This unit shows instructional approaches that are likely to help ELLs meet new standards in English Language Arts. Built around a set of famous persuasive speeches, the unit supports students in reading a range of complex texts. It invites them to write and speak in a variety of ways and for different audiences and purposes. Students engage in close reading of Abraham Lincoln's Gettysburg Address, Martin Luther King, Jr.'s I Have a Dream speech, Aristotleí˘ä‰ĺ䋢s Three Appeals, Robert Kennedyí˘ä‰ĺ䋢s On the Assassination of Martin Luther King, and George Wallaceí˘ä‰ĺ䋢s The Civil Rights Movement: Fraud, Sham, and Hoax, Barbara Jordaní˘ä‰ĺ䋢s All Together Now. The five lesson culminate with student's constructing their own persuasive texts.

When reading a narrative, there are some key story elements to pay close attention to. The two we are focusing on in this seminar are setting and plot. You will be able to describe in depth the setting and the plot using specific details from the text. First, you will be applying past knowledge to help you identify the parts of a plot as well as the setting. Using a graphic organizer, you will be listening to audiobooks and filling in these five elements of exposition, rising action, climax, falling action, and resolution. By looking closely at a story, you are learning how a story is written and how important these parts are.StandardsCC.1.3.4.C Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text.

This resource provides lecture notes and writing assignments for the study of poetry. While specific poems are presented here, these notes and assignments can be adapted and applied to practically any thematic group of poems.  The unit contains several modules. The first posits the work of African American poet Langston Hughes as poems that establish a legacy of oratorical poems addressing social issues faced not only by African Americans, but by any and all Americans, especially the historically disenfranchised.  The unit explores poems in Hughes' legacy, focusing on three poems by African American poets Maya Angelou, Elizabeth Alexander, and Amanda Gorman, who composed U.S. presidential inaugural poems. The second module explores nature poetry. Students read and analyze poems that explore, ponder and sometimes celebrate the relationship between human beings and nature. Ultimately, students compose poetry explication essays. The third module explores the book-length prose poem "I Remember" (Joe Brainard), teaching students to locate and make use of peer-reviewed articles.  Additionally, students write their own "I Remember" poems. Included are introductory lecture, discussion , short writing, explication , and several other assignments. Unless otherwise noted, the materials in this unit are licensed under CC BY-NC-SA.

In the first bend of this unit, students will closely read multiple perspectives on the “American Dream” in
order to collect information to use and integrate that information into an evidence-based perspective.
Students will examine primary and secondary source documents to make informed decisions about
what information to collect that may inspire their writing about “The American Dream.”

In the second bend of this unit, students will engage in a short-research process to create a draft of
argumentative speech on the “American Dream” with a specific purpose, audience, and tone in mind.
They will use their inquiry research questions from bend one to begin analyzing search results and citing
and gathering relevant, accurate, and credible information.

Many studies show that open access (OA) articles—articles from scholarly journals made freely available to readers without requiring subscription fees—are downloaded, and presumably read, more often than closed access/subscription-only articles. Assertions that OA articles are also cited more often generate more controversy. Confounding factors (authors may self-select only the best articles to make OA; absence of an appropriate control group of non-OA articles with which to compare citation figures; conflation of pre-publication vs. published/publisher versions of articles, etc.) make demonstrating a real citation difference difficult. This study addresses those factors and shows that an open access citation advantage as high as 19% exists, even when articles are embargoed during some or all of their prime citation years. Not surprisingly, better (defined as above median) articles gain more when made OA.

The Preamble is the introduction to the United States Constitution, and it serves two central purposes. First, it states the source from which the Constitution derives its authority: the sovereign people of the United States. Second, it sets forth the ends that the Constitution and the government that it establishes are meant to serve.

Students revisit the fundamental theorem of algebra as they explore complex roots of polynomial functions.  They use polynomial identities, the binomial theorem, and Pascal’s Triangle to find roots of polynomials and roots of unity. Students compare and create different representations of functions while studying function composition, graphing functions, and finding inverse functions.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

Los estudiantes vuelven a visitar el teorema fundamental del álgebra mientras exploran raíces complejas de funciones polinomiales. Utilizan identidades polinomiales, el teorema binomial y el triángulo de Pascal para encontrar raíces de polinomios y raíces de la unidad. Los estudiantes comparan y crean diferentes representaciones de funciones mientras estudian composición de funciones, gráficos de funciones y encuentran funciones inversas.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
Students revisit the fundamental theorem of algebra as they explore complex roots of polynomial functions.  They use polynomial identities, the binomial theorem, and Pascal’s Triangle to find roots of polynomials and roots of unity. Students compare and create different representations of functions while studying function composition, graphing functions, and finding inverse functions.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

The lessons in this unit are designed for an ELA class. They are intended to be used, if possible, in a collaborative unit with a history teacher using the Universal Declaration of Human Rights.

In this two-part lesson, we will build on what you’ve learned about Working with Webpages, learning how to remove the HTML markup from the webpage of Benjamin Bowsey’s 1780 criminal trial transcript. We will achieve this by using a variety of string operators, string methods and close reading skills. We introduce looping and branching so that programs can repeat tasks and test for certain conditions, making it possible to separate the content from the HTML tags. Finally, we convert content from a long string to a list of words that can later be sorted, indexed, and counted.

In this lesson you will learn how to manipulate text files using Python. This includes opening, closing, reading from, and writing to .txt files.

The next few lessons will involve downloading a web page from the Internet and reorganizing the contents into useful chunks of information. You will be doing most of your work using Python code written and executed in Komodo Edit.

This lesson unit is intended to help teachers assess how well students are able to produce and evaluate geometrical proofs. In particular, this unit is intended to help you identify and assist students who have difficulties in: interpreting diagrams; identifying mathematical knowledge relevant to an argument; linking visual and algebraic representations; and producing and evaluating mathematical arguments.

This curriculum unit investigates self-identity, social-identity and the historical conditions that give rise to both. Using Ralph Ellison’s novel, Invisible Man students will examine the relationship between racism, exploitation and identity formation. Throughout the unit, students will use close reading techniques to develop an analysis of the nameless protagonist. Additionally, students will study the political figures and historical moments that are reflected in the Invisible Man’s identity. This unit addresses strategies for providing “non-traditional” AP Literature and Composition students an entry point into AP curriculum. At the culmination of the unit, students will write a literary analysis of the novel.

In this activity, students are guided through a close reading of The Journal of Sean Sullivan: A Transcontinental Railroad Worker, a fictional book for young readers based on historical sources. Students will read a short excerpt from the beginning of the book and determine the meaning of key words. Working in groups, students will then read excerpts related to one of the following themes: working conditions of railroad builders; tension between immigrant groups; corruption of the railroad companies; conflict with Great Plains Indian tribes; and boomtowns. They will also complete an individual writing task on their theme. Finally, students will consider the positive and negative effects of the railroad on the country as a whole, as well as on specific groups of Americans.

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Who was a stronger advocate for African-Americans, Booker T. Washington or W.E.B. DuBois? The teacher first uses a mini-lecture and a streaming video clip from Discovery Education to explain late 19th-century race relations in the South. Students then analyze an excerpt from Washington‰ŰŞs ‘Atlanta Compromise‰ŰŞ speech as the teacher models‰ŰÓextensively‰ŰÓsourcing, contextualization, corroboration, and close reading techniques, answering questions on a graphic organizer. Students then do the same, on their own, with a selection from DuBois‰ŰŞ Souls of Black Folk. A final class discussion evaluates the 2 men: who was more right in his approach, given the historical context?

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Was JFK a strong supporter of Civil Rights? First, the teacher streams a video clip from Discovery Education on JFK and civil rights. Students form a hypothesis and discuss whether JFK was ‘strong‰ŰŞ on civil rights based on this. Students then read a 1963 JFK speech supporting the Civil Rights Act; as a class, they answer sourcing, close reading and context questions and revisit their hypothesis. Students then read John Lewis‰ŰŞs controversial original draft of the speech he delivered at the March on Washington. They answer guiding questions which corroborate both documents and attempt to reach a conclusion. If there is time, the teacher may bookend the lesson with another clip which shows how LBJ signed the eventual law into action.

In this lesson, students analyze primary and secondary source documents in an effort to answer the central historical question: Was the Great Society successful? Students first read LBJ‰ŰŞs “Great Society” speech and answer sourcing, close reading and context questions about it before discussing as a class. The teacher then hands out a list of Great Society programs and asks: Which have you heard of? Which do you think were successful? Students then watch a film clip about the Great Society, streamed via Discovery Education. This is followed up with 2 secondary sources: a “Pro” perspective from historian Joseph Califano and a “Con” perspective from Thomas Sowell. They fill out a graphic organizer in groups and discuss: Which historian is more convincing? What kind of evidence does each use to make his case? How do these arguments still play out today?

In this lesson, students analyze two primary source documents in an effort to answer the central historical question: What were the differences between [Alexander] Hamilton and [Thomas] Jefferson? Students first read a textbook summary/description (not included) of the Hamilton/Jefferson dynamic. Then, students are given a letter by each man‰ŰÓboth addressed to George Washington and written on the same day‰ŰÓeach of which addresses the ongoing feud with the other man. In pairs, students read the documents and answer sourcing, corroboration, contextualization, and close reading questions, including some intriguing ones which encourage students to “pick sides” in the rivalry.

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why did the Homestead Strike turn violent? The teacher first recaps labor/industry relations of the era and introduces the Homestead Strike with a timeline. The teacher then models sourcing and close reading techniques with a document: Emma Goldman‰ŰŞs 1931 autobiography. Students then do the same with an 1892 newspaper interview of Henry Frick, followed by corroboration guiding questions that pit the 2 authors against each other. In a final class discussion, students evaluate the validity of the sources and debate whether the historical “truth” about the strike is knowable.

This lesson challenges students to answer the central historical question: What caused King Philip's War of 1675? After warming up with some historical background information, students are presented with 2 primary source documents: a 1675 document ostensibly representing King Philip's "perspective" (but actually written by a colonist) and a post-war query as to the war's causes instigated by the English government. Students then answer questions (sourcing, contextualization, close reading) to analyze the passages and work in pairs to answer a final corroboration question on the war's ultimate cause.