Students are asked in Option 2 to "write out a few ideas for each of the six categories and think about how you wish to draft your news report" on Day 1 and to write or record the report on Day 2, which requires planning and drafting. Students can choose formats (written report, podcast, or video blog), allowing them to try a new approach to presenting information. In Option 1 students complete booklet pages over two days and assemble a finished product, which involves staged production and organization of writing and media.

Students choose between creating an informative booklet or designing a WebQuest and must plan content for six topic areas (Geography, Economic Development, Political Development, Social Distinctions, Cultural Characteristics, Religious Beliefs) across two days. Students who choose the WebQuest are asked to imagine an upper-elementary or middle-school audience, identify at least one important idea for each topic, select websites, and explain why each site is appropriate for that audience. Students organize and produce written materials (map labels, trade goods lists, government diagrams, written explanations for gods and achievements) and assemble a final product.

Students are asked to write a voice-over script for a YouTube video about the origins, key beliefs, and requirements of Hinduism, Judaism, and Zoroastrianism (Option 2), which requires them to plan and produce organized written text for a specific purpose and audience. Option 1 requires students to fill a comparative chart with origins, deities, scriptures, practices, and reflections, which has students organize information and produce written responses. The Parent Plan notes that Option 2 involves "creative and independent writing" and that Option 1 "involves writing," indicating that students will produce written drafts or responses.

Students are guided to plan and draft their essays (decide topic, outline, develop a thesis, and identify evidence) and to begin drafting on Day 1. Students are instructed to use freewriting, to outline/main-point each paragraph, and to locate and include parenthetical citations. On Day 2 and in Activity 3, students are directed to complete drafts, revise and proofread by reading the prompt and rubric, summarizing paragraph main points, reordering paragraphs or rewriting transitions, reading aloud, checking citations, doing sentence-level edits (including reading backwards), running spell check, and soliciting peer/family feedback. The rubrics require an appropriate academic tone, clear thesis, organized paragraphs with supporting evidence, and correct mechanics, which students must use to evaluate and strengthen their writing.

Students are instructed to plan and organize their flowchart (Option 2 asks students to "plan out his own structure and organization" and Day 1 directs students to read the rubric and create about half of the template pages). The project requires written elements: each flowchart element must include a 2–3 sentence description and an approximate date, and the rubric expects descriptions to be "informative, well written, and free of error." Students write a paragraph on the unit test defining "civilization" and a reflective paragraph about what they learned, demonstrating opportunities to draft substantive prose.

The Parent Plan Skills section explicitly lists the targeted writing practice: "Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach..." Students are prompted to write in journals for Option 2 (creating two columns labeled "utopia" and "dystopia" and listing characteristics) and to record titles and responses on the Option 1 "Dystopias" activity page. The Reading and Questions section asks students to answer specific written comprehension questions about Chapter 1, and several Student Activity Pages provide spaces for written responses to vocabulary and analysis prompts.

Students complete a top-hat graphic organizer to organize responses and form an opinion, which provides planning support before writing. Students answer guided prompts (Who am I? Where am I? What do I want?) and then write a one-paragraph character journal entry from a first-person point of view, explicitly asking them to try a new narrative approach. The lesson's skill list also states that students will 'produce clear and coherent writing' appropriate to task, purpose, and audience.

Activity 1 asks students to take a sentence from the book (or a sentence that lacks imagery) and embellish it, including both the original and the rewritten version in the chart and labeling its tone. Activity 2 requires students to write three sentences about a book, each containing a different type of dependent clause (noun, adjective, adverb), which practices varying sentence structure and word choice. The Parent Plan notes that practicing clause use can help students vary their writing styles and improve description.

Students are asked to watch an instructional video and then recreate an important personal moment using slow-motion narrative pacing, applying the specific technique demonstrated. Students compare Example A and Example B and are prompted to reproduce their moment in the more detailed, slowed style (Example B). Students are given two writing options (draft four to five laws or write a one-page journal entry describing a system) that require composing original text and preparing to discuss or defend their ideas. The parent notes encourage students to keep writing in a portfolio and possibly share with peers, implying ongoing creation and optional peer interaction.

Students are asked to write a one-page journal entry from a character's point of view, in which they consider the character's priorities, fears, and relationships—directing writing toward a specific purpose and audience. Students complete the activity page that requires circling an interpretation for symbols and writing a brief, text-supported explanation for their choice, practicing focused, evidence-based writing. The materials ask students to add to STEAL character pages and to prepare for a final essay, indicating ongoing opportunities to produce targeted writing.

Students are asked to write a one-page journal entry from a chosen character's point of view that analyzes leadership, which requires composing sustained written work and selecting a narrative approach. The activity explicitly allows trying a different narrative strategy (writing as a deceased narrator) and asks students to contrast Jack's and Ralph's leadership, which directs content and perspective. The Skills section states students should "Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience," indicating an expectation for purposeful composition.

The Parent Plan Skills section explicitly lists "Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach" as a targeted skill. The Wrapping Up section tells students they are "better prepared to write a final essay on the book." The Review instructions ask students to reflect on scenes omitted from the movie to "clarify and solidify" ideas in preparation for the final essay.

Students are guided through planning steps: brainstorming pages, two outline options (traditional and graphic organizer), and an essay checklist that directs topic selection with attention to purpose, audience, and format. Students draft their essays and are prompted to share drafts for feedback, then use structured revision activities titled "You Are the Editor" that ask them to evaluate thesis clarity, organization, evidence, transitions, sentence structure, and grammar. The lesson requires editing/proofreading as a distinct final step and directs students to compare their draft to the prompt and rubric to ensure the most significant points for the assigned purpose and audience are addressed.

Students are instructed to spend 10 minutes free-writing about an imagined ancient person and then "reflect" and write a more formal 3–4 sentence paragraph, which shows use of a planning/brainstorming stage before composing. The lesson gives students a choice of writing formats (Option 1: an informal response paragraph; Option 2: a protest poster), which asks students to try a different approach and shape content for a persuasive audience. Students also must summarize and reflect on a news article about modern religious conflict, requiring written synthesis targeted to the activity page.

Students plan and draft a children's-book section in Option 3 by creating a storyboard and proposed text for a specified audience (a picture-book publisher and young readers). Students produce sustained written work in Option 2 by composing at least one paragraph from the perspective of three different castes, which requires adopting different voices and approaches. The booklet assignment is to be saved and used across several lessons, and the parent notes encourage providing feedback on the booklet that may carry over into future work.

Students are asked to write a short (1-2 page) reaction paper or create an illustrated/narrative timeline that requires planning and organizing content about the Buddha's life and teachings. The lesson gives explicit guidance about organization and mechanics, stating the paper should have solid organization and be free of grammatical, spelling, and mechanical errors. The lesson supplies three external links to college writing resources and suggests creating an outline scaffold to help structure the student's response and fit time constraints.

Students are asked to produce written products: Option 1 requires writing a short narrative about a teenager celebrating a Jewish holiday, and Option 2 requires creating a multi-slide educational slideshow to "teach others" about a holiday. The slideshow instructions require organizing content into specific slides (title, basic description, religious meaning, faith practices, personal/family traditions, interesting facts) and note the slides should be well-organized and well-written. Students also answer reading questions and add to a "Dimensions of World Religions" booklet, which involves composing explanatory text and summarizing information.

Students are asked to create a timeline of Muhammad's life with one clear, well-organized paragraph for each date, which requires planning what information to include and organizing it logically. The activity allows students to choose a format (paper, PowerPoint, Prezi), giving them an option to try a new approach to presenting their writing. The homework asks students to read paired texts and complete a 'Two Versions' activity page in which they summarize similarities and differences, requiring written synthesis and organization of ideas.

Students are instructed to complete and neaten their Dimensions of World Religions booklet and may add illustrations or images. Students are told to refer to the rubric to make sure each category is successfully completed and to compare their work to the rubric and make any adjustments they wish. Students write a 5–7 paragraph timed essay (45 minutes), practicing composing an extended piece under time constraints.

Students are asked to plan a rewritten version of the story in Activity 3 using a graphic organizer that prompts them to describe a new setting, name characters, choose gifts, explain the irony, and record character responses, which requires planning and trying a new approach. Students complete a Short Story Elements organizer to record setting, plot, characters, and theme, supporting prewriting and organization of ideas. Students are assigned a descriptive-paragraph homework and journal entries about allusion and irony, giving them opportunities to produce written work and practice descriptive techniques.

Students generate ideas for a future literary response paper and are prompted to "start thinking about ideas" and skim texts to take notes, which supports planning. Students write a one-paragraph objective summary in their journals and complete an Exploring Theme web, which requires drafting text that incorporates textual evidence and direct quotations. The APE (Answer, Prove, Extend) strategy and guidance on including the title, author, setting, plot, and theme provide structure for students' initial composition and use of evidence.

Students plan their writing by completing a brainstorming graphic organizer, a "Details and Support" APE page, and an informal outline that structures an introduction, two body paragraphs, and a conclusion. Students are instructed to use those planning pages to write their paper (Activity 3) and to consult the rubric to guide what to include in each section. Students are asked to type their paper, read it aloud to find awkward wording, spellcheck, and "make any needed revisions," which directs them to perform editing and basic revision tasks.

Students are asked to use the "Character Portrait" page to plan how they could use direct and indirect characterization to bring a main character to life for a future short story. Students complete the "Characterization" activity sheet by recording dialogue, appearance, thoughts, actions, and how others respond, which organizes material they would later use in writing. The lesson instructs students to keep the activity page for a later writing activity, indicating that students engage in a planning stage for their forthcoming story. The Parent Plan skills also direct students to "develop a topic with well-chosen...details" and to "use precise words and phrases," which relates to preparing writing content.

Students are asked to rewrite a brief scene from Everyday Use from Maggie's or Dee's point of view and to write the new version in their journals, which requires them to try a new approach to the same material. Students must write a brief paragraph reflecting on how the changed point of view alters meaning and reader response, prompting consideration of audience effect. Students are also asked to plan symbols for their final short story and to connect those symbols to a Character Portrait, which involves preliminary planning for a future writing product.

Students practice mechanics of dialogue punctuation by completing workbook exercises (Activity 1) and checking answers, which requires them to edit for correct punctuation. Students analyze how authors use dialogue by writing a journal paragraph (Activity 2), which prompts reflection that can inform future drafting. Students draft a short scene for homework that could be added to a studied story and are asked to consider how dialogue can enrich their final short story, which engages students in initial planning.

Students create plans (Brainstorming a Story, Plot Diagram, Character Portrait) and use those plans to draft a 500–700 word story. Students are guided through drafting strategies (freewriting, invisible writing) and told to move between invention, planning, drafting, revising, and editing. Students perform revision using two methods: reader review (peer/parent feedback with a structured review sheet) and critical reading of their own draft, then make substantive changes (point of view, plot, characterization, theme) before proofreading. The rubric and repeated reminders to limit scope, focus on central plot, and consult audience-appropriate choices (show, don't tell; engaging opening line) direct students to address purpose and audience.

Students identify and correct pronoun-antecedent agreement and case errors in the activity pages, rewriting sentences where pronouns are incorrect (Activity 1 and Pronoun Cases homework). Students reword unclear pronoun references and are asked to provide corrected sentences and strategies for fixing them (Activity 2 discusses rewording and gives examples). Students create a poster or slideshow in which they must explain the error in their own words, show two example sentences containing the error, and present corrected versions and strategies for fixing them (Option 1 and Option 2).

Students are asked to create a personal comma guide and to add rules, explanations, and examples, which requires them to organize and refine punctuation knowledge for future writing. Students rewrite sentences on multiple activity pages (Commas, Part I; Comma Homework; Essential vs. Nonessential) by inserting commas, parentheses, or dashes and then check and correct their answers using the provided answer keys. In Activity 4, students choose among commas, dashes, or parentheses to punctuate nonessential elements and must explain their punctuation choice for three sentences, explicitly practicing editorial decision-making and choice of punctuation for effect. The homework asks students to write in a journal about the Oxford comma and to evaluate whether publications use it, prompting reflection about punctuation choices in real texts.

Students identify and correct errors in commonly confused words, subject-verb agreement, pronoun usage, and comma placement by completing the Grammar Quiz (Parts I–III). Students practice editing by crossing out incorrect words and writing corrections, finding and fixing subject-verb and pronoun errors, and inserting missing commas. Students also review rules and record examples on index cards and respond to oral prompts to define and explain word usage.

Students are asked to "review the evidence" before writing and to "write the Semicolon's Opening Statement" and the Colon's Opening Statement, which requires planning and drafting focused on specific claims and audience. Students present their opening statements aloud to a judge, answer questions, and may be asked to "write another example sentence" or "revise their explanation," which provides direct opportunities for revision in response to feedback. Students also check activity-page answers against answer keys and online quizzes, allowing them to edit and correct their work.

Students are asked to produce a mini-project (Option 1: create a visual aid; Option 2: write a short quiz paragraph) aimed at helping themselves or a friend/sibling, which requires them to make work that is thorough, accurate, neat, and appealing. The Parent Plan lists producing clear and coherent writing appropriate to task, purpose, and audience and using technology to produce, publish, and update writing products. For Option 2, students must have a friend or relative take the quiz, assess that person's work, and explain any missed words to the quiz-taker.

Students write an initial two-minute definition of poetry and are explicitly asked to "add to or revise your original definition of poetry" after reading poets' quotations (Activity 1). Students examine word choice in poems by underlining words, recording denotations and connotations, selecting synonyms, and explaining why the original word is more effective (Activity 2), which requires evaluating and refining language choices. Homework asks students to mark a poem and answer focused response questions, producing written answers that reflect revision of ideas based on close reading.

The homework Option 2 asks students to write their own poem and to "find a subject" and "consider going outside and taking notes on sensory details," which asks students to plan and gather prewriting material. Option 2 also tells students to include imagery and two other figurative devices and states the goal is "to have the reader experience something ... in a new way," which orients students toward purpose and audience and suggests trying a new approach. The lesson gives students a choice between analyzing (Option 1) and composing (Option 2), allowing them to select an approach to the task.

Students are prompted to write a short letter in a journal as one of the poem's speakers or to another character, explaining who they are, why they are writing, and referring to parts of the poem — which requires writing for a specific audience and purpose. Students are also asked to write new lines or a stanza in a different voice, keeping style, rhythm, and believability, which asks them to try a new approach to composition. The activities require students to analyze the speaker and tone before composing, connecting analysis to their writing choices.

Students are asked to plan and draft poems: the free-verse activity page has brainstorming prompts (listing places, sensory description, and strong verbs) and a template guides students in composing at least one quatrain of a sonnet. The materials give explicit drafting guidance (rhyme-scheme templates, aim for iambic pentameter, "play with your words and images") and editing tips ("Look at sounds/ rhyme... Don't add unnecessary words"). Homework directs students to write their own Shakespearean sonnet or a 5–10 line free-verse poem, applying the planning and language guidance.

Students are asked in Option 2 of the Vocabulary activity to "write a poem defining the word in a manner similar to the way it's done in the book," using personal people and events for the example sentences. Homework and other activities ask students to write journal responses (3-4 sentences) reflecting on the novel's title or on the author's use of basketball rules. The lesson therefore requires students to produce original written work and to try a modeled poetic approach.

Students are asked to plan and produce a one-page biographical presentation using notes gathered from research, including required elements (name, country, language, dates, and at least three cultural facts). Students complete a "Poetry Map" that requires paraphrasing, summarizing, and identifying theme, tone, word choice, and other elements, and they write a journal response summarizing a poem and explaining how cultural references enrich it. The lesson also directs students to use presentation software or other digital tools, which asks them to organize and present information for an audience.

Students are asked to plan their final projects by choosing two options, "re-read each one carefully and take notes on how you will approach each choice," and to "begin making sketches, selecting poems/artwork, writing initial ideas," which shows explicit planning. Students are told to "spend time today polishing your poetry recitation," to "put the finishing touches on your poetry projects," and to prepare polished presentations for an audience of family members, indicating opportunities to refine and prepare work for a specific audience. The poetry explication and the Dylan opinion task require students to compose extended written responses or presentations and to present them in formats tailored to an audience (digital slideshows, a one-page argumentative response), emphasizing purpose and audience considerations.

Students are asked to jot down answers from research before composing a paragraph, which shows planning. The paragraph task instructs students to use their own words, begin with a strong introductory sentence, use transitional words for flow, and end with a concluding sentence, which addresses organization and sentence-level choices. Option 2 asks students to create slides that combine visuals and text and to note image sources, which prompts attention to audience and purpose. The wrapping-up note that students will "practice paraphrasing" further ties to producing original written work.

Students are asked to write an informal journal response identifying a world issue they feel passionate about and imagining how they would make a difference, which begins the process of planning a longer piece. The materials state that this informal assignment will help students begin thinking about their final project, in which students will write a paper about an issue important to them. The lesson explicitly connects the journal to a forthcoming written paper, implying an initial drafting/planning step toward that larger writing task.

Students read and annotate Elie Wiesel's speech and complete pre-reading matching exercises, which asks them to prepare and gather vocabulary and ideas before writing. Students draft a paragraph in their journal that compares a universal truth from Wiesel with other authors, using quotes to support their argument. Students create a museum-wall project that requires writing one- or two-sentence formal descriptions and a clear statement of purpose aimed at a public audience. Homework asks students to produce a written record (journal entry or poem) of a personal or interviewed traumatic event.

Students are taught three explicit methods for integrating quotations (using a complete introductory sentence + colon, a short introductory phrase + comma, or integrating part of the quotation) and are given examples of each. Students complete Part I exercises that require choosing correctly punctuated quotation introductions and Part II tasks that ask them to produce introductions for a provided quote. Students must write a journal response using the APE strategy that requires answering a question, proving with a quotation introduced by one of the taught methods, and extending their explanation.

The summarizing activity gives step-by-step guidance for planning a summary: students read the text, annotate or take notes, determine the main point, select which points to include, and write the summary in their own words. The nonprofit flyer/webpage task asks students to create marketing text and choose content (background, how the organization helps, accomplishments), with explicit direction to focus on the organization's purpose and audience. The comparing-memoirs activity asks students to consider each author's intended audience and purpose when analyzing style and rhetorical effectiveness.

Students plan their writing by choosing a topic, developing a focused research question, and completing K-N-S and other graphic organizers (Part 1 and the "Audience, Purpose, and Sources" activities). Students select three most relevant supporting facts, draft body paragraphs using the APE method, and create an outline/storyboard as part of planning (Day 1–Day 2 activities). Students revise and edit their drafts by incorporating revision notes, using peer/parent feedback, proofreading for grammar/mechanics, and preparing a final typed draft with a Works Cited page (Parts 5–8, homework and rubric checks).

Students are explicitly prompted to revise writing: the guide suggests using study days to "revise writing assignments or projects from previous units," and the discussion task directs students to "read back over the paragraphs and revise them as needed." The exam directions also tell students to "look back over your work when you are done" and Day 5 reminds students to "read over your answers before submitting your work." In grammar and editing activities, students correct spelling, punctuation, and sentence-level errors, practicing editing and proofreading.

Students choose three criteria and write them on the "Competing Commanders" activity sheet, assign numeric scores for each commander, add totals, and rank the commanders, which requires them to organize and produce a written evaluation. Students complete the "Text Structure" activity page by reviewing chapter openings and writing short analytical answers about foreshadowing, tension, roles of authority figures, and stylistic differences. The homework and activity pages require students to write responses and organize their ideas in written form (criteria, explanations, and answers).

Students are asked to rewrite passages (Box 3: convert a selected passage into first-person Ender POV) and to rewrite conversations to incorporate historical quotes (Box 4), which require trying a new approach to existing text. Students write a one- to three-paragraph flashback to insert into a scene (Box 2) and compose comparative paragraphs about leadership (Box 5), demonstrating opportunities to produce revised or alternative versions of text and to craft writing for specific tasks. The Think-Tac-Toe final project also asks students to design a science fiction book cover to communicate genre elements, which requires composing with an intended audience in mind.

Students practice editing by inserting commas and semicolons and correcting subject-verb and pronoun errors in the Option 1 homework paragraphs. In Option 2 homework, students create their own short paragraphs containing deliberate punctuation and grammar errors and produce an answer key explaining the rules; they then give those paragraphs to a friend or relative to check. Activities also ask students to identify and fix grammar problems (e.g., matching terms, Mad Libs) and to refer back to review materials when a phrase doesn't make sense grammatically.

Students practice editing and proofreading when they place check marks beside correctly capitalized sentences and write the rule that explains each pair. Students complete fill-in-the-blank exercises for commonly confused words and then use the Answer Key to check their work and revisit any missed items. Students record rules and examples for writing numbers and choose a preferred style to be consistent, which requires them to make and document editorial decisions about numeral usage.

Students write a 1–2 page narrative in the Creative Writing Challenge and are instructed to "review your draft carefully" and "revise as needed," including revisiting lesson pages for word-choice corrections. Students complete multiple activities that require editing: correcting sentence fragments and run-on sentences on an activity page, taking online quizzes that give feedback, and applying corrections (periods, semicolons, comma + FANBOYS) to a sample paragraph. Parents are asked to check student drafts and point out incorrect usage so students will revise their work.

Students rewrite sentences in Activity 2 (Part 1: misplaced modifiers and Part 2: dangling modifiers), producing corrected versions of ungrammatical or unclear sentences. Students check their answers against the provided Answer Key and are instructed to review rules for any missed items. In the homework options, students create corrected versions (Option 1) or design a five-question modifier quiz with an answer key and have a peer take it (Option 2), which requires producing and editing original materials.

Students practice editing a contextualized travel-influencer post by circling, inserting, and deleting apostrophes and marking possessive vs. plural errors. Students rewrite sentences to correct hyphenation, add en dashes/em dashes, and explain how hyphen placement changes meaning in Part 1 of the Hyphens activity. Students complete rewrite tasks for numerical hyphenation and divide words at syllable boundaries, then check answers against an Answer Key and revisit missed exercises.

Students practice revising and editing in multiple activities: they rewrite sentences to eliminate wordiness (Activity 4), cross out redundant words (Activity 3), and complete word-choice exercises that require translating clichés and vague phrasing. In the College Essay Editor activity, students identify vague or clichéd language, edit underlined phrases, and rewrite a draft paragraph to make it clearer, more specific, and better suited to admissions officers as an audience. Homework and web-linked resources ask students to attend to levels of formality and to choose language appropriate to purpose and readers.

Students are asked to create a creative product (poster, slideshow, comic strip, or card game) that explains the subjunctive mood to a younger sibling, which requires choosing an approach and addressing a specific audience. The assignment rubric requires the project be free of grammar and punctuation errors and that the message be clear and cohesive, directing students to attend to conventions and clarity. The activity explicitly invites trying different formats (e.g., comic, card game), which asks students to try a new approach to communicate content.

Students correct commonly confused words in a sample passage (Commonly Confused Words, Set XV), writing the correct words above mistakes and using an answer key to check their work. Students identify and fix faulty parallelism by rewriting the example sentence about Rashad and by completing a Parallelism activity page that asks them to list coordinating conjunctions, correlative conjunctions, and provide descriptions/examples. Students take notes from an online resource and the book and are directed to try practice exercises linked from the Towson University parallelism module.

Students plan and begin work on two mini-projects, with instructions to plan content before creating slideshows, posters, guides, or songs/ skits. Students must tailor at least some projects to a specific audience (e.g., an elementary poster or an explanatory guide for teens/adults) and are directed to review a Project Rubric that includes criteria for audience-appropriate content and correctness. Students practice revising and editing skills in the unit test and activity pages by correcting fragments/run-ons, rewriting passive to active voice, fixing commonly confused words, and correcting punctuation and hyphen/apostrophe errors.

Students are asked to brainstorm in a journal and mark the three most influential factors, which constitutes prewriting and planning. In Activity 1 students create an alternate chart or pictograph from given data (Option 1) or sketch a graphic that would replace or supplement a paragraph (Option 2), explicitly producing a sketch, plan, or rough draft. The Option 2 prompt directs students to produce a graphic that would give readers a better understanding of the written information, which requires choosing a different approach to communicate for an audience.

Students summarize the focus of each section and answer analysis questions about how Gladwell develops ideas, which requires composing concise written responses. Students choose which example (The Beatles or Bill Gates) to track, mark key opportunities in their reading, and then take those notes to create a visual representation (flowchart, infographic, diagram, PowerPoint slide) that communicates the most important points. The homework asks students to decide what points are most notable and to communicate them in a chosen format, which requires planning and selecting content for a specific communicative purpose.

Students are asked to produce written journal responses about why Gladwell structured the chapter and to speculate on the ethnic/cultural issue (Homework, Day 1). Students complete analytical writing in Activity 5 Option 2 by reading Gladwell's response and filling out a chart that asks them to identify criticisms, describe Gladwell's responses, and evaluate effectiveness. Several student pages (vocabulary, Appropriate Speech) require students to write definitions, antonyms, explanations, or brief written explanations to accompany drawings.

Students are assigned a multi-day infographic project in which they start on Day 1 and finish on Day 2, which gives them an opportunity to plan and continue work. Students are instructed to produce a graphic that 'clearly and effectively communicates' a chosen concept and to use digital media to enhance audience understanding, showing attention to purpose and audience. Students are told the final product should be free from grammar and punctuation errors and to give credit to sources, which requires editing and polishing.

Students complete a graphic organizer that links secondary-source claims to supporting primary-source evidence, which requires them to plan which evidence will back a claim. In Option 2 students compose an editorial aimed at persuading readers that the attack was unnecessary and unjust, using facts from the accounts to back up points (audience and purpose are explicit). In Option 1 students design a split-perspective magazine cover, requiring them to choose content and form to communicate different points of view to particular audiences.

Students plan their how-to guide using the "Guide Planning" sheet and checklist, choosing a topic and listing materials and tasks. Students produce a first draft (Day 2 homework) and are directed to type, proofread, and revise their guide during "Organize and Revise," including checking steps by performing them exactly as written. Students test their guide with a friend, sibling, or parent (Day 3 homework), observe the user, take notes on unclear instructions, conduct a follow-up interview, and then make improvements. The lesson repeatedly instructs students to tailor content for a specific audience (assume readers know little or nothing) and to add or clarify glossary entries and navigation aids for that audience.

Students are asked to write their own short speech (Option 2) and to note where specific portions appeal to ethos, logos, and pathos, specifying their intended audience and delivering the speech to parents. The lesson directs students to prepare for a final project by writing a persuasive essay and to ensure their reasoning is sound and free of fallacies. Students also practice analyzing and highlighting weak arguments in model speeches, identifying rhetoric and logical problems that could inform their own writing choices.

Students plan an argumentative essay by choosing a researchable, arguable topic and forming a research question and working thesis (Part 1, Part 6). They gather and organize sources, take notes, and use activity pages such as "Present the Evidence" and the "Classical Argument" organizer to structure their ideas and paragraphs (Parts 2–4, Part 7). Students write a rough draft, continue developing paragraphs, and are explicitly instructed to revise, reread for content and organization, proofread for grammar and mechanics, and produce final drafts and a Works Cited (Day 4–6, Part 9, Part 10). Students are also asked to adapt their writing for a specific audience and purpose when converting the essay into an oral presentation and slideshow (Day 7 checklist).

Students are asked to write in journals and complete written assignments: they take notes on dialect samples, respond to video prompts, and "write a paragraph summarizing Act I" with a predictive sentence for Act II. Students also complete vocabulary exercises that require written definitions and matching, and some options (Act It Out) require students to photocopy and direct script pages which involves preparing written materials for performance.

Students are asked to write initial definitions for vocabulary words and then "look up the correct definition... Revise your definition as needed," which explicitly requires revision of written work. Students complete a character analysis to gather and plan details about a character before writing a six-sentence monologue, showing planning before composing. The Reader Response Paragraph requires students to write a 5+ sentence paragraph using the APE (Answer, Prove, Extend) method and to use evidence from the play, which guides a specific approach to organization and purpose.

Students are asked to use a Comparison activity page (chart) to organize similarities and differences between Fences and A Raisin in the Sun, which serves as a prewriting organizer. Students are instructed to jot notes in their journals while watching the movie and to write at least two sentences for similarities and differences and a paragraph of at least three insights after the interview. Homework asks students to write a paragraph in their journal about what they learned from reading the play and watching the movie.

The lesson asks students to rewrite a six-line exchange from Act 3 as modern text messages, explicitly asking them to use modern language and emojis (Activity 2). The Parent Plan instructs students to show the original scene and compare it to their text exchange, and states the modern version should demonstrate understanding of character relationships, plot, and emotions. Students also write journal summaries of scenes and compose sentences using synonyms in Part III, providing additional opportunities to produce written responses.

Students are directed to plan their analysis by taking notes on the provided "Two Versions" chart and choosing three specific areas to discuss, which guides prewriting and organization. The activity requires students to draft a thesis and three supporting paragraphs using the APE method, providing a clear planning and drafting structure. The homework and checklist explicitly tell students to read their paragraphs aloud and "Revise or edit as needed," and Parent Plan sections state students will finish writing, typing, and editing their three-paragraph assignment.

Students are asked to write scripts and texts before recording or filming (e.g., podcast scripts, commercial scripts, song lyrics) and to complete written paragraphs for costume and set descriptions and article leads for the news site. The schedule requires students to produce rough versions on successive days and then "polish/finalize" projects, and the rubric explicitly assesses mechanics (spelling, punctuation, grammar) which targets editing. Several tasks tell students to keep audience and purpose in mind (news leads as hooks, board game audience, presenting to a parent/family) and to consult templates and activity pages to plan their work.

Students are explicitly asked to revise and/or finish previous writing projects (e.g., "you may also wish to use this time to have students revise writing assignments or projects from previous units, such as the essay from Informational Texts"). Students complete multiple grammar-and-usage tasks that require editing and rewriting at the sentence level (rewrite for brevity, correct misplaced modifiers, fix apostrophes and hyphens, change passive to active, correct parallelism). Students also produce paragraph-length responses in Part IV discussion questions, which requires composing multi-paragraph answers that could be revised.