In this activity, students will practice talking about objects usually found in a backpack, they will be able to discuss and ask questions about what is in their or in someone's backpack, as well as discuss the place/location for an object.Can-Do Statements:I can talk about the items in my backpack, or in someone's backpack.I can ask about a specific thing or object.I can discuss the place of an object using the possessive pronoun.

** This book has been donated to the public domain.**

From the introduction:

Hello there . . . ! Welcome to English Banana.com’s Big Grammar Book. It’s the third fantastic book from English Banana and the aim this time is to practise grammar, grammar and, er, more grammar!

It’s jam-packed from cover to cover with a great selection of photocopiable worksheets taken from the popular English Banana.com website. We wanted to provide teachers with a really useful book of no-nonsense grammar worksheets that they can dip into and use in class with students at Entry Level (ESOL Core Curriculum Entry Levels 1 & 2). It is also ideal for students to work with at home since the answers are all printed at the back.

The book is divided into four parts and is graded in difficulty, so that it begins with some basic stuff and builds up to more challenging grammar activities. It features a selection of Essential English worksheets which provide practice for crucial basic areas of knowledge for learners at Entry Level, like using numbers, writing the alphabet, spelling days and months correctly, and so on.

A free, two-volume, on-line, editable, introductory calculus based physics textbook in PDF™ and Microsoft Word™ format. Also provides ancillary materials including video solutions to physics problems and Blackboard™ quizzes with extensive feedback.

This resource was created by Kate Chrisman, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

The Codice Maya de Mexico has one primary story, it records the complex movements of the planet Venus across its 4 cycles. The 10-pages codex records 65 complete Venus Cycles, which takes a total of 104 years.

The Codice Maya of Mexico was written in 1,110 CE by a single Mayan scribe. It is the oldest book in all the Americas. This video will translate this 900 year old Maya Codex, page-by-page.

The book was found in the 1960s by looters, and it's taken more than 50 years to analyze and authenticate this book. But this Mexican book is 100% real.

A Cookery Book prepared by the participants of the Erasmus + project - Warmia-Masuria, Umbria, Dalmatia -flavours of regions.

Students learn about applied forces as they create pop-up-books the art of paper engineering. They also learn the basic steps of the engineering design process.

Wir haben ein zweijähriges Erasmusprojekt gehabt: "Die Kinder von Europia: Schule, Arbeit und Leben in 100 Jahren". Die Schüler aus den sechs verschiedenen Ländern sollten unter anderem zusammen ein Buch schreiben:

http://europia100.de/Unser-Buch/English-Version/

This is a novel of a man in a love triangle while struggling with poverty, winter, and loneliness.

In this special author session, Margaret Weitekamp reads the book, Pluto's Secret: An Icy World's Tale of Discovery

Tune in to a special Flights of Fancy Story Time interview with the authors of the children's book Pluto's Secret.

In this activity students are learning the vocabulary related to school and study.

Students are taking a trip to Germany/Switzerland/Austria for Thanksgiving (11/18-11/26). They will need to use their German knowledge to “book” a hotel for the duration of their stay, as well as ask if certain amenities are available

Driving question:What is the most irrelevant theme to today's modern society from The Great Gatsby?Purpose:1. Students to think critically and analytically.2. Students to gain a more in-depth understanding of how to find themes within texts and be able to have a deeper connection with modern society. Standards: 1) 9-10. RL. 2.2: Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by specific details.2) 9-10.RN.4.3: Analyze seminal U.S. and world documents of historical and literacy significance, including how they address related themes and concepts. Grabbers: To show clips from the movie to highlight themes that will be assigned to students. These clips can be used as evidence for the students projects (video clips are in teacher materials tab).https://www.youtube.com/watch?v=jKs6tUxVC7M - Morals and American Dreamhttps://www.youtube.com/watch?v=jqA1ISMJJQY - Society and Class or Moralshttps://www.youtube.com/watch?v=uyZrLD_fDLY - materialism and Gender Roleshttps://www.youtube.com/watch?v=yH7eRHHVGGA - materialismhttps://www.youtube.com/watch?v=TTWumSE8GXM - moralityhttps://www.youtube.com/watch?v=MCxbZ8D7N1o - gender rolesLesson Summary:After the class has read the Great Gatsby, Groups of five will be assigned one main theme from the reading and they will have to support why they think their theme is the most relevant in today’s modern society. They will find sub arguments within the text in order to support this claim and present this information through a digital presentation. Students will also be required to use direct references and quotes to defend their answer. Groups should split up the work evenly and work collaboratively. Students will present their digital presentations to the class. Students will then have a debate taking the persuasive stance on why they think their theme is the most relevant and support it through evidence from their research. After the digital presentations are turned in, presented, and each student is informed by other group's theme in detail by the presentation and challanged by debate, students will write an individual reflection on what theme they personally think is the most relevant in today's society.Lesson Narrative:Introduction: Remind students of presentation expecptations and focuses on the central question asked - What is the most irrelevant theme to today’s modern society from The Great Gatsby?Presentations: Students representing groups that support the six themes from the book, (morality, American dream, society, class, materialism, and gender roles) give presentations that are informative, descriptive, and supported with evidence from the book and other outside sources to the class. Instructor: Asks leading questions during presentations to allow students to go more in depth on their theme. Addresses any questions or misinterpretations that occurred during the presentations. Debate: Each group will then be challenged by the other students of different themes and should argue why their theme is the most relevant in today's society. Each group should respectfully address one another and challenge each others ideas and to support their own with their evidence from their presentations. Each group should work together in order to work towards the goal of being the most relevant by collaboration.Instructor: The instructor uses questions to clarify factual claims, ask for supporting evidence, include other members within the class in the debate, and connect the presentations to the discussion to broaden the understanding of each theme/side to the book and it's relevance.Debriefing: The instructor again asks the driving question. Clarifies any confusion, questions, or misinterpretations raised during the debate. Then summarizes what happened during the debate and lets the class think about other group's stance on their themes. Culminating Activity:1. Provide closure for major driving question.2. Gives the opportunity for students to be persuasive and show their understanding of the lesson. Lesson SummaryAfter researching, presenting, and discussing the central driving question mentioned before, students should be able to write an individual essay based off of previous experience with the project. The individual essay will require the students to reflect on their understanding and take from their personal opinion on what they think the most relevant issue in The Great Gatsby to today's modern society. Example of Culminating ActivityA Persuasive EssayAnswer the following question as an individual reflection from the previous lesson: What is your personal opinion on what theme from the Great Gatsby is the most relevant in today's society? Now that you have researched, presented, and discussed extensively the main 6 themes from the Great Gatsby: morality, American dream, society, class, materialism, and gender roles, pick ONE of these themes and have sub-arguments, evidence, and quotes to support your opinion. This paper should be at least 5 paragraphs long, see guidelines below. The paper should be in MLA format and cited correctly. No direct quotes should be longer than three lines. Paragraph 1: Introduction - short summary of the book, thesis Paragraph 2: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument. Paragraph 3: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument.Paragraph 4: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument. Paragraph 5: Conclusion - Wrap up thoughts, restate thesis 

My resource is a paper written on the importance of our actions and how much they impact other people.

A report on a book in the curricula of the author Ahmed Al-Hussein

A Personal Narrative Essay is a creative form of writing that explains a memorable event in a student's life. Like other types of essays, it follows a specific structure and includes an introduction, several paragraphs of body content, and a conclusion. The main purpose of a personal narrative essay is to convince the reader of why the applicant would be a good fit for the college or university they apply to.

This a book outline for a lesson on the book The Story of Ferdinand by Munro Leaf.

In A Tale of Two Cities, Charles Dickens foreshadows the events of the French Revolution throughout his novel. He uses symbolism to convey the dark future that the French Revolution will bring. This resource provides a detailed literary analysis on A Tale of Two Cities. In this video, we will go over the foreshadowing found in the 5th chapter.