• This activity can be used as a way to see student progress before the unit begins. This activity can also be used as a practice activity if not scored.


• The standards-based Teacher Rubric for the pre- and post-assessment is the same. Try this: Score student pre-assessments in one color on the rubric. Use a different color on the same rubric to score the post-assessment later on. A quick glance will show student growth and areas for further support.


• The Student Checklist for the pre- and post-assessment is the same and can be used as a student self-assessment to guide revision or to set future writing goals.

• We suggest teachers make sure each student has a designated location (such as a folder) to store papers between lessons. Each worksheet in this unit will be used across multiple lessons. These worksheets are labeled as VIPs (Very Important Papers).


• Word Banks can be printed in another color to help students keep track of all their pages.


• Differentiation: You might prompt struggling writers to choose only one strategy for their guidebook to lower the volume of writing required.


• Students will work in pairs to share ideas.

• Students will need to bring their completed work from the previous lessons to this lesson.


• In the model writing, we demonstrate writing in second person. Students can write in third person if they prefer.


• Students will work in pairs to rehearse their writing.

• Students will need to bring their completed work from the previous lessons to this lesson.


• Students will work in pairs.


• This lesson is separated into two parts and can be taught in two different sessions if needed. A natural stopping point is included after students elaborate on their first section of writing.

Students will need to bring their completed work from the previous lessons to this lesson.

• This is a generic editing lesson, and can be reused when students are ready to edit any piece of writing. The worksheets displayed on screen are generic, and not specific to this unit to allow for reuse.


• If time does not allow for recopying, students can edit their first draft and share in the next lesson without recopying their writing. If you choose not to have students recopy, no additional printouts are required for this lesson.


• This lesson is separated into two parts and can be taught in two different sessions if needed. A natural stopping point is included after students recopy but before they fold their new guidebook.


• The step by step instructions for how to assemble the guidebooks are repeated at the end so students can put their final copy into the cover of their guidebook.

• Students will need to bring their completed work from the previous lessons to this lesson.


• The amount of time given in this lesson for both coloring and the gallery walk is flexible. You can lengthen or shorten the lesson for your needs by adjusting the time given.

• This activity can be used as a way to see student progress after the unit ends. This activity can also be used as a practice activity if not scored.


• The standards-based Teacher Rubric for the pre- and post-assessment is the same. Try this: Score student pre-assessments in one color on the rubric. Use a different color on the same rubric to score the post-assessment later on. A quick glance will show student growth and areas for further support.


• The Student Checklist for the pre- and post-assessment is the same and can be used as a student self-assessment to guide revision or to set future writing goals.