of craft. Students are instructed to jot down ideas or write a short rough draft and to use storyboard pages to sketch illustrations and text, which requires planning and organizing their writing. The parent plan and activity notes offer adult guidance (e.g., suggestions for using charcoal, storyboard support, and video resources), and students are given options for different approaches to creating their pages (pencil first, then charcoal).
Lesson 7
The Seven-Sided Die
Students are asked to produce written work: they write four types of questions and answers in the "Reading and Questions" section and complete written analysis responses on the "Analyzing Propaganda" pages where they identify logical fallacies, emotional appeals, and explain effectiveness. In Part II of Activity 1, students compose three persuasive ad lines that intentionally use specified fallacies, which requires crafting language for a target audience (a political campaign). Parent/teacher notes indicate adults may discuss examples and choose activity options with the student, implying some adult-supported work.
Lesson 8
The Thief Strikes Again
Students are prompted to write original descriptive passages in Activity 2 ("Making the Ordinary Extraordinary") where they describe three labeled items and create three of their own, practicing figurative language. The Student Activity Page explicitly asks students to "write descriptions" to help readers imagine things in a new way. Parent Plan notes encourage an adult to prompt creativity and to "encourage your child to describe the six things so that readers imagine them in a new way," and the wrapping up statement says students will "practice making your own writing more descriptive" in a later lesson.
Lesson 9
Close Calls
Students engage in a step-by-step revision activity in "Painting Sentences," where they expand a basic sentence by painting the predicate and subject, pick a word to elaborate, and then "put on the finishing touches". The activity explicitly asks students to refine wording and check spelling and punctuation, which practices editing and rewriting. The Parent Plan directs parents to encourage the child to use the example as a guide and to share answers, providing adult guidance and support during the revision process.
Final Project
Think-Tac-Toe
Students are instructed to edit, revise, rewrite, and proofread their descriptive paragraph on Day 3 and to type and turn in polished work. Parent notes direct adults to provide feedback, to remind students to revise for spelling and punctuation, and to engage in an informal mock debate to help test reasoning for one mini-project. The "Teaching Figuratively" mini-project requires students to design a lesson for younger children (defining devices and providing examples), explicitly asking students to make their explanations understandable for a specific audience. The plan also directs students to strengthen a weak sentence using steps from a prior "Painting Sentences" activity.
Unit 4: To Kill a Mockingbird
Lesson 2
Home and School
Students are asked to write a 6–8 sentence literature response that requires personal reflection and use of specific examples from the text. An example response is provided and parents are instructed to read and discuss the child's response with her, which provides some adult support. The Parent Plan lists the skill 'Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience,' indicating attention to purpose and audience.
Lesson 4
Snow and Fire
Students complete a Run-Ons and Fragments activity in which they identify sentences as run-ons, fragments, or correct and then correct the errors using proofreading marks; Part II explicitly asks students to rewrite a paragraph from Chapter 2 using correct punctuation. Students also write a literature response after reading Chapters 8–9 that must include at least one quotation and an explanation of its meaning and importance. Parent Plan materials provide sample responses and an answer key that students (and adults) can use as models or guidance for corrections.
Lesson 5
Surprising Talent
Students imagine a hidden talent and choose between two composition options: creating a 4-square comic strip with pictures and dialogue or writing a short skit. Students are instructed to write a 60-second skit, practice it, and act it out for friends or family, and are encouraged to find a friend to play a part or use puppets. Parent notes and activity directions indicate students will produce and perform written work for an audience (friends/family).
Lesson 6
Separate
Students are asked to write a 6–8 sentence literary response to chapters 12–13 and to refer to specific examples from the text. The Parent Plan instructs an adult to read the student's response with her and "helping her expand on her reflections or clarify any questions." Activity 1 Part II requires students to produce a direct quotation, a paraphrase, and a summary from the text. Activity 2 asks students to compose a gripping caption and two or three sentences linking an image to the story.
Lesson 10
Equal Rights?
Students are asked to write a focused summary of chapters 21–23 that is 7–9 sentences long, which requires selecting main ideas and revisiting the text for accuracy and clarity. The Parent Plan explains that this summary practice helps develop reading comprehension and encourages students to revisit the text for accuracy and clarity. Students are also asked to create a found poem using words from Jim Crow laws, which asks them to compose original writing from source text. The lesson prompts students to ask a parent about the "Challenging Sentences" section, indicating some adult involvement in the activities.
Lesson 13
Text and Film
Students are asked to design a film poster that must include a picture, a sentence of summary, and other information audiences should know, which requires consideration of purpose and audience. Students are asked to write a 2–3 minute movie script with stage directions, lighting, props, and music directions and, if possible, rehearse and perform it with a friend or family member, which invites adult involvement. The student activity pages prompt written responses comparing film and text and ask evaluative questions about director choices and effects, requiring students to plan and compose analytical answers.
Final Project
Oral Book Presentation
Students plan presentation content using a graphic organizer and record key points, and they read the rubric with a parent to understand requirements. Students practice and revise their oral presentation to smooth unclear or wordy sections, add material, and practice delivery with slides; they also present to family/friends and receive feedback. The unit study guide and test require students to paraphrase, summarize, and correct/rewrite sentences (e.g., fixing a comma splice), demonstrating some editing and rewriting at the sentence and paragraph level.
Unit 5: Great American Poets
Lesson 2
Early American Poetry
Students use a thesaurus and substitute synonyms in poems (Word Choice Activity) to test how different words affect tone and meaning, and they write chosen words into blanks to revise a poem title or lines. Students practice editing mechanics by punctuating titles and matching sentences to comma rules (Using Commas, Part 1), demonstrating sentence-level revision and proofreading. Students compare Longfellow's poem and Revere's account using a Venn diagram and note how differing forms and language choices influence readers, which invites consideration of how word choice and form affect audience response.
Lesson 3
Figurative Language
Students are instructed to write their poem first on a separate sheet (draft) and then begin writing it within a drawn outline, making changes as needed by erasing and adjusting the shape or text. After revisions, students trace to another sheet and neatly copy the poem in pen, producing a final version to save for the unit project. Part II asks students to write lines or a poem using specified figurative devices, which requires initial planning and drafting before finalizing.
Lesson 4
Poetic Forms
Students are asked to brainstorm topics and make word lists for limericks and haiku (planning). They are instructed to "first just get some ideas down and then rewrite lines to fit the 5-7-5 syllable rule," to go back and edit their work, and to use a thesaurus or rhyming dictionary (revising/editing/rewriting). The materials tell students to ask a parent which limerick option to complete and advise parents to provide feedback, and the Parent Plan explicitly lists developing and strengthening writing with guidance from peers and adults.
Lesson 5
Edgar Allan Poe
Students are asked to write an original poem about loss or death and are told to aim for at least one stanza of 6–8 lines, using Poe's poems as a structural guide (Activity 3). Students complete a focused editing exercise in "Using Commas, Part II," where they add commas to sentences drawn from poems and write explanations for their choices, practicing editing mechanics. Students also answer analytical questions about Poe's definition of poetry and cite lines from his poems (Option 1), which requires composing written responses.
Lesson 6
Meaning in Poetry
Students are asked to write their own free-verse poem (Activity 2), with directions to study Whitman's free-verse poems as examples and to "think about it carefully before you begin," which supports planning. The lesson also asks students to save their poem for use in a final project, implying the piece will be kept for later work. In Activity 3 students analyze comma usage in existing poems, identifying incorrect or omitted commas and explaining the poet's choices, which practices editing and attention to punctuation.
Lesson 7
Poetry Analysis
Students are instructed to plan a narrative poem by noting a simple rhythm and rhyme scheme and by taking notes about details they want to include, which provides explicit planning practice. The activity tells students to 'play with a few rhymes and write down some lines' and to 'put the poem down and come back to it later' and to 'save the poem for use in your final project,' which encourages iterative drafting. The materials direct students to ask a parent which option to complete and include Parent Plan guidance to encourage or assist, showing adult support is available.
Lesson 8
Robert Frost
Students are instructed to go outside, jot down sensory words and phrases, and then begin writing a nature poem, which shows explicit planning and drafting. The activities ask students to choose form/style and aim "to help the reader experience the object or scene in a new way," which directs attention to purpose and audience. The lesson also asks students to copy the poem neatly into an activity page and to consult a parent (ask a parent to read it aloud; obtain permission for poem choice), providing some adult support.
Lesson 9
Memorizing Poetry
Students choose and prepare a poem to present orally, running their poem choice by a parent and practicing it daily, which provides adult involvement and attention to audience for recitation. In the headline-poem activity, students collect words, spread them out, experiment with rearranging them into different orders, and are told not to glue words down until they are happy with the result, which requires planning choices and iterative revision of the poem draft.
Lesson 11
Editing Your Work
In Activity 2 students take a poem they wrote, save the original, jot down areas to work on, share the poem with a parent for suggestions, make changes, rewrite neatly, and save both versions — demonstrating planning, revising, editing, and rewriting with adult support. Option 1 asks students to write a poem about punctuation "for a student who is learning about punctuation," explicitly asking students to consider audience and purpose when composing. Option 2 requires students to explain on a separate sheet why they used each punctuation mark, prompting reflection on rhetorical choices tied to purpose and audience. The Parent Plan also lists the targeted skill, instructing parents to provide one or two suggestions to help improve imagery, wording, or rhythm.
Lesson 12
Reciting Poetry
Students are asked to plan their final poem by using a Five Senses Web to brainstorm descriptions and to sketch a detailed picture as preparation. Students are instructed to use the web and their drawing as inspiration to write lines of their poem and to save the poem for the final project. Parents are prompted to read over the poem and comment on how the student made the ordinary extraordinary, and the Skills section names producing writing appropriate to task, purpose, and audience.
Final Project
Poetry Journal
The project requires students to include an "edited poem -- include both the original and edited versions (Lesson 11)," which explicitly asks students to produce and show a revision. Students are instructed to decide the order of journal contents, recopy or type poems, and assemble decorations, which involves planning and preparing a final written product. Parent Plan directions ask that parents review the "Project Rubric" with the student and assess the work, indicating expected adult involvement in the project.