Lesson plan for a third grade english language arts lesson, about using consonant blends to make words and adding -ing onto the ends of words.
Short Description:
Le manuel RÉSUMER, SYNTHÉTISER, ARGUMENTER s’adresse aux étudiants de français langue seconde de niveau avancé (3e ou 4e année universitaire, essentiellement). Profitant des possibilités qu’offre le format multimédia, le manuel intègre un certain nombre d’exercices autocorrigés et de présentations sur des points de langue. Ce manuel se présente dans un format multistandard et multiplateforme. On peut le consulter à partir d’ordinateurs, de tablettes et de téléphones. Il est également possible de le télécharger en format « pdf » (amputé des éléments multimédias) pour mieux le redécouper ou l’imprimer.
Long Description:
Le manuel Résumer, synthétiser, argumenter s’adresse aux étudiants de français langue seconde de niveau avancé (3e ou 4e année universitaire, essentiellement).
Comme son titre l’indique, le manuel couvre l’écriture de résumés et de synthèses (cinq chapitres) et de textes argumentatifs (cinq chapitres). Les dix chapitres permettent de couvrir facilement un cours de six crédits; on peut également se servir du manuel pour un cours de trois crédits axé sur le résumé et la synthèse ou sur l’écrit argumentatif (ou sur une combinaison des deux en opérant une sélection).
Profitant des possibilités qu’offre le format multimédia, le manuel intègre un certain nombre d’exercices autocorrigés et de présentations sur des points de langue.
Ce manuel se présente dans un format multistandard et multiplateforme. On peut le consulter à partir d’ordinateurs, de tablettes et de téléphones. Il est également possible de le télécharger en format « pdf » (amputé des éléments multimédias) pour mieux le redécouper ou l’imprimer.
Word Count: 51974
(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.)
The incarceration of Japanese Americans in World War II was a grave failure of our democracy and highlights the dangers that can result when the three branches of government failed to uphold the Constitution, and certain communities are excluded from political power. Until the 1950s, Asian Americans were not allowed to become naturalized citizens and did not have the power to vote or engage in many of America’s political processes. In this lesson, students will investigate how citizenship and voting rights have evolved throughout history and reflect critically on how the rights and privileges conferred by citizenship impact political power on both an individual and community level.
2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 8.2, 8.5, 8.6, 8.7, 8.8, HS.1, HS.2, HS.6, HS.9
Historical Knowledge: HS.53, HS.65
Historical Thinking: 7.25, 8.30, 8.31, HS.67, HS.68
Social Science Analysis: 7.27, 7.29, 8.33, 8.36, HS.72, HS.73, HS.74, HS.77, HS.78
An integrated language arts and social studies unit designed to develop student’s literacy skills while giving them an understanding of the general purpose of government, the structure and processes of Washington’s state government, and the rights and responsibilities of citizenship. The unit culminates with an optional mock legislature simulation that has students write and argue for a bill.
Students will construct a paragraph using an organizational strategy (TIQA-TIQA-C) and apply that strategy as they write about and characterize the protagonist in Richard Connell's "The Most Dangerous Game."
This lesson will introduce students to the need for practicing inclusivity and empathy when engaged in digital communication.
Students examine the history of political art. They then create their own murals, political cartoons or posters, demonstrating an understanding of social justice issues.
This unit focuses on how characters’ identities are constructed in text. When we read, how do we know that a character is acting or speaking according to his or her true nature? When are those actions or speech the result of a role that has been assumed? Using Shakespeare’s Hamlet as an anchor text, students will explore these questions at length in order to analyze the central character. This unit will allow students the opportunity to differentiate between an individual’s (relatively) permanent identity and the various parts that same individual might play in various situations. As they read the play, students will constantly reevaluate Hamlet based on specific lines and interactions with other characters. Under what circumstances does the prince reveal himself truthfully, and why?
This study is particularly relevant to high school students, who often grapple with issues of identity and to reconcile actions and speech that may seem to contradict one’s true nature. By closely examining the variety of ways in which Hamlet can be read as a character, students will develop an understanding of how to regard personality as a multifaceted quality.
Concurrently, students will conduct an investigation of a character in an independent reading book using the same framework. How does this character display his or her true nature in certain situations, and how does he or she assume temporary roles elsewhere? This independent study, along with the class-wide examination of Hamlet , will provide the foundation for students’ performance tasks for this unit. Students will write a paper in which they explain the difference between role playing and establishment of true identity. Using evidence found in Hamlet and their chosen independent reading book, each student will conduct a deep analysis of how an individual may assume several roles to achieve a desired goal, while also maintaining a separate, stable identity.
In this lesson, students learn why it is important to have personal values. Students will identify a list of core values and discuss how to bring these values into their everyday life and communities.
Students will gain new vocab knowledge and apply new words to the reading
Students will use context clues to determine word meaning
Students will use close reading to locate information in a text
In this lesson designed to enhance literacy skills, students learn how the theory that explains the position of Earth's continents was established and later modified, and gain important insights into how science and the scientific community operate.
With dreams of having a better life, thousands of Chinese risked their lives across the Pacific Ocean to join in the construction of the Transcontinental Railroad from 1863 to 1869. These Chinese laborers worked under extreme and hazardous environments. Due to their ethnic appearance and language barriers, the Chinese were greatly taken advantage of by their employers. These Chinese laborers became pioneers in the collective labor actions of American labor history, while also contributing to the economies of the U.S. and China.
2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 7.5, 8.7, 8.8, HS.2, HS.10
Economics: 7.8, 8.14, HS.17, HS.24
Geography: 5.13, 6.14, HS.42, HS.51
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, 8.27, HS.52, HS.60, HS.61, HS.64
Historical Thinking: 5.25, 6.23, 7.25, 8.31, HS.68
Social Science Analysis: 5.26, 5.27, 6.24, 8.36, HS.72, HS.73, HS.74, HS.78
A Functional Approach to Teaching (and Assessing!) Grammar and Punctuation
Short Description:
This is a collection of cumulative units of study for conventional errors common in student writing. It's flexible, functional, and zeroes in problems typically seen in writing of all types, from the eternal "there/they're/their" struggle to correct colon use. Units are organized from most simple to most challenging.
Long Description:
This is a collection of cumulative units of study for conventional errors common in student writing. It’s flexible, functional, and zeroes in problems typically seen in writing of all types, from the eternal “there/they’re/their” struggle to correct colon use. Units are organized from most simple to most challenging.
Word Count: 2751
ISBN: 978-1-63635-026-4
(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.)
Short Description:
Conversaciones Corrientes: Temas de Cultura y Sociedad will be undergoing updates through August 15th (2023). If you plan to use this resource for a summer 2023 course, please download the current version to your desktop. For the 2023-2024 academic year, updated articles will be available in August. Please contact Dr. Laurie A. Massery (lauriemassery@rmc.edu) with any questions or concerns. This book is designed to facilitate conversation in Spanish among intermediate and post-intermediate learners of Spanish. The following online textbook allows students to read about, review and discuss interesting, entertaining and relevant topics that will undoubtedly elicit conversation and friendly debate among classmates. Topics including spirituality, family design, life choices, social norms and even history and its impact on Generation Z, are discussed.
Word Count: 36073
(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 public speaking lesson focuses on presenting and conveying important information, details, facts, and opinions in a concise manner. This lesson presents several different real-world situations where students are asked to share their perspectives, experiences, and stories where they are to give supporting details and facts that are important to the context of different social interactions (talking with peers, colleagues, community, interviews, etc). With the creation of this lesson, different level options of technology integration are offered to allow for flexibility and modifications for this lesson to best serve various classrooms and their students (low tech, medium tech, and high tech options). This lesson will help students analyze a social interaction and/or topic and have them clearly and concisely give an authentic response.
This public speaking lesson focuses on presenting and conveying important information, details, facts, and opinions in a concise manner. This lesson presents several different real-world situations where students are asked to share their perspectives, experiences, and stories where they are to give supporting details and facts that are important to the context of different social interactions (talking with peers, colleagues, community, interviews, etc). With the creation of this lesson, different level options of technology integration are offered to allow for flexibility and modifications for this lesson to best serve various classrooms and their students (low tech, medium tech, and high tech options). This lesson will help students analyze a social interaction and/or topic and have them clearly and concisely give an authentic response.
¡Contéctate! Intermediate Spanish II is a free, open educational resource Spanish textbook created for an Intermediate Spanish II course at Pacific University (Oregon). The book focuses on the continuing development of communication skills in Spanish while highlighting and encouraging student connections to each other, to their local communities and to the greater world. Activities are student-centered while also incorporating topics and texts useful for understanding several important contemporary issues in Spanish-speaking regions (Latin America, Spain and the United States) such as wellness, sustainability, and migration. The book’s pedagogy is inspired by and adheres to the most recent best practices guidelines published by the American Council on the Teaching of Foreign Languages (ACTFL).
A Cookery Book prepared by the participants of the Erasmus + project - Warmia-Masuria, Umbria, Dalmatia -flavours of regions.
A cooking dictionary prepared by the participants of the Erasmus + project - Warmia-Masuria, Umbria, Dalmatia -flavours of regions.