Month - Newfane Elementary School
Unit Name |Content (Nouns) |Skills (Verbs) |Embedded Skills |Suggested Assessments |Suggested Resources |Performance Indicators | |
|COMPREHENSION: |A. Elements of plot: |A1. Analyze elements of plot |A. Infer (20) |A. Graphic organizer |A. “The Battleground” by Elsie |*Because the performance |
|FICTION/ NARRATIVE/ DRAMA |Key Terms - exposition (setting and | |A. Recall Fact and Detail (60) |A. Constructed response A. Poster |Singmaster |indicators are under revision, |
| |characters), rising action, internal/external |A2. Evaluate elements of plot |A. Interpret Characters from Dialogue, |A. Project | |it was advised to hold off on |
| |conflict, climax, falling action, resolution, | |Actions, and Thoughts (25) | |A. “The Drummer Boy of Shiloh” by Ray |aligning to them until the new |
| |dialogue, and theme | |A. Determine Theme (175) | |Bradbury |ones are released. The content |
| | | |A. Use Supporting Details (200) | | |and skills are aligned to the |
| | | |A. Locate Stated Information (55) | |A. The Pigman by Paul Zindel |embedded skills from the Deep |
| | | |A. Understand Text as a Whole (80) | | |Curriculum Alignment Document |
| | | |A. Interpret Literary Devices (40) | | |(DCA) instead. |
| | | |A. Compare and Contrast (165) | | | |
| | | |A. Sequence (190) | | | |
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| | | |B. Determine Author’s Point of View (1) | | | |
| | | |B. Determine Author’s Purpose (5) | | | |
| | | |B. Infer (20) | | | |
| | | |B. Interpret Literary Devices (40) | | | |
| | | |B. Recognize Different Levels of Meaning | | | |
| | |B1. Identify narrator's point-of-view and |in Text (70) | |B. The Pigman by Paul Zindel | |
| |B. Author’s Craft/Purpose |purpose |B. Use Supporting Details (200) |B. Journal writing | | |
| |Key Terms - Literary Devices: point-of-view | | |B. Discussion |B. “The Drummer Boy of Shiloh” by Ray | |
| |(1st person, 3rd person, omniscient/limited), |B2. Analyze the author's use and meaning | |B. Multiple choice test |Bradbury | |
| |tone, mood, figurative language, irony, |of literary devices |C. Interpret character from dialogue, |B. Interactive notebook | | |
| |suspense, foreshadowing, flashback | |actions, thoughts (25) | |B. “Flowers for Algernon” by Daniel | |
| | |B3. Interpret how author creates images |C. Infer (20) | |Keyes | |
| | |and emotions |C. Locate Stated Information (55) | | | |
| | | |C. Recall Facts and Details(60) | | | |
| | |B4. Distinguish between literal and |C. Use Supporting Details (200) | | | |
| | |figurative language |C. Determine Importance (170) | | | |
| | |C1. Analyze aspects of characterization | | | | |
| | | | | |C. The Pigman by Paul Zindel | |
| |C. Characterization: |C2. Examine how characters develop and | | | | |
| | |change throughout the story | | |C. “Flowers for Algernon” by Daniel | |
| |Sample Questions - How does the setting affect | | |C. Poster/Project |Keyes | |
| |them? How are they portrayed based on their |C3. Evaluate characters’ motives and | |C. Character analysis essay | | |
| |dialogue and actions? What motivates the |actions | |C. Multiple choice test |C. Nothing but the Truth by Avi | |
| |character to act? Why does the character act | |D. Recall Facts and Details (60) |C. Constructed response C. Journal | | |
| |that way? How do they develop and change? What |C4. Relate to characters by making text to|D. Set a Purpose for Reading (75) |writing |C. The Slave Dancer by Paula Fox | |
| |are the internal and external conflicts? |self connections |D. Infer (20) |C. Graphic organizer | | |
| | | | | |C. “The Tell-Tale Heart” by Edgar Allan| |
| |Key Terms – review characterization characters | | | |Poe | |
| |traits, internal conflict, external conflict, | | | | | |
| |dialogue | | | | | |
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| | |D1. Relate author’s life to their written | | | | |
| |D. Building Background: |work | | |D. The Pigman by Paul Zindel | |
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| |Sample Questions: How does the author’s life |D2. Relate the historical context of the | | |D. “The Diary of Anne Frank” by Albert | |
| |influence the writing? How do the historical |text to the events in the story | | |Hackett and Frances Goodrich | |
| |time and place, and the cultural context shape | | | | | |
| |the events in the book? What does this make you|D3. Assess how the events of the story are|E. Infer (20) | |D. “The Battleground” by Elsie | |
| |think about? What does this remind you of? Have|influenced by the historical context |E. Interpret Literary Devices (40) |D. Discussion |Singmaster | |
| |you ever…? | |E. Recognize Cause and Effect (65) |D. Journal | | |
| | |D4. Compare their lives and experiences to|E. Recall Fact and Detail (60) |D. Diary writing |D. “The Drummer Boy of Shiloh” by Ray | |
| | |the situations presented in the text |E. Compare and Contrast (165) | |Bradbury | |
| | | |E. Determine Importance (170) | | | |
| | |E1. Make, revise, and defend predictions |E. Use Supporting Details (200) | | | |
| | |using evidence from the text |E. Understand text as a Whole (80) | | | |
| |E. Literary Skills: | | | |E. The Pigman by Paul Zindel | |
| | |E2. Compare and contrast literary elements| | | | |
| |Key Terms: Compare and contrast, cause and |such as characters, conflicts, events, | | |E. “Flowers for Algernon” by Daniel | |
| |effect, conclusions, inferences/predictions, |setting, symbolism, genre | | |Keyes | |
| |explicit/implied information, evidence from the| | | | | |
| |text |E3. Make inferences and draw conclusions | | |E. Nothing but the Truth by Avi | |
| | |based on explicit and implied information | | | | |
| | | | | |E. The Slave Dancer by Paula Fox | |
| | |E4. Evaluate cause and effect | | | | |
| | |relationships in literary texts | |E. Multiple choice test |E. “The Tell-Tale Heart” by Edgar Allan| |
| | | | |E. Constructed response |Poe | |
| | | | |E. Graphic organizer | | |
| | | |F. Understand Text Structures (85) |E. Discussion |E. “The Battleground” by Elsie | |
| | | |F. Determine Author’s Purpose (5) |E. Journal |Singmaster | |
| | | |F. Infer (20) |E. Persuasive essay | | |
| | | |F. Interpret Vocabulary (50) |E. Interactive notebook |E. “The Drummer Boy of Shiloh” by Ray | |
| | | |F. Locate Stated Information (55) | |Bradbury | |
| | | |F. Understand Text as a Whole (80) | | | |
| | | | | |E. “The Diary of Anne Frank” by Albert | |
| | |F1. Refer to text features to develop an | | |Hackett and Frances Goodrich | |
| | |understanding of text |G. Summarize (195) | | | |
| | | |G. Infer (20) | | | |
| | |F2. Explain the function of a prologue |G. Determine Importance (170) | |F. The Pigman by Paul Zindel | |
| | | |G. Recall Facts and Detail (60) | | | |
| | |F3. Interpret the author’s use of |G. Recognize Different Level of Meaning in| |F. “The Battleground” by Elsie | |
| |F. Text Features: |artistic/stylistic features |Text (70) | |Singmaster | |
| | | |G. Understand Text as a Whole (80) | | | |
| |Key Terms: footnotes, chapter titles, | |G. Paraphrase (185) | |F. “The Diary of Anne Frank” by Albert | |
| |vocabulary (context clues), prologue, | |G. Use Supporting Details (200) | |Hackett and Frances Goodrich | |
| |artistic/stylistic features, stage directions, |G1. Apply reading strategies to aid in | | | | |
| |act, scene |comprehension of the text | | | | |
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| | |G2. Apply background knowledge to develop | | | | |
| | |an understanding of the story | | |G. The Slave Dancer by Paula Fox | |
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| | |G3. Construct questions in order to | | |G. The Pigman by Paul Zindel | |
| | |evaluate the text | |F. Discussion | | |
| |G. Reading Strategies: | |A. Understand Text Structures (85) |F. Multiple choice test |G. Nothing but the Truth by Avi | |
| | |G4. Evaluate the text by summarizing, |A. Recognize Cause and Effect (65) |F. Model | | |
| |Key Terms: summarizing, paraphrasing, |paraphrasing, making inferences, and |A. Recall Fact and Detail (60) | | | |
| |questioning, predictions, inferences, |making predictions |A. Sequence (190) | | | |
| |background knowledge, important information, | |A. Use Supporting Details (200) | | | |
| |sensory details or imagery, metacognition |G5. Demonstrate self-monitoring strategies|A. Interpret Data, Charts, and Graphs (30)| | | |
| |(fix-it strategies), synthesizing, fluency |by questioning | | | | |
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| | |A1. Use critical analysis to evaluate |B. Determine Author’s Point of View (1) | | | |
| | |information |B. Determine Author’s Purpose (5) | | | |
| | | |B. Infer (20) | | | |
| | |A2. Summarize important details from the |B. Interpret Literary Devices (40) |G. Multiple choice test | | |
| | |text |B. Use Supporting Details (200) |G. Log of strategy use | | |
| | | | |G. Interactive notebook | | |
| | |A3. Distinguish cause and effect | | |A. ELA State Test Prep Materials | |
| | |relationships | | | | |
| | | |C. Understand Text Structures (85) | | | |
| |A. Text Structures: |A4. Recognize organizational formats to |C. Determine Author’s Purpose (5) | | | |
| | |assist in comprehension |C. Infer (20) | | | |
| |Key Terms: content, organization, cause and | |C. Interpret Vocabulary (50) | | | |
| |effect, problem-solution, sequencing, main idea| |C. Locate Stated Information (55) | | | |
| |and supporting details |B1. Recognize the author's point of view |C. Understand Text as a Whole (80) | | | |
| | |and purpose | | | | |
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| | |B2. Analyze literary devices used by the | | | | |
| | |author |D. Infer (20) | | | |
| | | |D. Interpret Literary Devices (40) | | | |
| |B. Author’s Craft: |B3. Identify the tone and mood of the |D. Recognize Cause and Effect (65) | |B. “Harriet Tubman: Conductor on the | |
| |Key Terms: purpose, point-of-view, tone, mood, |selection using evidence from the text |D. Recall Fact and Detail (60) | |Underground Railroad” by Ann Petry | |
| |metaphor, simile, personification (literary | |D. Compare and Contrast (165) | | | |
| |devices) | |D. Determine Importance (170) | |B. “I Have a Dream” by Martin Luther | |
| | |C1. Use context clues to gain a complete |D. Use Supporting Details (200) | |King Jr. | |
| | |comprehension of what was read |D. Understand text as a Whole (80) | | | |
|COMPREHENSION: NONFICTION/ EXPOSITORY| | | |A. Graphic organizer |B. “Gettysburg Address” by Abraham | |
| |C. Text Features: |C2. Refer to text features to identify | |A. Multiple choice test |Lincoln | |
| |Key terms: footnotes, bold, captions, headings,|location of needed information in the text|A. Determine Author’s Purpose (5) |A. Constructed response | | |
| |table of contents, indexes, glossaries, titles,| |A. Infer (20) | | | |
| |charts, graphs, tables, maps, vocabulary |C3. Use footnotes to aid comprehension |A. Interpret Literary devices (40) | |C. ELA textbook: Glencoe Literature | |
| |(context clues) | |A. Interpret poetry (45) | |Course 3 | |
| | | |A. Interpret Vocabulary (50) | | | |
| | |D1. Make inferences based on implied |A. Recognize Different levels of Meaning | |C. Social studies and science textbooks| |
| | |information |in Text (70) | | | |
| |D. Literary Skills: |D2. Draw conclusions using text-based |A. Understand Text as a Whole (80) | |C. Current/relevant magazines | |
| |Key Terms: compare and contrast, cause and |details | | | | |
| |effect, conclusions, inferences, | | | | | |
| |explicit/implied information, condense, |D3. Recognize cause and effect | | | | |
| |combine, or categorize information |relationships | | | | |
| | | |B. Infer (20) |B. Multiple choice test | | |
| | |D4. Compare and contrast information from|B. Interpret Poetry (45) |B. Constructed response |D. “Harriet Tubman: Conductor on the | |
| | |2 sources |B. Interpret Vocabulary (50) |B. Graphic organizer |Underground Railroad” by Ann Petry | |
| | | |B. Locate Stated Information (55) | | | |
| | | |B. Recall Fact and Details (60) | |D. “I Have a Dream” by Martin Luther | |
| | | |B. Understand text as a Whole (80) | |King Jr. | |
| | | |B. Recognize Different levels of Meaning | | | |
| |A. Elements of poetry: | |in Text (70) | |D. “Gettysburg Address” by Abraham | |
| | | |B. Determine Importance (170) | |Lincoln | |
| |Key Terms: purpose, point-of-view, tone, mood,|A1. Identify literary devices within the |B. Determine Theme (175) | | | |
| |metaphor, simile, personification (literary |poem |B. Use Supporting Details (200) | | | |
| |devices) repetition, rhyme, rhyme scheme, | | | | | |
| |onomatopoeia, alliteration, consonance, |A2. Explain the purpose of the literary | |C. Scavenger hunt | | |
| |assonance, imagery/visualization, symbolism, |devices within the poem |C. Infer (20) |C. Open book test | | |
| |stanza, extended metaphor | |C. Interpret Literary Devices (40) | | | |
| | | |C. Recognize Cause and Effect (65) | | | |
| | | |C. Recall Fact and Detail (60) | |A. O Captain! My Captain! by Walt | |
| | | |C. Compare and Contrast (165) | |Whitman | |
| | | |C. Determine Importance (170) | | | |
| | | |C. Use Supporting Details (200) | |A. Sorrow Home & Sit-Ins by Margaret | |
| |B. Reading Strategies: | |C. Understand Text as a Whole (80) | |Walker | |
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| |Key Terms: summarize, main idea, asking | | | |A. The Raven by Edgar Allan Poe | |
| |questions, making predictions, making | | | | | |
| |inferences, using your background knowledge, | | | |A. Identity by Julio Polanco | |
| |visualizing (using sensory details or imagery) |B1. Identify the theme of the poem |A. Construct a Thesis and Support with | | | |
| | | |Fact (90) |D. Chart/organizer |A. The Lesson of the Moth by Don | |
| | |B2. Use background knowledge to make |A. Critique (100) |D. Multiple choice test |Marquis | |
| | |personal connections to the poem |A. Generate Ideas and Brainstorm (110) |D. Cooperative learning project | | |
| | | |A. Note-taking (120) | | | |
| | |B3. Distinguish between literal and |A. Use Graphic Organizers (155) | |B. Knoxville, Tennesee & Legacies by | |
| | |implicit meaning in poetry |A. Determine Importance (170) | |Nikki Giovanni | |
| | | |A. Determine Theme (175) | | | |
| | | |A. Recall Fact and Details from Oral Text | |B. The Anne Frank House: Amsterdam by | |
| | | |(130) | |Joan LaBombard | |
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| |C. Literary skills: Compare and contrast, | | | | | |
| |drawing conclusions | | | | | |
| | | |B. Critique (100) | | | |
|COMPREHENSION:POETRY | |C1. Compare and contrast two or more |B. Organize Writing (125) | | | |
| | |poems |B. Use Graphic Organizers (155) |A. Multiple choice test | | |
| | | |B. Sequence (190) |A. Constructed response | | |
| | |C2. Draw conclusions based on literal and|B. Use Supporting Details (200) |A. Interactive notebook | | |
| | |implicit meaning | |A. Literary analysis essay | | |
| | | | |A. Graphic organizer | | |
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| | | | | |C. Sorrow Home & Sit-Ins by Margaret | |
| | | | | |Walker | |
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| | | | | |C. Identity by Julio Polanco | |
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| | | | | |C. The Lesson of the Moth by Don | |
| | | | | |Marquis | |
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| |A. Writing Traits/Process: | | | | | |
| |Ideas | | | | | |
| |Brainstorm, Pre-write, Draft, Revise | | | | | |
| | |A1. Evaluate writing for ideas | |B. Graphic organizer | | |
| | | | |B. Multiple choice test | | |
| | |A2. Evaluate ideas using supporting | |B. Discussion | | |
| | |evidence from the text | |B. Drawing | | |
| | | |C. Establish a Consistent Point of View in| | | |
| | |A3. Generate questions to guide research |Writing (105) | | | |
| | | |C. Make effective Word Choices (115) | | | |
| | |A4. Determine which details are important |C. Use Sophisticated Vocabulary (160) | |A. Writing is based on the literature | |
| | |to keep in their writing |C. Use Effective Writer’s Voice (150) | |that is read in class throughout the | |
| | | |C. Make Effective Word Choices (115) | |year | |
| | |A5. Identify and write a thesis statement |C. Use Effective Writer’s Voice (15) | | | |
| | | |C. Use Sophisticated Vocabulary (160) | | | |
| | | |C. Determine Importance (170) | | | |
| | |B1. Use details to support topic sentences| | | | |
| |B. Writing Traits/Process: |and thesis statements | | | | |
| |Organization | | | | | |
| |Brainstorm, Draft, Revise |B2. Formulate an introduction | | | | |
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| |Introduction, Body , Conclusion (paragraphs, |B3. Formulate a conclusion | | | | |
| |overall) | | | | | |
| | |B4. Construct writing including | |C. Graphic organizer | | |
| | |introduction, body, and conclusion | |C. Constructed response | | |
| | | | |C. Comparative Essay | | |
| | |B5. Arrange details in an outline |D. Construct Fluent Sentences (195) | | | |
| | |according to topic sentences |D. Critique (100) | |B. Writing is based on the literature | |
| | | |D. Organize Writing (125) | |that is read in class throughout the | |
| | |B6. Evaluate writing for organization | | |year | |
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| | |B7. Write and revise a first draft using | | | | |
| | |pre-writing tools | | | | |
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| | |C. Revise introduction to hook the | | | | |
| | |reader’s interest | | | | |
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| | |C2. Revise conclusion to reinforce thesis | | | | |
| | |statement | | | | |
|WRITING: | | | | | | |
|RESEARCH, PERSUASIVE, RESPONSE TO |C. Writing Traits/Process: |C3. Write consistently in 1st or 3rd | | | | |
|LITERATURE, |Voice & Word Choice |person |E. Critique (100) |A. Discussion | | |
|LITERARY ANALYSIS, CREATIVE |Draft, Revise | |E. Use Conventions of English Language |A. Pre-writing, drafts, and revisions | | |
| | |C4. Develop a personal voice that |(145) |of various writing samples | | |
| | |facilitates the reader/writer connection | |A. Peer revision | | |
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| | |C5. Evaluate writing for voice | | | | |
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| | |C6. Write using descriptive | | | | |
| | |language/figurative language | | | | |
| | | | | |C. Writing is based on the literature | |
| | |C7. Evaluate word selection based on | | |that is read in class throughout the | |
| | |writer’s purpose | | |year | |
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| | |C8. Revise first draft | | | | |
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| | |D1. Write sentences varying the structure | | | | |
| | |and length | |B. Discussion | | |
| | | |G. Critique (100) |B. Pre-writing, drafts, and revisions | | |
| | |D2. Avoid using run-on sentences and |G. Generate Ideas and Brainstorm (110) |of various writing samples | | |
| | |sentence fragments |G. Organize Writing (125) |B. Peer revision | | |
| | | |G. Recall facts and details from oral text| | | |
| | |D3. Combine sentences to build complex |(130) | | | |
| | |sentences |G. Recognize Different Levels of Meaning | | | |
| | | |in Oral Text (135) | | | |
| | |D4. Evaluate writing for sentence fluency |G. Use Graphic Organizers (155) | | | |
| |D. Writing Traits/Process: | |G. Compare and Contrast (165) | | | |
| |Sentence Fluency |D5. Revise first draft |G. Determine Importance (170) | | | |
| |Draft, Revise | |G. Summarize (195) | | | |
| | | |G. Use Supporting Details (200) | | | |
| | |E1. Develop sentences using correct | | | | |
| | |grammar and mechanics |H. Critique (100) | | | |
| | | |H. Generate Ideas and Brainstorm (110) | | | |
| | |E2. Utilize reference materials to aid in |H. Recall Facts and Details from oral text| | | |
| | |spelling |(130) | | | |
| | | |H. Recognize Different Levels of Meaning | |D. Writing is based on the literature | |
| | |E3. Identify misspelled words and correct |in Oral Text (135) | |that is read in class throughout the | |
| | | |H. Use Graphic Organizers (155) | |year | |
| | |E4. Evaluate writing for conventions |H. Determine Importance (170) | | | |
| | | |H. Sequence (190) | | | |
| | | |H. Summarize (195) | | | |
| | |F1. Select appropriate format to publish |H. Use Supporting Details (200) |C. Discussion | | |
| | |writing | |C. Drafts and revisions of various | | |
| |E. Writing Traits/Process: Conventions | | |writing samples | | |
| |Edit | | |C. Peer revision | | |
| | |G1. Identify similarities and differences | | | | |
| | |in multiple texts | | | | |
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| | |G2. Recognize relationships, draw | | | | |
| | |conclusions, and support them using direct| | | | |
| | |evidence from the text | | | | |
| | | | | |E. Writing is based on the literature | |
| | |G3. Explain how the characters, setting, | | |that is read in class throughout the | |
| | |plot, or other literary elements are the | | |year | |
| | |same or different in two pieces of | | | | |
| | |literature | | | | |
| |F. Writing Traits/Process: | | | | | |
| |Presentation | | | | | |
| |Publish | | | | | |
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| |G Compare and Contrast |H1. Interpret the chain of events and how | | | | |
| | |they lead to the outcome | | | | |
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| | |H2. Analyze the impact of an event or | | | | |
| | |issue using supporting details for | | |F. Writing is based on the literature | |
| | |evidence | | |that is read in class throughout the | |
| | | | | |year | |
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| | | | |D. Discussion |G. “The Raven” & “The Tell-Tale Heart” | |
| | | | |D. Drafts and revisions of various |by Edgar Allan Poe | |
| | | | |writing samples | | |
| | | | |D. Peer revision |G. “The Gettysburg Address” by Abraham | |
| | | | | |Lincoln & “O Captain! My Captain!” by | |
| | | | | |Walt Whitman | |
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| |H Cause and Effect | | | | | |
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| | | | |E. Discussion |H. The Pigman by Paul Zindel | |
| | | | |E. Peer editing | | |
| | | | |E. Various writing samples |H. Nothing but the Truth by Avi | |
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| | | | |F. Various writing samples | | |
| | | | |F. Brochure | | |
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| | | | |G. Discussion | | |
| | | | |G. Graphic organizer | | |
| | | | |G. Writing samples | | |
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| | | | |H. Discussion | | |
| | | | |H. Graphic organizer | | |
| | | | |H. Writing samples | | |
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