Chasing Their Dreams ponders the remarkable lives of deaf rapper Sean Forbes and deaf motocross champion Ashley Fiolek and the ways they have forged paths to success based on what they can do, not what they can’t.

Harry Potter vs. Twilight compares the two magical, fictional worlds created by female authors. The books and movies have been a sensation, and though both series have produced famously wealthy young actors, they reach different audiences.

Social Technology and Charity analyzes the way social technology, especially texting and Twitter, has played a role in some of the world’s most recent natural disasters, with Americans giving millions to disaster relief through technology.

To Glee or Not to Glee delves into the fictional world of the television musical dramedy and examines the stereotypes presented by the main characters, as well as how each of those stereotypes is either overcome or disproved.

Fantasy Sports takes a behind-the-scenes look at the rise in popularity of fantasy sports, exploring how fantasy sports encourage healthy competition and connect people through a strategic game.

Inked surveys some of the pros and cons of young people getting tattoos, including a teen's need to express individuality and health/safety concerns.

Sherlock Holmes studies the world’s most famous detective character and the stories that made him a legend. It compares his detective style to that of the main character of the popular show House, especially investigating the characters’ deductive brilliance and disregard for protocol.

Fighting for Goals compares key athletes from mixed martial arts and boxing backgrounds, including analysis of how different styles of martial arts have evolved into today’s fighting style.

The World of Gaming chronicles recent events, both positive and negative, that have made headlines, including situations where the game went too far. It also considers the ways gaming can help those with special needs, such as autism.

Veteran Athletes examines the careers of athletes who have become big stars in their fields, but do they know when it’s time to quit? It asks the question, is it better to leave on top or play until you can’t?

^PWImpact! books integrate reading, writing, text comprehension, vocabulary development, higher-order thinking, ethical dilemmas, and character development through high-interest texts, technical informational texts, and vocational informational texts. Lexile measurements are provided for all articles to aid readers and educators in determining appropriate difficulty levels. Book 7i our intervention book is written a lower Lexile range for students reading between a 4^th – 6^th grade level, Book 7.1 is written at an approximate middle school Lexile level, and Book 7.2 is written at an approximate high school Lexile level.

Original Texts

Each of the 10 units has three original Lexiled texts. The heart of the unit revolves around the high-interest text, which appoints a particular focus related to current events. This text presents a topic that piques students’ interest and stirs them to think critically from a character education perspective. The technical and vocational texts are both informational and relate directly to the high-interest text. These informational texts allow students to relate to and interpret a different type of writing than the somewhat informal prose of the high-interest text.

Interpreting the Data

Each unit includes an Interpreting the Data section that directly relates to the high-interest topic. Interpreting the Data gives students practice manipulating, analyzing, and interpreting numbers, put into real-world perspective though the lens of character education. Short- and extended-response questions give students the opportunity to merge mathematical and verbal skills.

Reading Instructional Guides

Each unit includes two Reading Instructional Guides in the Teacher’s Book, one that supports the high-interest text and one that supports the technical informational text. The purpose of the instructional guides is to aid students in before, during, and after reading strategies. Before Reading strategies addressed include Front-Loading Background Knowledge through Read Aloud/Think Aloud, Looking at Words, an Anticipation Guide, and Starter Questions. During Reading strategies are addressed though a Reading Strategy Sheet/Graphic Organizer. After Reading strategies are addressed though Discussion Starter Questions based on the articles.

Text Comprehension Assessments

Each of the 10 units has two text comprehension assessments, one testing the high-interest text and one testing the technical text. The questions are consistently based on specific standards with question stems similar to those frequently used on state assessment exams. The comprehension questions cover four broad categories: Words and Phrases, Main Idea/Author’s Purpose, Compare and Contrast/Cause and Effect, and Reference and Research.

Writing Assessments

Each of the 10 units provides writing assessments that foster higher order thinking skills. Reflect and Respond is an extended-response question encouraging students to process what they have learned from the Interpreting the Data section in relation to character education. The technical writing prompt allows students to demonstrate understanding of the technical text and practice an extended response that uses effective technical writing skills. Looking Forward and the Ethical Dilemma are extended responses based on the vocational text. Looking Forward allows students to explore areas of interest for their future, including how to prepare for a future career. The Ethical Dilemma encourages students to contemplate difficult, real-world situations and make ethical decisions. Each of these writing assessments is evaluated by a rubric found in the back of the books.

Unit Assessments

In addition to the text comprehension and writing assessments, each unit includes a Unit Vocabulary Assessment and a Unit Authentic Assessment. The Vocabulary Assessment tests mastery of the vocabulary identified in the Reading Instructional Guides corresponding to the high-interest and technical texts. The Authentic Assessment asks students to perform real-world tasks that demonstrate knowledge gained from the unit and its relevance to their lives. Each Authentic Assessment is evaluated by a rubric.

Rubrics

The rubrics in the back of the books list the criteria for each corresponding assessment. Rubrics are designed to help teachers evaluate student work and to give students advance direction and clear markers for mastering the assignment. Each rubric specifies what is expected for various levels of quality of work.