Students explore how active and passive voices are appropriate to different audiences. They examine online resources, and then draw conclusions about verb use, which they apply to their own writing.
Students make purposeful choices for their reading materials, thinking about their reasons for reading a book and using strategies to match books to their abilities.
Using recipe steps and food to teach 6th Grade students how to effectively write expository text demonstrating sequence, transitional words, while using proper grammar, and punctuation.
A Holiday Ghost Story by Charles Dickens with Illustrations by John Leech
Short Description:
This version of the classic holiday story has been slightly abridged and lightly adapted for advanced students of English language. The text includes comprehension checks, discussion questions, and collaborative activities. Order a print copy: https://www.lulu.com/en/us/shop/timothy-krause/a-christmas-carol/paperback/product-vqrgq7.html
Long Description:
This version of the classic holiday story has been slightly abridged and lightly adapted for advanced students of English language. The text includes comprehension checks, discussion questions, and collaborative activities.
Word Count: 11147
ISBN: 978-1-63635-010-3
(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.)
A Holiday Ghost Story by Charles Dickens with Illustrations by John Leech
Short Description:
This version of the classic holiday story has been slightly abridged and lightly adapted for advanced students of English language. The text includes comprehension checks, discussion questions, and collaborative activities. Order a print copy: https://www.lulu.com/en/us/shop/timothy-krause/a-christmas-carol/paperback/product-vqrgq7.html
Long Description:
This version of the classic holiday story has been slightly abridged and lightly adapted for advanced students of English language. The text includes comprehension checks, discussion questions, and collaborative activities.
Word Count: 11116
(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 resource was created by Sandra Schueler, 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.
The Three Little Pigs is told orally with pictures only and the children are asked to make predictions based on text features. At the end, the children are asked to compare the houses from the story to where they live. The children will enjoy a puppet show of the Three Little Pigs. Teachers can use this video to teach a sequence of events and story elements.
During this lesson, the students will learn how matter transfers within an ecosystem and within the environment *This lesson can be taught over a two-day period. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.
Circle of Viewpoints helps students identify the different perspectives that could be present in or affected by what has just been read, seen, or heard. This routine relies on the ability of students to identify different perspectives that are presented around a topic. It will create greater awareness of how others may be thinking and feeling, thus reinforcing that people think differently about the same things. This activity will be a prewriting activity to set them up to write a narrative essay using the novel Stargirl by Jerry Spinelli.
Here you’ll find extensive support for APA, MLA, and Chicago documentation styles. This section features instructional videos that show you how to set up your papers in APA, MLA, and Chicago formats, interactive checklists, and visual support for both in-text documenting and referencing at the end of your paper. If you’re new to documentation or just need a refresher, the Citations & Documentation area can help.
This seminar will guide you through the process of quoting others, through direct quotes and indirect quotes. You will also learn about citations, which provide information on the source being used. Remember, when researching and writing about your findings, you should do so responsibly, knowing when to quote, when to paraphrase, and how to build a list of sources to reflect your research. The people, places, and events you research deserve accurate reporting. This seminar will help you do all of this confidently.StandardsCC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.CC.1.2.9-10.C: Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.CC.1.2.9-10.I: Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
A Project Based Learning Outline for Citizenship and Martin Luther King Jr. Day. To be used with Kindergarten, 1st or 2nd Grade, as fitted with standards.
A Project Based Learning Outline for Citizenship and Martin Luther King Jr. Day. To be used with 1st or 2nd Grade, as fitted with standards.
A Project Based Learning Outline for Citizenship and Martin Luther King Jr. Day. To be used with 1st or 2nd Grade, as fitted with standards.
The unit will teach elements of civics and democracy through the lens of the Presidential election. Students will be asked to research, read, and write about various aspects of civics and democracy, using a wide array of multimedia resources that will include (but not be limited to) literature, music, visual arts, and technology. The goal of the unit is to help students understand the importance of voting and participation while building their knowledge of the election system. The unit will encourage your students to think about government in a new way and connect this remarkable election to their day to day lives. While this unit will be taught during the first marking period, the unit will work at any point throughout the next few years. It is a Social Studies based unit designed for middle school students, primarily in the sixth grade, but can be modified and adapted to fit high school curriculum, grades nine through twelve.
Learn about the techniques gold miners used to collect gold ore from the area around South Pass City, as well as the hazards they faced during the mining process.
In the accompany lesson plan (found in the Support Materials), students will watch a video that explains the mining process and hazards, and then create caution signs to show their understanding of the challenges the miners faced. Finally, the students will take part in a collaborative STEM challenge to build a working hoist using a limited amount of supplies.
LEARNING OBJECTIVES:
Students will develop grade level appropriate speaking and listening skills, as described by the standards.
Students will understand how technology impacted the mining process of early gold miners, as well as the hazards the miners faced.
Students will define a design problem and use limited resources to solve it.
Learn about the Wyoming gold rush that occurred in South Pass City, and explore the varied perspectives of the people who experienced the gold rush in the 1840’s-1860’s.
In the accompanying lesson plan (found in the Support Materials), students will watch a video that introduces the gold rush and the people who were impacted by it, and then hold a discussion to understand the multiple perspectives. Then, the students take part in a creative writing activity in which they create a piece of text from one of the perspectives.
LEARNING OBJECTIVES:
Students will develop grade level appropriate speaking and listening skills, as described by the standards.
Students will learn how to write a fictional narrative based on nonfiction resources, following a set of parameters.
Students will understand the motivations and perspectives of various people during the Wyoming gold rush.
This resource was created by Kimberly Heberer, 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 lesson plan is made to make sure students are comfortable. It helps you set the ideal environment for learning. -Howard Nutt
This lesson explores the topics of Japanese American incarceration and redress, and its relation to the definition of an “American”, rights, and the Census. Definitions of race, nationality, ethnicity, and rights are explained to define “American”. The lesson also explains how Constitutional rights are basic human rights granted to all people regardless of citizenship as well as the differences that benefit an American citizen. To further analyze Japanese incarceration camps, studying the Census will explain its role in carrying out Executive Order 9066 as well as how the laws have changed to protect all Americans. Lastly, students will review the Civil Liberties Act of 1988 to understand how the American government apologized for the treatment of Japanese Americans.
2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 7.5, 8.9, HS.2, HS.6, HS.9, HS.11
Historical Knowledge: 8.25, 8.27, HS.58, HS.60, HS.65, HS.66
Historical Thinking: 8.31, 8.32, HS.67
Social Science Analysis: 7.27, 7.30, 8.33, HS.72, HS.73, HS.74, HS.78