Citation: A quotation from a reference, especially in a scholarly work.

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Biodiversity
Biodiversity

Earth is rich with an amazing variety of life. Is it important to preserve this biodiversity? This introductory writing assignment for a life science class focuses on introducing 7th grade students to the concept and importance of biodiversity. After reading articles on biodiversity, students write a report that defines “biodiversity” and explain its importance by following Template Task 11.

A Reading of the Gettysburg Address
A Reading of the Gettysburg Address

In this argumentation module, 9th and 10th grade students perform a close reading of the Gettysburg Address, participate in a Paideia Seminar on the text, and write an essay in which they evaluate Lincoln’s definition of democracy based on the speech using Template Task 6. This unit merges American history content with Common Core literacy skills.

Great Expectations: Growing into a Hero: Informational Module
Great Expectations: Growing into a Hero: Informational Module

The monomyth, or the hero's journey, is a narrative theme examined in detail in The Hero with a Thousand Faces (2008) by Joseph Campbell. Based on the concept of archetypes, the hero's journey can be identified in quest stories, both emotional and physical, from a variety of time periods and cultures. After conducting research on the hero's journey, advanced 7th grade English Language Arts students will write an informational essay framed by Template Task 11 that defines the word "archetype" and explains how the hero's journey is evident in Great Expectations by Charles Dickens.

Government of the People
Government of the People

*EXEMPLAR MODULE* This argumentation module asks 9th and 10th grade students in a humanities class to read two famous speeches regarding the rights and responsibilities of citizens in a democracy. Students are challenged to closely analyze these speeches in terms of language structure and democratic ideals by answering Template Task 4. The instructional sequence in this module includes independent and supported reading, conceptual dialogue, writing a comparative analysis essay, and Paideia Seminar discussion. Ultimately, students practice a series of interrelated literacy skills while gaining a deeper understanding of the historical rhetoric of two iconic leaders. The classroom assessment builds on the comparative analysis writing practice and challenges students to expand their thinking about rhetoric in contemporary American democracy.

Career Exploration Wrap Up: Informational test
Career Exploration Wrap Up: Informational test

Students will complete a Career Assessment using Career Cruising or the GACollege411 website. The Career Assessment narrows down career possibilities based on how the student responded to the work tasks and abilities needed for the career. Students take the generated list in Career Cruising and narrow down the list based on their interests. Students will create an informational essay based on their selected career..

Ideologies of the 19th Century
Ideologies of the 19th Century

As 9th grade students engage in this history module, they apply what they previously learned in a unit on political ideologies in Europe in the 19th century to answer Template Task 2. The module reinforces students’ ability to develop a historical essay through the research and writing processes.

Good Readers and Good Writers
Good Readers and Good Writers

Targeted for 10th grade English Language Arts students, this unit uses texts at different levels of difficulty to reach readers of varying ability levels. Students examine four texts to determine what qualities one must have to be considered a "good reader" and a "good writer." This module uses Template Task 2."

Existentialism and Kafka
Existentialism and Kafka

*EXEMPLAR MODULE* In this English literacy module, sophomore students conduct research on the existentialist movement in literature. Students read Franz Kafka’s The Metamorphosis and determine if Kafka’s work reflects existential ideas. After researching essays and articles on existentialism, students write an essay answering Template Task 11 that defines existentialism and explains its impact on Kafka’s work.

U.S. Policy of Isolationism vs. Aggression in the 1930s
U.S. Policy of Isolationism vs. Aggression in the 1930s

In this high school social studies argumentation module, students answer Template Task 7. This module fits within a larger unit covering U.S. foreign policy during the 1930s, in which students develop an understanding of the actions of world leaders of the period. After conducting research, students write an essay that identifies a problem with U.S. policy during this time period and argues for a solution.

Career Exploration Wrap Up: Informational
Career Exploration Wrap Up: Informational

Career and technical education students in 6th, 7th, and 8th grades use an interactive online career assessment tool to narrow down potential career possibilities. Students write an informational essay that describes their desired career and the education needed to find a position in that field. Students answer Template Task 13 by supporting their response with evidence from their research.

Energy Transfer
Energy Transfer

All parts of matter have kinetic energy. The kinetic energy of the particles can change speed, resulting in phase change. The three states of matter on Earth are solid, liquid, and gas. During this module, 8th grade science students read texts on states of matter, kinetic energy, and particles and write an informational essay using Template Task 11 that explains the motion of the particles through the states of matter.

Extended Metaphors in Walt Whitman’s “O Captain! My Captain!”
Extended Metaphors in Walt Whitman’s “O Captain! My Captain!”

“O Captain! My Captain!” is one of Walt Whitman’s most famous poems. Whitman not only expresses his own grief over the loss of Abraham Lincoln, but also represents the somber feelings of many Americans during a time when they otherwise would have been celebrating the Union’s Civil War victory. Whitman uses a number of extended metaphors – most notably comparing Lincoln to the captain of a ship – to speak for the nation. Using Template Task 2, 8th grade students determine if Whitman was justified in his comparisons.

Alexander the Great: Was He or Wasn’t He a Great Military Leader?
Alexander the Great: Was He or Wasn’t He a Great Military Leader?

*EXEMPLAR MODULE* Throughout history, military leaders have led conquests in an effort to increase their own or their country’s power. Some of the most exceptional of these leaders have been assigned the label “great” and continue to be featured in lessons on both history and military strategy. Students read a variety of informational and persuasive texts to analyze Alexander the Great’s success in battle and the influence that his success had on countless military commanders who followed, arguing the degree of greatness of this young Macedonian king by answering Template Task 2.

Romeo and Juliet: Decisions
Romeo and Juliet: Decisions

After reading Romeo and Juliet and researching articles on how the adolescent brain functions, 9th grade students examine the criteria for making a good decision using a business decision-making model. Students then examine the choices the characters Romeo and Juliet made and follow Template Task 2 to write an advice article for a teen publication that addresses the question: what is the process for making a good decision?

Cryobiology
Cryobiology

*EXEMPLAR MODULE* This module is nested within a larger unit on states and properties of matter in a physical science class. Eighth grade students expound upon these topics by examining the field of cryobiology, which is the study of living things at very low temperatures. Students will examine the pros and cons of the techniques used, as this science relies on a number of controversial and cutting edge technologies, and formulate an argument based on scientific facts using Template Task 2.

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