This Learning Plan was created by Tessie Boudreau as part of the 2020 NDE OER Project. The attached Remote Learning Plan is designed for Grade 6 English Language Arts students. Students will set up and use a writer's notebook in prewriting activities. This Remote Learning Plan addresses the following NDE Standard: NE LA It is expected that this Learning Plan will take students 60-90 minutes to complete.  

This resource was created by Katie Mace, 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.

Before students can understand specific aspects of successful professional messages (like organization or style), they need to grasp prerequisites about context. Building on Aristotle, this tutorial helps students think about a workplace document as one of three aspects of context represented by the rhetorical triangle, the writer and his or her purpose. It teaches students to analyze the four purposes for which professionals create written messages in the workplace.

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.The attached Remote Learning Plan is designed for Grades 9-12 English Language Arts students. Students will learn the research process and how to write a research paper. It is expected that this Remote Learning Plan will take students 4-5 weeks to complete.

This is a take-home exercise for junior or senior-level students in a Sedimentation/Stratigraphy course. It may be used to bridge topics of geomorphology, depositional environments and clastic sedimentology.
The exercise focuses on visualizing journal article data in a meaningful way. In addition to defining technical terms, students are asked to use background knowledge of Walther's Law to complete a series of vertical sections. Approximate time to complete the exercise is 4-5 hours. Individual assignment (as opposed to group work) is recommended.

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Purpose of UnitThe purpose of this Climate Science NTC Project GLAD® unit is a call to action, providing equity of access for all students. Through a model of instruction that promotes language development within core content, the Voices of Hope unit teaches students the science behind climate change and equips them with the tools necessary toward making a positive impact on our planet. This unit was written for 4th - 7th grade.

Students write an original work of fiction that includes aspects of the eruptive behavior of stratovolcanoes and the types of hazards that accompany stratovolcano eruptions. These aspects may appear as plot elements, or setting, or in some other fashion. Students must include background information other than their textbooks and must include references.

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Reading list of openly licensed resources for WR 115. Offers broad preparation for using writing in service of student success. Provides supported opportunities for practice in reading critically, locating information, exploring ideas, and writing to learn.

Upon completion of the course students should be able to:

ADAPT: Read and compose texts for different purposes.

INQUIRE: Locate information that will help them in their thinking.

CONNECT: Convey and support a perspective.

REFLECT: Analyze their own learning in writing.

Introduces college level skills in reading critically, exploring ideas, and writing. Covers composing essays which support a thesis through structure appropriate to both thesis and reader and revision for clarity and correctness. This syllabus includes open and free materials.

Syllabus of free/open course readings.

Course description:
WR 121 focuses on rhetorical reading, thinking, and writing as a means of inquiry. Students will gain fluency with key rhetorical concepts and utilize these in a flexible and collaborative writing process, reflecting on their writing process with the goal of developing metacognitive awareness. They will employ conventions, including formal citations, appropriate for a given writing task, attending to the constraints of audience, purpose, genre, and discourse community. Students will compose in two or more genres. They will produce 3000-3500 words of revised, final draft copy or an appropriate multimodal analog for this amount of text. If the focus is primarily multimodal, students will produce at least one essay that integrates research and demonstrates an understanding of the role of an assertive thesis in an academic essay of at least 1000 words.

Course Description
WR 122 continues the focus of WR 121 in its review of rhetorical concepts and vocabulary, in the development of reading, thinking, and writing skills, along with metacognitive competencies understood through the lens of a rhetorical vocabulary. Specifically, students will identify, evaluate, and construct chains of reasoning, a process that includes an ability to distinguish assertion from evidence, recognize and evaluate assumptions, and select sources appropriate for a rhetorical task. Students will employ a flexible, collaborative, and appropriate composing process, working in multiple genres, and utilizing at least two modalities. Prerequisites: WR 121.

Course description:
WR 122 continues the focus of WR 121 in its review of rhetorical concepts and vocabulary, in the development of reading, thinking, and writing skills, along with metacognitive competencies understood through the lens of a rhetorical vocabulary. Specifically, students will identify, evaluate, and construct chains of reasoning, a process that includes an ability to distinguish assertion from evidence, recognize and evaluate assumptions, and select sources appropriate for a rhetorical task.
Students will employ a flexible, collaborative, and appropriate composing process, working in multiple genres, and utilizing at least two modalities. They will produce 3500-4500 words of revised, final draft copy or an appropriate multimodal analog for this amount of text. If the focus is primarily multimodal, students will produce at least one essay of a minimum of 1500 words, demonstrating competence in both research and academic argumentation.

Weekly Objectives:

Week 1 Objective: Students will recognize how social, cultural, and personal identities shape perceptions of the course content and projects, and they will evaluate research guides to prepare for the first project.

Week 2 Objective: Students will evaluate sample research guides together as the first step to creating their own pages in the guide. They will also evaluate sources and produce annotations for those sources.

Week 3 Objective: Students will apply what they have learned about interviewing and from their research to create interview questions for the documentary. They will also construct a draft of their research guide page.

In Writing 241/244, we will concentrate on the study and writing of realistic short fiction, with the purpose of stimulating your creativity, enhancing your analytical abilities, and improving your writing. Students write sketches and stories for class discussion and analysis, usually in the form of small group workshops. Students will also analyze professional stories to understand narrative tools, structural components, and stylistic choices through written analysis and small group discussion.

Clues to Walt Whitman's effort to create a new and distinctly American form of verse may be found in his Notebooks, now available online from the American Memory Collection.  In an entry to be examined in this lesson, Whitman indicated that he wanted his poetry to explore important ideas of a universal scope (as in the European tradition), but in authentic American situations and settings using specific details with direct appeal to the senses.

In this lesson, students explore the historical context of  Walt Whitman's concept of "democratic poetry" by reading  his poetry and prose and by examining daguerreotypes taken circa 1850.  Next, students will compare the poetic concepts and techniques behind Whitman's "I Hear America Singing" and Langston Hughes' "Let America Be America Again," and have an opportunity to apply similar concepts and techniques in creating a poem from their own experience.

“The Treasure of Lemon Brown” by Walter Dean MyersSee Overview attachment for lesson details.

This article describes ways to supplement a science unit on the water cycle with the book Water Dance by Thomas Locker. Ideas for art, writing, poetry, and creative movement are included.

This virtual field trip takes students to the site of a local groundwater controversy in Gallatin Valley, Montana. Students virtually travel through seven stops which highlight the groundwater hydrology, local geology, geologic history of the valley and local groundwater policy. During the virtual field trip, students are asked to role-play as geologists hired to evaluate the area. Ultimately, they are asked to formulate an argument for or against the development of a nearby subdivision and to support that argument with evidence they gathered on the virtual field trip. Evidence may include observational field notes, hypotheses and questions regarding the geology and geohydrology of the area as well as limited hydrological data. Students must produce a final report discussing the decision they made as a consulting geologist. Reports should include a well-supported argument using the data and information collected during the virtual field trip. This virtual field trip gives students an opportunity to explore a local dispute regarding groundwater and learn how geology, geohydrology and scientific data are involved in policy issues.

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