Additional Language and Literacy (ALL) Block component of Grade 5: Module 4: Unit 2 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module The Impact of Natural Disasters. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 5: Module 4: Unit 3 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module The Impact of Natural Disasters. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

This workshop involves students in evaluating the efficacy of posters as a communication tool, focusing on elements of clarity in poster and graphic design.

This textbook will teach you what an argument is, how to identify its parts, and whether or not a text you’ve encountered is making an argument. Once you are familiar with these basic aspects of arguments, you will be able to analyze most of the writing you will read in English 101 and elsewhere—whether in classes for your major or in content you find on social media. This resource was supported by funding from the OER Creator Program at UMass Dartmouth.

This book combines the Introduction to Writing in College by Melanie Gagich and ENG 102: Reading, Writing and Research by Emilie Zickel, which were both supported by Cleveland State University’s 2017 Textbook Affordability Small Grant.

This writing style guide covers the fundamentals of English usage and writing. It includes sections on grammar and mechanics, editing, formatting, academic citation and research documentation, including the latest MLA and APA style guidelines. A useful supplement to any academic writing course.

This guide is primarily based on material from Lumen Learning’s English Composition I: Process-Based course and Joe Schall’s Style for Students, with supplemental videos by David Rheinstrom from Khan Academy’s Grammar.

This resource was created by Sandy Schneider, 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.

Teachers can use this lesson to introduce or examine in depth the concept of heroism through discussions of heroic actions and character.Students will look at images of military, religious, political, and everyday heroes and heroines and discuss their lives and the effects of their deeds. For the purposes of this lesson, heroes are defined as figures who have great strength and ability and are admired for their achievements. They may risk or sacrifice their lives for others or may be noted for special achievement in a particular field.
In this lesson students will: Identify character traits of heroes and heroines; Apply critical-thinking skills to consider the various choices artists have made in depicting heroes; Make personal connections to the theme by identifying heroes and heroines in their own lives.

The goal of this course is to review grammar and develop vocabulary building strategies to refine oral and written expression. Speaking and writing assignments are designed to expand communicative competence. Assignments are based on models and materials drawn from contemporary media (newspapers and magazines, television, Web). The models, materials, topics and assignments vary from semester to semester.

The lessons in this unit are designed to help your students recognize how people of different cultures and time periods have used cloth-based art forms (quilts) to pass down their traditions and history.

 This Remote Learning Plan was created by Tami Hughson in collaboration with Dorann Avey as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for Grade 7 English Language Arts students. Students will explore and identify rules for correct punctuation of dialogue. They will write a short dialogue and apply the rules for correct formatting.This Remote Learning Plan addresses the following NDE Standard: NE LA 7.2.1 HIt is expected that this Remote Learning Plan will take students 60-90 minutes to complete.

In this problem-based learning module, students will research health issues that are relevant to elementary students k-3. Students will look at perceptions, influences, education, research and discussion.Information will be provided through various ways including direct instruction, small group instruction by the classroom teacher, online research, and real-life research. Students will research media influences on health and develop a student-produced Public Service Announcement that will be shared with their peers as well as k-3 students in the district. Students will also have the opportunity to learn from each other and share their ideas with community stakeholders and plan next steps to promote healthy lifestyles in our community.

A presentation for writers struggling creativity as they follow along with the effect that Hamilton: An American Musical had on my own creative writing journey.

Before discussion of those patterns begins, a few notes must be made. First is that the sections should probably be developed in the determined order; one part of each section relies on what precedes it, so having the preceding material in place is helpful.

This How To Do Research Unit Guide provides a lesson-to-lesson foundation for teaching:● What primary sources are● Real vs. fake information (evaluating sources)● Document analysis● Different ways to obtain information● How to formulate research questions● How to find answers to research questions● The hows and whys of citations (annotated bibliography)By the time students get to high school, they should have a basic understanding of how to effectively do research. Considering that there are so many steps involved in the research process, the earlier these necessary skills are taught, the more time students will be able to devote to theiractual projects. Moreover, in today’s world, information literacy needs to be achieved at an earlier age, so students can learn to be smart consumers, responsible sharers, and presenters of information. Throughout the research process, students will learn that there will be dead ends, questions that are too broad or too narrow, questions that do not have answers. This is an accurate reflection of what their experiences will continue to be as they move into higher level research projects in their educational careers. 

The Students Will learn about Colonial Times. They will learn about the people, their jobs, housing, food etc. After they read out the text book and watch some supplimental videos, They will write a paragraph in their own perspective if they were a colonist in the 1700's. They will answer questions like:-How would you feel?-What would be your Job? Where would you sleep?-How would your everyday routine go?And these questions do not limit them. They can be more ellabrate if they wish to be. The writing need to be detailed and well thought out. They should use what they learned in the classroom  to help shape a fictional version of themselves in the 1700's as colonists.

The learner for this lesson is an adult in high school preparing to use persuasive techniques for the future. This is an English language arts lesson and the lesson introduces evidence as something that is necessary to support your claims within persuasive writing. Evidence helps demonstrate the relationship between ideas and words within the claim that should be the key ideas within the essay, passage, or to support a claim. Learners will practice using this evidence to support their claim about their topic, then they will find one piece of evidence from an article on that topic.

This is an English language arts lesson and the lesson introduces evidence as something that is necessary to support your claims within persuasive writing. Evidence helps demonstrate the relationship between ideas and words within the claim that should be the key ideas within the essay, passage, or to support a claim. Learners will practice using this evidence to support their claim about their topic, then they will find one piece of evidence from an article on that topic.

This video is for elementary age students and teaches students how to revise. The video was produced by students for students.

This resource provides references, writing aids and guides for students writing essays in a literature-based composition course. These materials were culled from several different sites; the individual pages link back to the original resource and indicate the Creative Commons license under which the page is adapted and/or reused. Except where otherwise noted, this resource is licensed under CC BY-NC-SA.