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Things: Things to Wear
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This lesson focuses on artworks that depict things people wear. Students will build vocabulary and enhance language arts skills while learning about different media (painting and photography). Activities emphasize descriptions using adjectives -- through discussions about the clothing people are wearing in the featured works of art.

Subject:
Arts and Humanities
Education
English Language Arts
Language Education (ESL)
Language, Grammar and Vocabulary
Material Type:
Diagram/Illustration
Lesson Plan
Provider:
J. Paul Getty Museum
Provider Set:
Getty Education
Date Added:
05/22/2013
Third Conditional Task
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CC BY
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In this third conditional activity, students practice using conditional sentences about imaginary or unlikely situations in the past. Students  complete third conditional sentences with the correct form of the verbs in brackets. 

Subject:
Education
Language Education (ESL)
Language, Grammar and Vocabulary
Languages
Material Type:
Assessment
Homework/Assignment
Interactive
Author:
Diana Ivashku
Date Added:
04/27/2021
This is my...
Unrestricted Use
CC BY
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The lesson is aimed at giving the opportunity to the students to share their bias about their friends and building respect towards other people. They will also have the opportunity to relate to people from different background.  

Subject:
Elementary Education
Language Education (ESL)
Language, Grammar and Vocabulary
Languages
Material Type:
Activity/Lab
Lesson Plan
Author:
Paul Mahesa
Date Added:
09/21/2022
Three types of sentence
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CC BY-NC-SA
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Three essential types of sentence are declarative sentences (which are statements), interrogative sentences (which are questions), and imperative sentences (which are orders). Join us as we give examples of each!

Subject:
English Language Arts
Language, Grammar and Vocabulary
Material Type:
Lesson
Provider:
Khan Academy
Provider Set:
Khan Academy
Author:
David Rheinstrom
Date Added:
07/29/2021
Three ways to end a sentence
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CC BY-NC-SA
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David and Paige, KA’s resident grammarians, introduce the three ways to end a sentence: the period, the exclamation point, and the question mark.

Subject:
English Language Arts
Language, Grammar and Vocabulary
Material Type:
Lesson
Provider:
Khan Academy
Provider Set:
Khan Academy
Author:
David Rheinstrom
Date Added:
07/29/2021
Tiktaalik: A Fish Out of Water
Read the Fine Print
Educational Use
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In this lesson designed to enhance literacy skills, students learn that transitional fossils provide scientists with evidence to establish how major animal groups are related to one another.

Subject:
English Language Arts
Language, Grammar and Vocabulary
Life Science
Material Type:
Activity/Lab
Provider:
PBS LearningMedia
Provider Set:
PBS Learning Media Common Core Collection
Author:
Leon Lowenstein Foundation
WGBH Educational Foundation
Walmart Foundation
Date Added:
11/17/2010
Tips for Collecting and Organizing Alternate Assessment Artifacts
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CC BY-NC-ND
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Less than 2% of the students in the United States participate in Alternate Assessment (AA), which is a product of the No Child Left Behind legislation and the Individuals with Disabilities Education Act (IDEA). (I've linked to the Iowa Alternate Assessment page. There is a similar page for Alternate Assessment in other states.) While this is a very small percentage of students, the Alternate Assessment process is still a lot of work for the teachers of those students. I went through this process three out of the four years that I have taught special education. Here are some of the basics that I learned which really helped me with this process.

Subject:
English Language Arts
Language, Grammar and Vocabulary
Material Type:
Lecture Notes
Student Guide
Date Added:
02/22/2019
Today's Front Pages:  Today's News in the Target Language
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CC BY-NC-SA
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Students participate in a JiTT activity to read the front pages of two target language newspapers and to report the content to their classmates in the target language. When this exercise is done on a regular basis, it can result in increasing vocabulary and speech fluency.

Subject:
Arts and Humanities
English Language Arts
Geoscience
Language, Grammar and Vocabulary
Physical Science
Material Type:
Activity/Lab
Provider:
Science Education Resource Center (SERC) at Carleton College
Provider Set:
Starting Point (SERC)
Author:
Laura Franklin
Date Added:
08/28/2012
To . or to ; that is the ?
Conditional Remix & Share Permitted
CC BY-NC-SA
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This learning plan is for middle school ELA. Scholars will be able to (SWBAT) produce the IC/DC chart from memory and use to correctly punctuate sentences. Punctuating clearly is a part of clean, fluent communication.This plan has been created by Cherie J. Johnson for the purpose of helping middle school students on their way to becoming clean, clear, fluent writers. This material was put together while participating in the workshop- Nebraska’s OER Common’s Hub for ELA & Reading; July 22-24, 2020. 

Subject:
Education
Language Education (ESL)
Language, Grammar and Vocabulary
Languages
Material Type:
Homework/Assignment
Author:
Cherie Johnson
Date Added:
07/31/2020
Topic Selection and Brainstorming
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CC BY-NC-SA
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This Remote Learning Plan was created by Joanna Pruitt 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.*I have remixed this lesson to use for a 9-12 grade research paper class. The only changes I made were to break it up into smaller sections (Topic Selection and Brainstorming) in order to fit it into our course schedule. 

Subject:
English Language Arts
Language, Grammar and Vocabulary
Reading Informational Text
Material Type:
Activity/Lab
Author:
Melissa Janes
Date Added:
09/01/2020
Totò e la poesia
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CC BY-NC-ND
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Ogn'anno,il due novembre,c'é l'usanzaper i defunti andare al Cimitero.Ognuno ll'adda fà chesta crianza;ognuno adda tené chistu penziero.Ogn'anno,puntualmente,in questo giorno,di questa triste e mesta ricorrenza,anch'io ci vado,e con dei fiori adornoil loculo marmoreo 'e zi' Vicenza.St'anno m'é capitato 'navventura...dopo di aver compiuto il triste omaggio.Madonna! si ce penzo,e che paura!,ma po' facette un'anema e curaggio.'O fatto è chisto,statemi a sentire:s'avvicinava ll'ora d'à chiusura:io,tomo tomo,stavo per uscirebuttando un occhio a qualche sepoltura."Qui dorme in pace il nobile marchesesignore di Rovigo e di Bellunoardimentoso eroe di mille impresemorto l'11 maggio del'31"'O stemma cu 'a curona 'ncoppa a tutto......sotto 'na croce fatta 'e lampadine;tre mazze 'e rose cu 'na lista 'e lutto:cannele,cannelotte e sei lumine.Proprio azzeccata 'a tomba 'e stu signorence stava 'n 'ata tomba piccerella,abbandunata,senza manco un fiore;pe' segno,sulamente 'na crucella.E ncoppa 'a croce appena se liggeva:"Esposito Gennaro - netturbino":guardannola,che ppena me facevastu muorto senza manco nu lumino!Questa è la vita! 'ncapo a me penzavo...chi ha avuto tanto e chi nun ave niente!Stu povero maronna s'aspettavaca pur all'atu munno era pezzente?Mentre fantasticavo stu penziero,s'era ggià fatta quase mezanotte,e i'rimanette 'nchiuso priggiuniero,muorto 'e paura...nnanze 'e cannelotte.Tutto a 'nu tratto,che veco 'a luntano?Ddoje ombre avvicenarse 'a parte mia...Penzaje:stu fatto a me mme pare strano...Stongo scetato...dormo,o è fantasia?Ate che fantasia;era 'o Marchese:c'o' tubbo,'a caramella e c'o' pastrano;chill'ato apriesso a isso un brutto arnese;tutto fetente e cu 'nascopa mmano.E chillo certamente è don Gennaro...'omuorto puveriello...'o scupatore.'Int 'a stu fatto i' nun ce veco chiaro:so' muorte e se ritirano a chest'ora?Putevano sta' 'a me quase 'nu palmo,quanno 'o Marchese se fermaje 'e botto,s'avota e tomo tomo..calmo calmo,dicette a don Gennaro:"Giovanotto!Da Voi vorrei saper,vile carogna,con quale ardire e come avete osatodi farvi seppellir,per mia vergogna,accanto a me che sono blasonato!La casta è casta e va,si,rispettata,ma Voi perdeste il senso e la misura;la Vostra salma andava,si,inumata;ma seppellita nella spazzatura!Ancora oltre sopportar non possola Vostra vicinanza puzzolente,fa d'uopo,quindi,che cerchiate un fossotra i vostri pari,tra la vostra gente""Signor Marchese,nun è colpa mia,i'nun v'avesse fatto chistu tuorto;mia moglie è stata a ffa' sta fesseria,i' che putevo fa' si ero muorto?Si fosse vivo ve farrei cuntento,pigliasse 'a casciulella cu 'e qquatt'ossee proprio mo,obbj'...'nd'a stu mumentomme ne trasesse dinto a n'ata fossa"."E cosa aspetti,oh turpe malcreato,che l'ira mia raggiunga l'eccedenza?Se io non fossi stato un titolatoavrei già dato piglio alla violenza!""Famme vedé..-piglia sta violenza...'A verità,Marché,mme so' scucciato'e te senti;e si perdo 'a pacienza,mme scordo ca so' muorto e so mazzate!...Ma chi te cride d'essere...nu ddio?Ccà dinto,'o vvuo capi,ca simmo eguale?......Muorto si'tu e muorto so' pur'io;ognuno comme a 'na'ato é tale e quale"."Lurido porco!...Come ti permettiparagonarti a me ch'ebbi nataliillustri,nobilissimi e perfetti,da fare invidia a Principi Reali?"."Tu qua' Natale...Pasca e Ppifania!!!T''o vvuo' mettere 'ncapo...'int'a cervellache staje malato ancora e' fantasia?...'A morte 'o ssaje ched''e?...è una livella.'Nu rre,'nu maggistrato,'nu grand'ommo,trasenno stu canciello ha fatt'o puntoc'ha perzo tutto,'a vita e pure 'o nomme:tu nu t'hè fatto ancora chistu cunto?Perciò,stamme a ssenti...nun fa''o restivo,suppuorteme vicino-che te 'mporta?Sti ppagliacciate 'e ffanno sulo 'e vive:nuje simmo serie...appartenimmo à morte!"

Subject:
Language, Grammar and Vocabulary
Material Type:
Lesson Plan
Author:
anna paone
Date Added:
05/05/2017
Training Module on Responding to Student Writing
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CC BY-NC-SA
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This module is designed to support instructor training on best practices for responding to college student writing across the disciplines. The module shares resources on feedback practices, as well as activities to help instructors practice using these practices to build a toolkit of strategies for effective response. Strategies discussed include: Limit feedback so as not to overwhelm students. Don't underestimate the value of praise to motivate and support student writing. Make sure feedback is appropriate for the assignment type and stage. As well, this module includes the following materials:Two sets of slides presenting effective feedback strategies.Self-assessment on responding to student writing.Feedback practice activity.Feedback peer review.Evaluating and revising comments activity.  

Subject:
Composition and Rhetoric
Higher Education
Language, Grammar and Vocabulary
Material Type:
Module
Author:
Lindsey Harding
Date Added:
08/22/2018
Translation Exercises (Youtube Channel)
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This video series consists of 5 videos in which the instructor (from the Sibaway Institute) goes through two traditional proverbs, word by word, and translates them. He explains and references several Arabic and English grammatical concepts while doing so, attempting to teach both translation skills and grammar at the same time.

Subject:
Arts and Humanities
English Language Arts
Language, Grammar and Vocabulary
Languages
World Cultures
Material Type:
Lecture
Provider:
Sibaway Institute for Arabic and Quranic Studies
Date Added:
10/14/2013
Types of Sentences
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CC BY-NC-SA
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 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.

Subject:
English Language Arts
Language, Grammar and Vocabulary
Languages
Linguistics
Speaking and Listening
Material Type:
Lesson
Author:
Carrie Veal
Date Added:
07/23/2020
Types of sentences
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CC BY
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This activity is to practice learners in identifying types of sentences according to structure, simple, compound, complex or compound-complex.

Subject:
English Language Arts
Language, Grammar and Vocabulary
Languages
Linguistics
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Author:
Jennie Vie Antonio
Date Added:
03/20/2020
Under- and overstatement
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CC BY-NC-SA
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This is, bar none, the greatest video Khan Academy has ever made, although I may be slightly overstating that. Learn how to master this style by following along.

Subject:
English Language Arts
Language, Grammar and Vocabulary
Material Type:
Lesson
Provider:
Khan Academy
Provider Set:
Khan Academy
Author:
David Rheinstrom
Date Added:
07/29/2021
University Academic Writing for International Students: A Usage-based Approach
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CC BY
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Short Description:
This resource is designed specifically to meet the academic writing needs of international students studying at universities in the United States. The materials in the book can be covered within a 14-week semester, but each chapter or section may also be used independently.Based on a series of needs analysis projects, this resource provides an overview of major rhetorical patterns of writing that are commonly used in university settings in the United States. These commonly required genres include descriptive and evaluative summaries, short essays, comparison and contrast assignments, literature reviews, descriptive reports, and proposals. The resource includes chapters that address the structure and purpose of these more common genres, including an awareness of the ways that the target audience and situation should shape the writing of each.

Long Description:
This resource is designed specifically to meet the academic writing needs of international students studying at universities in the United States. The materials in the book can be covered within a 14-week semester, but each chapter or section may also be used independently.

Based on a series of needs analysis projects, this resource provides an overview of major rhetorical patterns of writing that are commonly used in university settings in the United States. These commonly required genres include descriptive and evaluative summaries, short essays, comparison and contrast assignments, literature reviews, descriptive reports, and proposals. The resource includes chapters that address the structure and purpose of these more common genres, including an awareness of the ways that the target audience and situation should shape the writing of each.

A second important focus of the textbook is teaching students how to make effective use of sources within established academic integrity standards. The third focus of the book is on key grammatical forms and constructions that are important in each of the types of writing the students will practice. By treating grammar integratively in context, we hope to address more effectively the aspects that cause difficulties in academic writing.

Word Count: 42280

(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.)

Subject:
Composition and Rhetoric
Education
English Language Arts
Higher Education
Language, Grammar and Vocabulary
Material Type:
Textbook
Provider:
Oklahoma State University
Author:
Alys Avalos-Rivera
Carol Lynn Moder
Ho'omana Nathan Horton
Miriam Kinfe
Paul Sims
Seth French
Yelin Zhao
Date Added:
01/01/2020