Through a close study of a rich set of demographic and economic statistics, students will see the development over 150 years of two similar yet divergent colonies (Virginia and Barbados). They will work through population, land use, and trade statistics with closely-guiding questions in order to find links between one set of numbers and another.

It is very beneficial for the professional to increase the grades of competency and dedication due to the rising and changing demands of the business. They must know how they can handle the complex situations. Career education helps the students to build confidence, standard of performance and high quality personal development.

It is very beneficial for the professional to increase the grades of competency and dedication due to the rising and changing demands of the business. They must know how they can handle the complex situations. Career education helps the students to build confidence, standard of performance and high quality personal development.

It is important that we switch our perspective about a child’s aversion to reading. Even if a child says, “I hate reading”, the truth is there are very few people on earth who actually HATE it. A child that says this just hasn’t figured out what it is they like to read. As parents or teachers, we can do things to expose our children to different genres of books without having them feel pressured.

In this individual research project, a senior thesis student conducts a regression analysis that investigates the effects of race, ethnicity, and poverty on high school graduation rates in Florida. The data are easily obtainable from the Florida Department of Education. The project can be modified to be a group research project in a Research Methods Class or a Special Topics Upper Level Economics class.

This primer provides a basic introduction to Egyptian colloquial Arabic, beginning with the alphabet, demonstrating both pronunciation and the writing system. From there the text moves on to discussing the parts of speech as well as some of the dialect's basic grammar. The book then progresses to common phrases and ends with a vocabulary section that relies on transliteration.

Ekphrastic poetry is inpired by art. This lesson includes a teacher plan and slides to engage students in exploring and writing this type of poetry. With a link to the Washington Superintendent's High School Art Show, students can view the creativity of other teenagers to write their poems.

Emily Dickinson's poetry often reveals a child-like fascination with the natural world. She writes perceptively of butterflies, birds, and bats and uses lucid metaphors to describe the sky and the sea.

This assignment asks students to propose an original research question and identify data that could be used to answer that question.

EmpoWord is a reader and rhetoric that champions the possibilities of student writing. The textbook uses actual student writing to exemplify effective writing strategies, celebrating dedicated college writing students to encourage and instruct their successors: the students in your class. Through both creative and traditional activities, readers are encouraged to explore a variety of rhetorical situations to become more critical agents of reading, writing, speaking, and listening in all facets of their lives. Straightforward and readable instruction sections introduce key vocabulary, concepts, and strategies. Three culminating assignments (Descriptive Personal Narrative; Text-Wrestling Analysis; Persuasive Research Essay) give students a chance to show their learning while also practicing rhetorical awareness techniques for future writing situations.

This article assembles free resources from the Energy and the Polar Environment issue of the Beyond Penguins and Polar Bears cyberzine into a unit outline based on the 5E learning cycle framework. Outlines are provided for Grades K-2 and 3-5.

English 101 is an introductory composition course, designed to improve your skills in expository and persuasive writing; the writing you will be doing in other courses in college and in many jobs. Sometimes this kind of writing is called transactional writing because it’s used to transact something—inform and (often) persuade a reasonably well-educated audience; conduct business; and evaluate, review, or explain a complex process, procedure, or event. The idea of this course is to develop your writing skills in conjunction with topics that interest you. This course focuses on the importance of reading and writing (more largely education in general) and how we can use those tools to help within our communities.

During this class, we will be investigating the basic question: “What is literature?” What does literature mean to you? How do we define literature? What is counted as literature and why? What does literature have to do with popular culture? Does literature have value in today’s society? How does literature fit into our modern lives? Is literature important anymore? Why do we need (or not need) literature? How should literature be approached in schools? How have different concepts/ideas been portrayed in literature throughout history? What is canonical literature? Why does a lot of canonical literature reflect limited points of view? The idea of this course is to develop your writing skills in conjunction with topics related to literature that interests you. This semester we will be focusing our course on the importance of reading and writing (more largely education in general) and how we can use those tools to think and write critically about the things we read.

Composition I focuses on principles of writing, critical reading and essay composition using rhetorical styles common in college-level writing (narrative, example/illustration, compare/contrast, cause-and-effect, argument).

The five paper assignments this collection guide students from personal writing to academic writing, and from writing with a provided source through finding and citing general sources and scholarly sources to stake out a position.

Composition 2 is an expository writing course requiring more advanced writing skills than Composition 1, yet reviewing and incorporating some of the same skills. This course teaches research skills by emphasizing the development of advanced analytical/critical reading skills, proficiency in investigative research, and the writing of persuasive prose including documented and researched argumentative essays. A major component of this course will be an emphasis on the research process and information literacy.

This course promotes clear and effective communication by sharpening critical thinking and writing skills. The first unit is designed to change the way in which students think about writing--as a conversation rather than a solitary act. The second unit focuses on academic writing and explores the PWR-Writing or Power-Writing Method (PWR Pre-Write, Write, Revise). The remaining units will focus on the minutiae of good writing practices, from style to citation methodology. Upon successful completion of this course, the student will be able to: Demonstrate mastery of principles of grammar, usage, mechanics, and sentence structure. Identify the thesis in another individual's essay. Develop a thesis statement, structure it in an introductory paragraph, and support it with the body of the essay. Organize ideas logically within an essay, deploying adequate transitional devices to ensure coherence, flow, and focus. Differentiate between rhetorical strategies and write with an awareness of rhetorical technique and audience. Differentiate between tones and write with an awareness of how tone affects the audience's experience. Demonstrate critical and analytical thinking for reading and writing purposes. Quote, paraphrase, and document the work of others. Write sentences that vary in length and structure. (English 001)

Media-rich textbook for an introductory English course. It covers the writing process, as well as descriptive, narrative, illustration, persuasion, and causal analysis essays.

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.

ACCOMPLISHMENTS

Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.