This resource was created by Jenna McAfee, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This is a 5th grade lesson plan meant to teach students about onomatopoeias. The lesson should take a total of 55-60 minutes. 

OpenELA is a complete course in Reading and Language Arts for instructors and self-directed learners in Adult Basic Education settings. These materials are designed to aid students in completing the GED exam and to support college and career pathways.

Non-fiction reading anthology appropriate for college-level introductory English courses: Developmental English / Integrated Reading & Writing, English Comp I & II.

Reading anthology to accompany college-level introductory English courses: Developmental English / Integrated Reading & Writing, English Comp I & II.

Name of Student Teacher:  Edna Trujillo, Stefany Osorio, Karen Lesmes, Karen Rivera and Jenifer BarraganSchool / Institution: Institución educativa promoción socialDate: September 20, 2018.                        Clase / Grado: Third Grade             Time and length of class: 2 hoursAchievement: The topic ‘’Parts of the human body’’ will be teach in real context while Ss are interacting at the same time. Students will be able to identify body parts and named them in a real life situation. National Standard: -Listening: Reconozco cuando me hablan en inglés y reacciono de manera verbal y no verbal-Speaking: Participo activamente en juegos de palabras y rondas.                   Refuerzo con gestos lo que digo para hacerme entender.                   Uso gestos y movimientos corporales para hacerme entender mejor.- Writing: Escribo el nombre de lugares y elementos que reconozco en una ilustración.Lesson objectives (at the end of the class Ss will be able to):• Ss will identify where some specific parts of the human body belong to.• Ss will have the ability to use parts of their bodies.Skills Focus:  Listening, Speaking, and Writing.Resources and materials: Video beam, computer Language Focus: Parts of the human body.Foreseeable Problems:-Lack of students’ interest.-Ss become dependent on the teacher.-Ss using their native language in class.Planned Solutions:-The ST is going to use gestures and sounds to catch students’ attention.-The ST is going to give the Ss positive encouragement to answer even if they are not correct.-The ST gives them some questions that might help them if they want to ask something. Colombian ICT framework for teachersIdentifico las características, usos y oportunidades que ofrecen herramientas tecnológicas y medios audiovisuales, en los procesos educativos.Combino una amplia variedad de herramientas tecnológicas para mejorar la planeación e implementación de mis prácticas educativas.Incentivo en mis estudiantes el aprendizaje autónomo y el aprendizaje colaborativo apoyados por TIC.Identifico mis necesidades de desarrollo profesional para la innovación educativa con TIC.Utilizo redes profesionales y plataformas especializadas en el desarrollo de mis investigaciones.

In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there are no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence. Begin by reading the problem statement in Step 1. Take the time to review all the information provided in the statement, including exploring the websites, videos and / or articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

PARTS OF A PLANTLesson overviewName of student teacher: Kely Forero Cano, Shirley Cabrera Cometa, Sheila Vanesa Montilla Mosquera, Sharon Ivonne Uriza Cachaya.School / Institution: Institución Educativa Olivero Lara Borrero Date: May 16, 2019.                    Clase / Grado: Fourth Grade             Time and length of class: 2 hoursAchievement: The topic ‘’Parts of a plant’’ will be taught in real context while Ss are interacting at the same time. Students will be able to identify plant parts and named them in a real-life situation.

Athletes always try to gain an advantage over their opponent. They work out hard, meticulously watch what they eat, and in some cases take supplements. Some athletes even go to the extreme and take performance enhancing drugs, steroids, known as PED’s. This seminar will provide the learner the ability to acquire and integrate the knowledge of the history of performance enhancing drugs into today's sports world.StandardsCC.1.2.11–12.ADetermine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.CC.1.2.11–12.BCite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.

In this interactive lesson plan, students will learn some habits of personal hygiene through the used of games, videos, and other sources.

You’ve probably learned about point of view in previous English classes, even as far back as elementary school. It’s an important aspect of storytelling, including storytelling in the form of the personal narrative. In this seminar, you will refresh your memory about point of view and push your learning to determine the role it plays in a narrative. You will also be imagining different stories that you have to tell, considering how your personal narratives might change depending on the point of view. Seeing a conflict from a different perspective is important, so analyzing it through the lens of someone else could have a strong impact on your writing. In short, you will focus not just on the story itself but also the voice telling the story.StandardsCC.1.4.9-10.MWrite narratives to develop real or imagined experiences or events.CC.1.4.9-10.NEngage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters.CC.1.4.9-10.PCreate a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.  

In this unit students will …
Define, identify, analyze, and effectively use four persuasive techniques.
Define, identify, analyze, and effectively use persuasive rhetoric.
Effectively use the writing process to create a persuasive essay and persuade the reader of their position on an established topic.
Extend their knowledge of persuasive techniques and rhetoric to create a real-world multimedia product using or teaching persuasion.

The media has one job: to sell you something. That something could be a product, such as a new cell phone, or it could be something less tangible, like a belief or a value. Depending on the TV shows you watch, the internet sites you visit, or the highways you drive on, the media will try different ways to convince you to buy or buy into something. Knowing the techniques the media uses will help you to think for yourself and make thoughtful decisions about the products and ideas being “sold” to you. In this seminar, you will strive to accurately identify the ways in which the media persuades you. You might not grasp the persuasion at first, but as you complete the tasks in this seminar and, especially, analyze the perspectives of those trying to sell you ideas or products, you will become better at identifying the persuasive tactics of the media and, in turn, be able to make sensible decisions accordingly.StandardsCC.1.2.9-10.DDetermine an author’s particular point of view and analyze how rhetoric advances the point of view.CC.1.2.9-10.HDelineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.CC.1.2.9-10.FAnalyze how words and phrases shape meaning and tone in texts.

Online converter of English text to IPA phonetic transcription

Simply copy and paste your text written in English, and our tool will provide you with the phonetic transcription of it. You can also hear the text using our text-to-speech feature.

Speaking in public can be a terrifying experience. But it can also be exciting and beneficial--for the speaker and the audience. This seminar will focus on presenting clear and concise information to an intended audience. To be an effective speaker, you must understand empathy--the ability to feel what others feel, especially your audience. You will also need to be able to speak differently to different audiences, classifying your presentations in various categories. (You probably do that already, but it’s important to understand how you communicate in different ways, depending on who’s listening.)StandardsCC.1.5.9-10.AInitiate and participate effectively in a range of collaborative discussions on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.CC.1.5.9-10.CIntegrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.CC.1.5.9-10.DPresent information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.

This resource provides lecture notes and writing assignments for the study of poetry. While specific poems are presented here, these notes and assignments can be adapted and applied to practically any thematic group of poems.  The unit contains several modules. The first posits the work of African American poet Langston Hughes as poems that establish a legacy of oratorical poems addressing social issues faced not only by African Americans, but by any and all Americans, especially the historically disenfranchised.  The unit explores poems in Hughes' legacy, focusing on three poems by African American poets Maya Angelou, Elizabeth Alexander, and Amanda Gorman, who composed U.S. presidential inaugural poems. The second module explores nature poetry. Students read and analyze poems that explore, ponder and sometimes celebrate the relationship between human beings and nature. Ultimately, students compose poetry explication essays. The third module explores the book-length prose poem "I Remember" (Joe Brainard), teaching students to locate and make use of peer-reviewed articles.  Additionally, students write their own "I Remember" poems. Included are introductory lecture, discussion , short writing, explication , and several other assignments. Unless otherwise noted, the materials in this unit are licensed under CC BY-NC-SA.

This lesson will focus on the poems of Amanda Gorman and the human condition that binds us as Americans. The poem addresses multiple poetry standards with a concentrated look into the theme, mood, and tone and summarizes the central idea using critical details from the text.  Subject: English Level: Middle and High SchoolMaterial Type: Lesson Plan, Assessment, ReadingDate Added: 03/29/2024

This seminar addresses the inherent challenges of translating poetry from different languages, cultures, and eras. Students do some translation of their own, though accommodations are made if a student lacks even a basic knowledge of any foreign language.