5th grade: 5.2.R.2 Students will identify details in fiction, poetry, & nonfiction texts to distinguish various genres

6th grade: 6.2.R.2 Students will analyze details in fiction, poetry, & nonfiction texts to distinguish genres.

7th grade: 7.2.R.2 Students will analyze details in fiction, poetry, & nonfiction texts to distinguish genres.

8th grade: 8.2.R.2 Students will analyze details in fiction, poetry, & nonfiction texts to identify characteristics of genres

1. Review genres (fiction, nonfiction, & poetry)

2. Model how to determine the difference between fiction, nonfiction, & poetry using text excerpts

3. Practice identifying the differences between fiction & nonfiction using text excerpts

4. Students will work to determine what genre each excerpt falls under.

Free Printable Texts - Fiction, Nonfiction, Poetry, Historical Documents (studenthandouts.com)

1. Review genres (fiction, nonfiction, & poetry)

2. Model how to determine the difference between fiction, nonfiction, & poetry using text excerpt

3. Practice comparing fiction & nonfiction using text excerpt

4. Students will work to determine what genre each excerpt falls under.

5th grade:

1. Review genres (fiction, nonfiction, & poetry)

2. Model how to identify the details that cause the differences between fiction, nonfiction, & poetry

3. Practice identifying the details that cause the differences between fiction, nonfiction, & poetry

4. Students will sort excerpts into three categories: fiction, nonfiction, & poetry, & mark features that lead them to think they belong there

6th grade:

1. Review genres (fiction, nonfiction, & poetry)

2. Practice identifying the details that cause the differences between fiction, nonfiction, & poetry using excerpts

3. Students will sort excerpts into three categories: fiction, nonfiction, & poetry, & be able to explain what details made them think they belong there

7th grade:

1. Review genres (fiction, nonfiction, & poetry)

2. Practice identifying the details that cause the differences between fiction, nonfiction, & poetry using excerpts

3. Students will sort experts into three categories: fiction, nonfiction, & poetry, & be able to explain what details made them think they belong there

8th grade:

1. Review genres (fiction, nonfiction, & poetry)

2. Practice identifying the details that cause the differences between fiction, nonfiction, & poetry using excerpts

3. Students will sort experts into three categories: fiction, nonfiction, & poetry, & be able to explain what details made them think they belong there

5th grade: 5.2.W.3 Students will routinely & recursively edit drafts for punctuation, capitalization, & correctly spelled grade-level words, using resources as needed.

6th grade: 6.2.W.3 Students will routinely & recursively revise drafts for intended purpose, audience, & organization (e.g., logical order & transitions).

7th grade: 7.2.W.3 Students will routinely & recursively revise drafts for intended purpose, audience, organization, & coherence (e.g., consistent point of view).

8th grade: 8.2.W.3 Students will routinely & recursively revise drafts for intended purpose, audience, organization, coherence, & style (e.g., word choice & sentence variety).

Day 1

1. Students will prepare a draft of a writing piece they are working on.

2. The teacher will review the components of revision such as spelling, punctuation, & capitalization.

Day 2

3. Each student will use a self-revision checklist to revise their writing.

Day 3

4. Students will swap writings & edit someone else's paper using the peer-revision checklist.

Writing Editing Checklist by Miss Rosenthal | TPT (teacherspayteachers.com)

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Day 1

1. Students will prepare a draft of a writing piece they are working on.

2. The teacher will review the components of revision such as spelling, punctuation, & capitalization.

Day 2

3. Each student will use a self-revision checklist to revise their writing.

Day 3

4. Students will swap writings & edit someone else's paper using the peer-revision checklist.

5th grade:

Day 1

1. Students will prepare a draft of a writing piece they are working on.

2. The teacher will review the components of revision such as spelling, punctuation, & capitalization.

Day 2

3. Each student will use a self-revision checklist to revise their writing.

Day 3

4. Students will swap writings & edit someone else's paper using the peer-revision checklist.

6th grade:

Day 1

1. Students will prepare a draft of a writing piece they are working on.

2. The teacher will review the components of revision such as purpose, audience, & organization.

Day 2

3. Each student will use a self-revision checklist to revise their writing.

Day 3

4. Students will swap writings & edit someone else's paper using the peer-revision checklist.

7th grade:

Day 1

1. Students will prepare a draft of a writing piece they are working on.

2. The teacher will review the components of revision such as purpose, audience, organization, & coherence.

Day 2

3. Each student will use a self-revision checklist to revise their writing.

Day 3

4. Students will swap writings & edit someone else's paper using the peer-revision checklist.

8th grade:

Day 1

1. Students will prepare a draft of a writing piece they are working on.

2. The teacher will review the components of revision such as purpose, audience, organization, coherence, & style.

Day 2

3. Each student will use a self-revision checklist to revise their writing.

Day 3

4. Students will swap writings & edit someone else's paper using the peer-revision checklist.

5th grade: 5.3.R.1 Students will determine the author’s purpose (i.e., entertain, inform, persuade), & draw conclusions to determine if the author’s purpose was achieved.

6th grade: 6.3.R.1 Students will compare & contrast stated or implied purposes of authors writing on the same topic from a variety of historical, cultural, ethnic, & global perspectives.

7th grade: 7.3.R.1 Students will read works written on the same topic from a variety of historical, cultural, ethnic, & global perspectives & compare the methods the authors use to achieve their purposes.

8th grade: 8.3.R.1 Students will analyze works written on the same topic from a variety of historical, cultural, ethnic, & global perspectives & analyze the methods the authors use to achieve their purposes.

● introduce & develop a topic

● incorporate evidence (e.g., specific facts, examples)

● maintain an organized structure with transitional words & phrases

● use sentence variety & word choice to create interest

● model literary devices from mentor texts

5th grade: 5.3.W.2 Students will compose informative essays that

● introduce & develop a topic

● incorporate evidence (e.g., specific facts, examples, charts, & graphs)

● maintain an organized structure with transitional words & phrases

● use sentence variety & word choice to create interest

● model literary devices from mentor texts

6th grade: 6.3.W.2 Students will compose informative essays or reports that:

● objectively introduce & develop topics

● incorporate evidence (e.g., specific facts, details, charts & graphs, data)

● maintain an organized structure

● use sentence variety & word choice to create clarity

● emulate literary devices from mentor texts

7th grade: 7.3.W.2 Students will compose informative essays or reports that:

● objectively introduce & develop topics

● incorporate evidence (e.g., specific facts, details, charts & graphs, data)

● maintain an organized structure

● use sentence variety & word choice to create clarity

● establish & maintain a formal style

● emulate literary devices from mentor texts

8th grade: 8.3.W.2 Students will compose informative essays or reports that:

● objectively introduce & develop topics

● incorporate evidence (e.g., specific facts, details, charts & graphs, data)

● maintain an organized structure

● use sentence variety & word choice to create clarity

● establish & maintain a formal style

● emulate literary devices from mentor texts

5th grade: 5.4.R.2 Students will use context clues to clarify the meaning of words.

6th grade: 6.4.R.2 Students will use context clues, connotation, & denotation to determine or clarify the meaning of words or distinguish among multiple-meaning words.

7th grade: 7.4.R.2 Students will use context clues, connotation, & denotation to determine or clarify the meaning of words or distinguish among multiple-meaning words.

8th grade: 8.4.R.2 Students will use context clues, connotation, & denotation to determine or clarify the meaning of words or distinguish among multiple-meaning words.

5th grade: 5.4.W.2 Students will use precise & vivid vocabulary in writing for the intended mode & effect on the audience.

6th grade: 6.4.W.2 Students will select language in writing to create a specific effect according to purpose.

7th grade: 7.4.W.2 Students will select language in writing to create a specific effect according to purpose.

8th grade: 8.4.W.2 Students will select language in writing to create a specific effect according to purpose.

● irregular possessive nouns (e.g., children’s)

● irregular & past participle verbs & verb tense to identify settings, times, & sequences

● subject & verb agreement

● comparative & superlative adjectives

● prepositional phrases

● possessive pronouns & the nouns they replace (i.e., antecedents)

● coordinating conjunctions

● comparative & superlative adverbs

● interjections

5th grade: 5.5.R.2 Students will recognize & explain the impact on meaning of parts of speech in sentences:

● nouns

● verb tense to identify settings, times, sequences, & conditions

● subject & verb agreement

● adjectives

● prepositional phrases

● intensive pronouns & their antecedents

● coordinating conjunctions

● adverbs

● interjections

6th grade: 6.5.R.2 Students will recognize & explain the impact on meaning of parts of speech in sentences:

● nouns

● verb tense to signify various times, sequences, conditions, & states

● subject & verb agreement

● adjectives

● prepositional phrases

● reflexive pronouns & their antecedents

● singular they/them/their

● subordinating conjunctions

● adverbs

● interjections

7th grade: 7.5.R.2 Students will recognize & explain the impact on meaning of parts of speech in sentences:

● nouns

● gerunds

● subject & verb agreement

● cumulative & coordinate adjectives

● demonstrative pronouns

● vague pronouns (i.e., ones with unclear or ambiguous antecedents)

● singular they/them/their

● correlative conjunctions

● adverbs

● interjections

8th grade: 8.5.R.2 Students will recognize & explain the impact on meaning of parts of speech in sentences:

● nouns

● verbals (i.e., gerunds, participles, infinitives)

● cumulative & coordinate adjectives

● vague pronouns

● singular they/them/their

● coordinating, subordinating, & correlative conjunctions

● adverbs

● interjections

5th grade: 5.5.W.2 Students will use nouns, verbs, adjectives, prepositions, adverbs, & pronouns to add clarity & variety to their writing.

6th grade: 6.5.W.2 Students will add clarity & variety to their writing with nouns, verbs, adjectives, prepositions, adverbs, & pronouns.

7th grade: 7.5.W.2 Students will add clarity & variety to their writing with nouns, verbs, adjectives, prepositions, adverbs, & pronouns.

8th grade: 8.5.W.2 Students will create clarity &/or add variety to their writing with nouns, verbs, verbals, adjectives, prepositions, adverbs, pronouns, & conjunctions.

5th grade: 5.6.R.3 Students will determine the relevance & reliability of the information gathered.

6th grade: 6.6.R.3 Students will determine the relevance & reliability of the information gathered.

7th grade: 7.6.R.3 Students will determine the relevance, reliability, & validity of the information gathered.

8th grade: 8.6.R.3 Students will determine the relevance, reliability, & validity of the information gathered.

5th grade: 5.6.W.1 Students will formulate a viable research question.

6th grade: 6.6.W.1 Students will formulate & refine a viable research question.

7th grade: 7.6.W.1 Students will formulate & refine a viable research question.

8th grade: 8.6.W.1 Students will formulate & refine a viable research question.

5th grade: 5.7.R Students will analyze the characteristics & effectiveness of a variety of alphabetic, aural, visual, spatial, &/or gestural content from various perspectives.

6th grade: 6.7.R Students will compare & contrast the effectiveness of a variety of alphabetic, aural, visual, spatial, &/or gestural content from various perspectives.

7th grade: 7.7.R Students will compare & contrast the effectiveness of techniques used in a variety of alphabetic, aural, visual, spatial, &/or gestural content from various perspectives.

8th grade: 8.7.R Students will determine the intended purposes of techniques used for rhetorical effects in a variety of alphabetic, aural, visual, spatial, &/or gestural content from various perspectives.

● writing/alphabetic

● sound, visual, &/or spatial

● movement

5th grade: 5.7.W Students will create multimodal content (i.e., alphabetic, aural, visual, gestural, &/or spatial) that communicates ideas, thoughts, & feelings for an intended audience

6th grade: 6.7.W Students will create multimodal content (i.e., alphabetic, aural, visual, gestural &/or spatial) that effectively communicates ideas for an intended audience.

7th grade: 7.7.W Students will create multimodal content (i.e., alphabetic, aural, visual, gestural &/or spatial) that effectively communicates ideas for an intended audience.

8th grade: 8.7.W Students will create engaging multimodal content (i.e., alphabetic, aural, visual, gestural &/or spatial) that intentionally addresses an audience & accomplishes a purpose.

● introduce & develop a topic

● incorporate evidence (e.g., specific facts, examples)

● maintain an organized structure with transitional words & phrases

● use sentence variety & word choice to create interest

● model literary devices from mentor texts

● irregular possessive nouns (e.g., children’s)

● irregular & past participle verbs & verb tense to identify settings, times, & sequences

● subject & verb agreement

● comparative & superlative adjectives

● prepositional phrases

● possessive pronouns & the nouns they replace (i.e., antecedents)

● coordinating conjunctions

● comparative & superlative adverbs

● interjections

● writing/alphabetic

● sound, visual, &/or spatial

● movement

1. Students will be given a selection of texts that vary in author's purpose (persuade, inform, & entertain).

2. Students will use the worksheet to determine each text's purpose.

1. Show students the outline they will be using & explain what each component is.

2. Have the class work together to fill out an example outline.

3. Leave the example up & have students pick out a topic to write an informative essay on.

4. Have students fill out the outline of their chosen topic.

1. Students will use their devices to log onto Kahoot.

2. The game will be placed on the screen.

3. Students will race to find the correct answers & answer on their devices.

4. It can either be for fun or there can be prizes.

1. Pick out a Mad Lib or two for the class to work on.

2. As the students fill in the blanks, ask if anyone can come up with a more vivid or descriptive word to use instead.

3. After all of the blanks are filled in, read the completed Mad Lib to the class.

1. Give each table or group the materials needed for the game.

2. Students will identify an example of a specific part of speech in the sentence on the drawn card.

3. If they correctly identify the word, they can pull that color piece.

4. The one with the most correct answers when the tower falls wins.

1. Show an image of a silly picture to the students.

2. Tell the students to describe the picture & write about what they think has happened.

3. They must include at least two different examples of each of the following: nouns, verbs, adjectives, prepositions, adverbs, & pronouns

1. Give the students a reading passage about a location or an object & let them read through it & mark in one color what they think is important information.

2. Then, put questions about information from the passage on the board with pieces of a mixed-up picture of the location or object that have the correct answers on them.

3. Students will, in a second color, mark their papers on what they think is important information to answer the questions.

4. Students will answer the questions & move the pieces to fix the picture.

1. Show some examples of good research questions & bad research questions & explain why they fall into that category.

2. Tell students that they will have 5-8 minutes to come up with 5 topics they want to write a research paper on.

3. After the time is up, have the students choose three of their topics to write a question to research. Ex.: outer space- How many known planets are in the galaxy?

4. Have students choose the question they think they would be the easiest to write a research paper on.

1. Students will be given a topic to research.

2. Using books, technology, & other resources they will find examples of sources they can use that are in varying modes of literacy.

3. Students will write the title, type of source, & where they found it on a sheet of paper or the computer.

1. Students will be given a set of choices of how to do a project.

2. Students will choose 2 different options to do for their information.

3. Students will share their projects with the class.

Funny Picture Writing Prompts - HoJo's Teaching Adventures, LLC (hojosteachingadventures.com)

1. Students will be given a selection of texts that vary in author's purpose (persuade, inform, & entertain).

2. Students will use the worksheet to determine each text's purpose.

5th grade:

1. Students will be given a selection of texts that vary in author's purpose (persuade, inform, & entertain).

2. Students will use the worksheet to determine each text's purpose & if the purpose was achieved.

6th grade:

1. Students will be given a selection of texts over the same topics that vary in author's purpose (persuade, inform, & entertain).

2. Students will use the worksheet to determine each text's purpose.

3. Students will compare & contrast the purposes of the texts.

7th grade:

1. Students will be given a selection of texts over the same topics that vary in author's purpose (persuade, inform, & entertain).

2. Students will compare the purposes of the texts.

8th grade:

1. Students will be given a selection of texts over the same topics that vary in author's purpose (persuade, inform, & entertain).

2. Students will analyze the purposes of the texts.

1. Show students the outline they will be using & explain what each component is.

2. Have the class work together to fill out an example outline.

3. Leave the example up & have students pick out a topic to write an informative essay on.

4. Have students fill out the outline of their chosen topic.

5th grade:

1. Show students the outline they will be using & explain what each component is.

2. Have the class work together to fill out an example outline.

3. Leave the example up & have students pick out a topic to write an informative essay on.

4. Have students fill out the outline of their chosen topic.

6th grade:

1. Show students the outline they will be using & explain what each component is.

2. Have the class work together to fill out an example outline.

3. Leave the example up & have students pick out a topic to write an informative essay on.

4. Have students fill out the outline of their chosen topic.

7th grade:

1. Show students the outline they will be using & explain what each component is.

2. Have the class work together to fill out an example outline.

3. Leave the example up & have students pick out a topic to write an informative essay on.

4. Have students fill out the outline of their chosen topic.

8th grade:

1. Show students the outline they will be using & explain what each component is.

2. Have the class work together to fill out an example outline.

3. Leave the example up & have students pick out a topic to write an informative essay on.

4. Have students fill out the outline of their chosen topic.

1. Students will use their devices to log onto Kahoot.

2. The game will be placed on the screen.

3. Students will race to find the correct answers & answer on their devices.

4. It can either be for fun or there can be prizes.

5th grade:

1. Students will use their devices to log onto Kahoot.

2. The game will be placed on the screen.

3. Students will race to find the correct answers & answer on their devices.

4. It can either be for fun or there can be prizes.

6th grade:

1. Students will use their devices to log onto Kahoot.

2. The game will be placed on the screen.

3. Students will race to find the correct answers & answer on their devices.

4. It can either be for fun or there can be prizes.

7th grade:

1. Students will use their devices to log onto Kahoot.

2. The game will be placed on the screen.

3. Students will race to find the correct answers & answer on their devices.

4. It can either be for fun or there can be prizes.

8th grade:

1. Students will use their devices to log onto Kahoot.

2. The game will be placed on the screen.

3. Students will race to find the correct answers & answer on their devices.

4. It can either be for fun or there can be prizes.

1. Pick out a Mad Lib or two for the class to work on.

2. As the students fill in the blanks, ask if anyone can come up with a more vivid or descriptive word to use instead.

3. After all of the blanks are filled in, read the completed Mad Lib to the class.

5th grade:

1. Pick out a Mad Lib or two for the class to work on.

2. As the students fill in the blanks, ask if anyone can come up with a more vivid or descriptive word to use instead.

3. After all of the blanks are filled in, read the completed Mad Lib to the class.

6th grade:

1. Pick out a Mad Lib or two for the class to work on.

2. As the students fill in the blanks, ask if anyone can come up with a more vivid or descriptive word to use instead.

3. After all of the blanks are filled in, read the completed Mad Lib to the class.

7th grade:

1. Pick out a Mad Lib or two for the class to work on.

2. As the students fill in the blanks, ask if anyone can come up with a more vivid or descriptive word to use instead.

3. After all of the blanks are filled in, read the completed Mad Lib to the class.

8th grade:

1. Pick out a Mad Lib or two for the class to work on.

2. As the students fill in the blanks, ask if anyone can come up with a more vivid or descriptive word to use instead.

3. After all of the blanks are filled in, read the completed Mad Lib to the class.

1. Give each table or group the materials needed for the game.

2. Students will identify an example of a specific part of speech in the sentence on the drawn card.

3. If they correctly identify the word, they can pull that color piece.

4. The one with the most correct answers when the tower falls wins.

5th grade:

1. Give each table or group the materials needed for the game.

2. Students will identify an example of a specific part of speech in the sentence on the drawn card & explain its effect on the sentence.

3. If they correctly identify the word & the effect, they can pull that color piece.

4. The one with the most correct answers when the tower falls wins.

6th grade:

1. Give each table or group the materials needed for the game.

2. Students will identify an example of a specific part of speech in the sentence on the drawn card & explain its effect on the sentence.

3. If they correctly identify the word & the effect, they can pull that color piece.

4. The one with the most correct answers when the tower falls wins.

7th grade:

1. Give each table or group the materials needed for the game.

2. Students will identify an example of a specific part of speech in the sentence on the drawn card & explain its effect on the sentence.

3. If they correctly identify the word & the effect, they can pull that color piece.

4. The one with the most correct answers when the tower falls wins.

8th grade:

1. Give each table or group the materials needed for the game.

2. Students will identify an example of a specific part of speech in the sentence on the drawn card & explain its effect on the sentence.

3. If they correctly identify the word & the effect, they can pull that color piece.

4. The one with the most correct answers when the tower falls wins.

1. Show an image of a silly picture to the students.

2. Tell the students to describe the picture & write about what they think has happened.

3. They must include at least two different examples of each of the following: nouns, verbs, adjectives, prepositions, adverbs, & pronouns

5th grade:

1. Show an image of a silly picture to the students.

2. Tell the students to describe the picture & write about what they think has happened.

3. They must include at least four different examples of each of the following: nouns, verbs, adjectives, prepositions, adverbs, & pronouns

6th grade:

1. Show an image of a silly picture to the students.

2. Tell the students to describe the picture & write about what they think has happened.

3. They must include at least four different examples of each of the following: nouns, verbs, adjectives, prepositions, adverbs, & pronouns

7th grade:

1. Show an image of a silly picture to the students.

2. Tell the students to describe the picture & write about what they think has happened.

3. They must include at least five different examples of each of the following: nouns, verbs, adjectives, prepositions, adverbs, & pronouns

8th grade:

1. Show an image of a silly picture to the students.

2. Tell the students to describe the picture & write about what they think has happened.

3. They must include at least five different examples of each of the following: nouns, verbs, adjectives, prepositions, adverbs, & pronouns

1. Give the students a reading passage about a location or an object & let them read through it & mark in one color what they think is important information.

2. Then, put questions about information from the passage on the board with pieces of a mixed-up picture of the location or object that have the correct answers on them.

3. Students will, in a second color, mark their papers on what they think is important information to answer the questions.

4. Students will answer the questions & move the pieces to fix the picture.

5th grade:

1. Give the students two reading passages about a location or an object & let them read through them.

2. Have the students decide which text has reliable information & use that text for the rest of the activity.

3. Have the students mark in one color what they think is important information in the chosen text.

4. Then, put questions about information from the passage on the board with pieces of a mixed-up picture of the location or object that have the correct answers on them.

5. Students will, in a second color, mark their papers on what they think is important information to answer the questions.

6. Students will answer the questions & move the pieces to fix the picture.

6th grade:

1. Give the students two reading passages about a location or an object & let them read through them.

2. Have the students decide which text has reliable information & use that text for the rest of the activity.

3. Have the students mark in one color what they think is important information in the chosen text.

4. Then, put questions about information from the passage on the board with pieces of a mixed-up picture of the location or object that have the correct answers on them.

5. Students will, in a second color, mark their papers on what they think is important information to answer the questions.

6. Students will answer the questions & move the pieces to fix the picture.

7th grade:

1. Give the students two reading passages about a location or an object & let them read through them.

2. Have the students decide which text has reliable information & use that text for the rest of the activity.

3. Have the students mark in one color what they think is important information in the chosen text.

4. Then, put questions about information from the passage on the board with pieces of a mixed-up picture of the location or object that have the correct answers on them.

5. Students will, in a second color, mark their papers on what they think is important information to answer the questions.

6. Students will answer the questions & move the pieces to fix the picture.

8th grade:

1. Give the students two reading passages about a location or an object & let them read through them.

2. Have the students decide which text has reliable information & use that text for the rest of the activity.

3. Have the students mark in one color what they think is important information in the chosen text.

4. Then, put questions about information from the passage on the board with pieces of a mixed-up picture of the location or object that have the correct answers on them.

5. Students will, in a second color, mark their papers on what they think is important information to answer the questions.

6. Students will answer the questions & move the pieces to fix the picture.

1. Show some examples of good research questions & bad research questions & explain why they fall into that category.

2. Tell students that they will have 5-8 minutes to come up with 5 topics they want to write a research paper on.

3. After the time is up, have the students choose three of their topics to write a question to research. Ex.: outer space- How many known planets are in the galaxy?

4. Have students choose the question they think they would be the easiest to write a research paper on.

5th grade:

1. Show some examples of good research questions & bad research questions & explain why they fall into that category.

2. Tell students that they will have 5-8 minutes to come up with 5 topics they want to write a research paper on.

3. After the time is up, have the students choose three of their topics to write a question to research. Ex.: outer space- How many known planets are in the galaxy?

4. Have students choose the question they think they would be the easiest to write a research paper on.

6th grade:

1. Show some examples of good research questions & bad research questions & explain why they fall into that category.

2. Tell students that they will have 5-8 minutes to come up with 5 topics they want to write a research paper on.

3. After the time is up, have the students choose three of their topics to write a question to research. Ex.: outer space- How many known planets are in the galaxy?

4. Have students choose the question they think they would be the easiest to write a research paper on.

5. Students will revise the other two questions to make them easier to research.

7th grade:

1. Show some examples of good research questions & bad research questions & explain why they fall into that category.

2. Tell students that they will have 5-8 minutes to come up with 5 topics they want to write a research paper on.

3. After the time is up, have the students choose three of their topics to write a question to research. Ex.: outer space- How many known planets are in the galaxy?

4. Have students choose the question they think they would be the easiest to write a research paper on.

5. Students will revise the other two questions to make them easier to research.

8th grade:

1. Show some examples of good research questions & bad research questions & explain why they fall into that category.

2. Tell students that they will have 5-8 minutes to come up with 5 topics they want to write a research paper on.

3. After the time is up, have the students choose three of their topics to write a question to research. Ex.: outer space- How many known planets are in the galaxy?

4. Have students choose the question they think they would be the easiest to write a research paper on.

5. Students will revise the other two questions to make them easier to research.

1. Students will be given a topic to research.

2. Using books, technology, & other resources they will find examples of sources they can use that are in varying modes of literacy.

3. Students will write the title, type of source, & where they found it on a sheet of paper or the computer.

5th grade:

1. Students will be given several sources on a topic to look at.

2. Using the provided sources students will determine how effective the mode is at delivering the information.

3. Students will write the title, type of source, & whether it was a good source or not on a sheet of paper or the computer.

6th grade:

1. Students will be given several sources on a topic to look at.

2. Using the provided sources students will determine how effective the mode is at delivering the information.

3. Students will sort the sources from most to least effective.

4. The list will include the title, type of source, & why it is a good source or not.

7th grade:

1. Students will be given several sources on a topic to look at.

2. Using the provided sources students will determine how effective the mode is at delivering the information.

3. Students will sort the sources from most to least effective.

4. The list will include the title, type of source, & why it is a good source or not.

8th grade:

1. Students will be given several sources on a topic to look at.

2. Using the provided sources students will determine the intended purpose of the source.

3. Students will write the title, type of source, & its purpose on a sheet of paper or a computer.

1. Students will be given a set of choices of how to do a project.

2. Students will choose 2 different options to do for their information.

3. Students will share their projects with the class.

5th grade:

1. Students will be given a set of choices of how to do a project.

2. Students will choose 3 different options to do for their information.

3. Students will share their projects with the class.

6th grade:

1. Students will be given a set of choices of how to do a project.

2. Students will choose 3 different options to do for their information.

3. Students will share their projects with the class.

7th grade:

1. Students will be given a set of choices of how to do a project.

2. Students will choose 4 different options to do for their information.

3. Students will share their projects with the class.

8th grade:

1. Students will be given a set of choices of how to do a project.

2. Students will choose 4 different options to do for their information.

3. Students will share their projects with the class.