Written as a teacher's guide for Misaki's Journal, the Teacher's Notebook contains vocabulary lists for each journal entry, activities that further learning and interaction with Japanese culture, and more.

Please also check out the Authentic-Like Interactive Materials for all materials mentioned in the Teacher's Notebook.

This article discusses the importance of teaching students to reflect on text through direct instruction and modeling. The article includes a template that can be used with elementary students.

An online pedagogical reference grammar of the French language that combines authoritative grammar explanations, self-correcting exercises and online audio with surreal dialogues and cartoon images.

 This lesson plan was created by Jani Randall, a sixth grade teacher at Elkhorn Public Schools in Nebraska.  The attached Remote Learning Plan is designed for Grade 6 English Language Arts students. Students will read the article and then answer a prompt using text evidence in paragraph form.  Students will read the text, and then support claims from the text with their writing.  This lesson plan addresses the following NDE Standard: NE 6.1.6IIt is expected that this lesson will take students 60 minutes to complete.

This Learning Plan was created by Mae Clausen. Educators worked with coaches to create Learning Plans.Brief Overview: Students will analyze and evaluate text features and the purpose they serve to readers as they deepen their understanding of nonfiction text. Grade Level: 3rd gradeLexile Level: 420-820     National Geographic "Quest for the Quetzal"  (All Explorer Pathfinder articles will be within the 350L-750L range)NDE Standards: LA 3.1.6.f Use text features to locate information and explain how the information contributes to an understanding of print and digital text.Learning Objective: Students will be able to identify informational text features and explain how the features contribute to a better understanding of the text.Duration:  90-120 minutes to complete.

An introduction to emotional and logical appeals, using To Kill a Mockingbird and the Civil Rights Movement as context.

In this lesson, students study issues related to independence and notions of manliness in Ernest Hemingway’s “Three Shots” as they conduct in-depth literary character analysis, consider the significance of environment to growing up and investigate Hemingway’s Nobel Prize-winning, unique prose style. In addition, they will have the opportunity to write and revise a short story based on their own childhood experiences and together create a short story collection.

This tiered task involves interpretive reading of an authentic school schedule and presentational writing to compare the schedule to students’ own schedules. This task is tiered by complexity of product (how students show what they know).

 This tiered task involves interpretive reading of an authentic school schedule and presentational writing to compare the schedule to students’ own schedules. This task is tiered by complexity of product (how students show what they know).Suggested Extension or Follow-Up ActivitiesIf students worked with different schedules, they could compare the results.Speaking activity – Students ask each other questions about the schedules.Students design their ideal schedule.Students give a “tour” of their schedules (Walk around school or use a map to describe schedule. En la primera hora, tengo la clase de español con la Señora Sherrow…)Image source:  "Child" by picjumbo_com on Pixabay.com

One of the most compelling novels of the twentieth century, Beloved by Toni Morrison has been read in classrooms across the country since its publication in 1987. The novel follows Sethe's escape to freedom, the murder of her child, and her difficult psychological journey as she copes with her past as a slave.  As both an historical account of the experiences of slavery and an insightful novel about a supernatural ghost, this text is ideal for upper level high school students and students in AP programs.

Short Description:
A workbook for bringing new voices into public debate based on the performance creation approach developed by Transforming Stories, Driving Change.

Long Description:
Can theatre bring new voices into public debate? Facilitating theatre workshops with community members who experience social marginalization is an art that, when done well, feels more like magic. But even the best facilitators are not magicians. With this workbook we pull back the curtain on the magic by taking readers behind the scenes of the Hamilton-based research and performance initiative Transforming Stories, Driving Change (TSDC.) Since 2015, TSDC teams have worked alongside community partners and performer-advocates to make plays designed to draw attention to the voices and visions of people whose opinions are not often represented in discussions of the future of the City. Through our performances, we have tried to contribute to building the movements that can make public leaders more accountable to people who are affected by their decisions. Five years and four plays later, we offer this workbook as a practical guide to TSDC’s creative approach.

Word Count: 51178

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This nonfiction article, written for students in grades 4-5, explores the relationships between various tundra species: marsh marigolds, bot flies, and caribou. Modified versions are available for students in younger grades.

This article describes robots that are helping scientists explore the Gakkel Ridge deep below the Arctic Ocean and links to informational text about them. Versions are available for students in grades K-1, 2-3 and 4-5. Related science and literacy activities are included.

 The lesson is designed for Grade 5 English Language Arts students to review the four types of sentences: exclamatory, declarative, interrogative, imperative. This lesson addresses the following NDE Standard: NE LA 5.1.4.a, NE LA 5.1.4.b.It is expected that this lesson will take students 60 minutes to complete.

 U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.Senior Contributing AuthorsP. Scott Corbett, Ventura CollegeVolker Janssen, California State University, FullertonJohn M. Lund, Keene State CollegeTodd Pfannestiel, Clarion UniversityPaul Vickery, Oral Roberts UniversitySylvie Waskiewicz