This Lesson was created to use in conjunction with materials in Clusive [https://clusive.cast.org], a free, online learning environment that makes materials flexible and accessible.  The Lesson is designed for students in grades 6-8, and targets ELA standards as well as SEL skills of self-awareness and learner agency. As you use this lesson, students will be guided to recognize, understand, and apply key elements of a mystery story, tools that they can use to build learner agency, self-awareness, and comprehension

This is the Output of Etwinning Project TwinSite.
The purpose of our project is to encourage the students who participate in the learning process in English course. Also, our aim is to improve their skills in English and provide to take an interest in learning English. These activities will be issued online via web 2.0 tools. We are going to record videos, take photos, create learning materials, logos, blogs, have video conferences, share materials on Twinspace, disseminate and evaluate the project by working collaboratively. Then, we will collect them into a Web Twinsite.

This lesson focuses on John Winthrop's historic "Model of Christian Charity" sermon which is often referred to by its"City on a Hill" metaphor. Through a close reading of this admittedly difficult text, students will learn how it illuminates the beliefs, goals, and programs of the Puritans. The sermon sought to inspire and to motivate the Puritans by pointing out the distance they had to travel between an ideal community and their real-world situation.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of the Nobel Peace Prize Speeches of Rev. Dr. Martin Luther King, Jr. and President Barack Obama.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students€' abilities to make evidence-based claims through activities based on a close reading of the first chapter of W.E.B. Du Bois€' The Souls of Black Folk.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students€' abilities to make evidence-based claims through activities based on a close reading of President Ronald Reagan€'s First Inaugural Address and Secretary Hillary Clinton€'s 2011 APEC Address.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' €abilities to make evidence-based claims through activities based on a close reading of the Commencement Address Steve Jobs delivered at Stanford University on June, 2005.

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

It has become commonplace knowledge that globalization is one of the major forces shaping our world. If we look at the spread of information, ideas, capital, media, cultural artifacts - or for that matter, people - we can see the boundaries and borders that have historically separated one country or one group from another are becoming more and more permeable. For proof of this close to home, you need only to look at the composition of the MIT student body: 8 percent of the undergraduates and 37 percent of the graduate students are from 109 different countries.
“Communicating Across Cultures” is designed to help you meet the challenges of living in a world in which, increasingly, you will be asked to interact with people who may not be like you in fundamental ways. Its primary goals are to help you become more sensitive to intercultural communication differences, and to provide you with the knowledge and skills that will help you interact successfully with people from cultures other than your own. We hope the course will accomplish those goals by exposing you to some of the best writers and scholars on the subject of intercultural communication, and by giving you a variety of opportunities to practice intercultural communication yourself. As you read the syllabus for this course, we hope you get a sense of our commitment to making this course a rewarding experience for you.

This lesson unit is intended to help teachers assess how well students are able to interpret exponential and linear functions and in particular to identify and help students who have the following difficulties: translating between descriptive, algebraic and tabular data, and graphical representation of the functions; recognizing how, and why, a quantity changes per unit intervale; and to achieve these goals students work on simple and compound interest problems.

Thorough explanation of the how and why of text-dependent questions for close, analytic reading. Includes examples.

The Common Core State Standards for reading strongly focus on students gathering evidence, knowledge, and insight from what they read. Indeed, eighty to ninety percent of the Reading Standards in each grade require text dependent analysis; accordingly, aligned curriculum materials should have a similar percentage of text dependent questions.

As the name suggests, a text dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read. It does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them.

Dana Alexander: educdamaalex@gmail.comJosie Wilson: educjosiwils@gmail.comAnnie Llewellyn: annllewe@iu.eduTitle: Computational Thinking lesson planGrade: 2nd GradeOverall Goal: The overall goal for this unit is for students to be able to understand the difference between different political leaders. The students will be able to differentiate between each kind of political leader in a community, identify the rights given to them by the government, and understand the importance of having a government. Students will play a game using the beebots to help them better understand these subjects.  StandardsLearning ObjectiveAssessment2.2.3 Identify community leaders, such as the mayor and city council.1. Students will be able to identify and describe important community leaders.2. Students will be able to understand the difference between each type of community leaderUsing the beebot to find the correct description of the community leader in game 2.2.1 Explain that the United States government is founded on the belief of equal rights for its citizens*. Example: People have the right to own property and the right of free speech. * citizen: someone with rights and responsibilities in a particular community, city, state or country3. Students will be able to identify rights given to citizens by the government.Using the beebot to find the find the correct right given to citizens in game2.2 Understand and explain why it is important for a community to have responsible government. Example: Government provides order, protects individual rights and property, provides services such as mail delivery, and helps people feel safe.4. Students will be able to explain the importance of having a government.A test   Key Terms & Definitions: President: A person who is elected by US citizens to be the leader of our country. Vice President: A person who is ready to take over if something were to happen to the President. Mayor: An elected leader to run the local government for a certain city. They are in charge of enforcing laws, managing city businesses, and presiding over city meetings. Freedom of speech: The right to be able to speak and express your opinions.Freedom of religion: The right to worship based on what your beliefs are.   Lesson Introduction (Hook, Grabber): The instructor will start the lesson off with a kahoot to see what the kids know before the lesson. The instructor will then play a Youtube video that introduces different types of political leaders, their roles, and importance.The video is a good introduction to what is the difference between the types of political leaders and into what exactly the government does. The students will be asked some questions such as:who are the important leaders in our community?What is the difference between between each type of government official?What is the role of each government official?Why is the government important?By asking the students these questions, they will be able to get better engaged into the topic and hopefully understand a little more about how their government works. They will also get to learn about the basic things the lesson will be over.  Lesson Main: The instructor will split the students into groups of four to play a game. The instructor will show the students a video-https://www.youtube.com/watch?v=zFgvEfoqwNA on how to play and explain the rules(there is also a rule sheet in the artifacts). They will also be shown a powerpoint on how to use the beebot(in artifacts). The game will have different questions describing either a type of community leader or a right that is given to citizens. The answers to the questions will be laid out on a board, and the students must program a beebot to find the correct answer. The game is finished once each of the questions has been answered. By using the beebot, it makes this activity more hands-on and lets students learn about computational thinking skills and learn about the government at the same time.   Lesson Ending: Once the students have finished the game, they will all go back to their desks and sit down. The class will have a discussion about what they learned. The teacher will have the students talk about what they learned and answer any questions that the students might have. Once they have finished with the discussion, the teacher will then pass around a test in order to see what knowledge the students have gained. This section should describe how you plan on wrapping up your lesson, and bringing it to a close.  This could include a final, summative assessment as well.  Assessment Rubric: GreatAveragePoorSubject KnowledgeStudent demonstrates full knowledge by answering all the questions correctly with explanations.Student answer correctly, but is not able to elaborate or explain their answer.Student does not answer correctly and does not have an understanding of the topic.BehaviorStudent stayed on track and displayed mature behavior.Respectful and followed the rules.Displayed some mature behavior.Inconstancy on focus and adhering to the rules.Rarely stayed on task and kept focus.Ignored rules and boundaries.Classroom interactionExhibits respect for others. Showed leadership and positively interacted with classmates.Inconsistent participation in activity. Demonstrates fair amount of respect for others.Rarely participates in class activity. Unwilling to volunteer and disrespectful to others.AttitudeDisplays consistent positive attitude. Respectful and mindful to others.Displays an inconsistent positive attitude.Unwilling to display a positive attitude. Disrespectful to others.  Resources / Artifacts:Josie’s Artifact- https://docs.google.com/presentation/d/1XimTyvaQe2qGSglvR6kGM0efarEF0RsuRldk9F3Io08/edit#slide=id.pVideo about game- https://www.youtube.com/watch?v=zFgvEfoqwNAAnnie’s Artifact:  https://play.kahoot.it/#/k/94c9fcdb-0d47-4bcf-a988-89d35fac59eaDana’s Artifact: https://docs.google.com/document/d/1f8zrdqzY-sNdEVcT16IZTke8D4ZJtPmOLWSDCQ6niKI/edit  Differentiation: Differentiation for ability levels- High ability learners and low ability learners will be paired together in their groups, so that they can help each other outImpaired Vision- The cards with the answers on the game board will be printed in large enough print for students that have impaired vision to read them.      3. Differentiation for languages- Students that speak do not speak english, could be given the job to control the bee-bot, and other students will help point out where to go. Also the game could be modified to where each word has the spanish word for it underneath, so the students can find the correct space to go to without help.      4. Differentiation for access & resources- Students will be given class time to work on the project and use the bee-bots, so they will not have to worry about not having internet access and working on it at home. Anticipated Difficulties: Some anticipated difficulties that might arise could be that students have trouble working with the bee-bot. There will be a powerpoint explaining how to use the bee-bot and the teacher will walk around and help out any students that seem to be having trouble. Also students may get off track when using a fun tool like the bee-bot. The teacher will have to walk around and make sure the groups stay on track when playing the game. References:https://www.youtube.com/watch?v=zFgvEfoqwNA https://www.youtube.com/watch?v=9qtqHFtTtvwhttps://www.google.com/search?q=bee+bot+pictures&rlz=1C1CHBF_enUS748US748&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjro8PUhK3XAhXrzIMKHeOwAQ8Q_AUICygC&biw=1536&bih=759

Short Description:
Return to milneopentextbooks.org to download PDF and other versions of this textNewParaA Concise Introduction to Logic is an introduction to formal logic suitable for undergraduates taking a general education course in logic or critical thinking, and is accessible and useful to any interested in gaining a basic understanding of logic. This text takes the unique approach of teaching logic through intellectual history; the author uses examples from important and celebrated arguments in philosophy to illustrate logical principles. The text also includes a basic introduction to findings of advanced logic. As indicators of where the student could go next with logic, the book closes with an overview of advanced topics, such as the axiomatic method, set theory, Peano arithmetic, and modal logic. Throughout, the text uses brief, concise chapters that readers will find easy to read and to review.

Long Description:
A Concise Introduction to Logic is an introduction to formal logic suitable for undergraduates taking a general education course in logic or critical thinking, and is accessible and useful to any interested in gaining a basic understanding of logic. This text takes the unique approach of teaching logic through intellectual history; the author uses examples from important and celebrated arguments in philosophy to illustrate logical principles. The text also includes a basic introduction to findings of advanced logic. As indicators of where the student could go next with logic, the book closes with an overview of advanced topics, such as the axiomatic method, set theory, Peano arithmetic, and modal logic. Throughout, the text uses brief, concise chapters that readers will find easy to read and to review.

Word Count: 68574

ISBN: 978-1-942341-42-0

(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.)

Using a "Thirty-Second Look" activity, students will look closely at and describe the painting A Centennial of Independence. The students will read their ideas and note line, shape, and other details. Then students will create a favorite outdoor memory inspired by the painting, using crayons and the elements of art to guide their work. They will also make connections to the theme of "teamwork."

This design challenge moves your students from passive to active learners through a cross-curricular, hands-on team challenge in direct correlation to real-world issues of water conservation.  In this lesson, students, grades 6-8, will learn about aqueducts through a close reading activity. They are then given different scenarios in an engineering design challenge to create an aqueduct to supply freshwater to their city, despite various obstacles.

To prepare for this lab, students read a section of the textbook about observational techniques to measure the seafloor bathymetry as well as the occurrence of common sea floor features, such as seamounts, coastal shelves, mid-ocean ridges, and trenches. In the first lab, groups of students are provided with a bathymetric map, cutting board, sharp edges, and plenty of cardboard. They trace some contours from the map onto tracing paper, and then cut those out of the cardboard to construct a scale model of their given sea floor feature. They attach the sheets of cardboard with double-sided tape, and affix it to the bottom of a rigid box. The box lid has a grid of holes drilled into it. They determine the scale of the map (cm of the model to km in the ocean, for example), and affix the scale to the outside of the box. This concludes the first lab session.

In the second lab session, each team of students is provided with a box from an unknown team. The box is closed, and they do not know what ocean feature lay inside. They use bamboo skewers to take "soundings" at each of the drilled holes in the box lid, and mark their measurements on a piece of graph paper. Then they construct a contour map from the soundings, and try to identify the sea floor feature in the box from a global seafloor topography map that is hanging on a wall.

Students complete guided questions about the process of constructing their 3D scaled model and exploring the unknown ocean.

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.

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

 Overview: In this lesson, students closely examine Crevecoeur’s third letter in order to understand historically early American literature and the culture. Students critically read the letter and answer critical content questions to increase their knowledge. Students will take a quiz demonstrating their understanding of some of the literature of this period. Finally, in the spirit of early America, students will write their own letters defining what an American is, why immigrants should come, and what the American Dream is or if it is still alive. Students will exchange their letters with a partner for feedback and then turn them in for completion points.

Students make predictions about the stories and analyze story elements, compare and contrast the different stories, distinguish between fact and opinion, and draw conclusions supported by evidence from their readings.

Building textual evidence through close reading of texts is a core proficiency addressed by the Common Core State Standards. This template is intended to support two or more educators in working collaboratively to create a cross-curricular lesson that supports students in honing their close reading skills, making inferences from texts, and constructing logical, evidence-based arguments. The toolkit was written for collaborative teams of ELA, Math and Social Studies or Science teachers, but can be used by other subject area configurations as well. The toolkit was developed by ISKME in collaboration with educators from 8 different states, who possessed varied subject area expertise.