This set of lessons extends over several days. Students work with a partner to read and annotate G.K. Chesterton's "The Fallacy of Success." Students take notes which summarize each section of the text. Students write an objective summary of the text, identifying two claims and determining how those claims are developed in the text.

In this lesson designed to enhance literacy skills, students learn about the varied physical and behavioral adaptations that animals rely on to help them survive changing environmental conditions, such as the arrival of winter.

The “Systems Are Everywhere” module was originally written for high school science teachers or counselors to use in any setting (in class or in extracurricular programs). However, during field-testing, we found that many elementary and middle school teachers were able to use these lessons successfully with their students. The module is made up of three lessons that serve to foster students’ understanding of systems, systems models, and systems thinking at every level of learning and across many content areas. Blended throughout the lessons are career connections that will introduce students to diverse systems thinkers in STEM, and provide context for how systems approaches are used in real life to address complex problems. The lessons and module can be used as a stand-alone set of activities or can be integrated into any course as an extension or enrichment.

The module begins with students modeling a complex system. Students will brainstorm and sketch the parts and connections of the system, then use an online tool (Loopy) to model the interactions of those parts and connections. Next, students will develop their understanding of systems thinking skills and their application for addressing problems and solutions. Then, students will apply their knowledge and skills to model a system of their choosing. Lastly, they will showcase their skills by creating a student profile and integrating their systems thinking skills into a resume.

Target Audience
This is our introductory module that we recommend teaching before each of our other modules to give students a background in systems and to help them understand the many careers available in STEM. This module can be applied easily to any content area and works best as written for students between 6th and 12th grades but can be adapted for other ages. It works very well when teaching virtually and in-person. If you are looking for an introduction to systems that can be delivered in-person with more kinesthetic activities, please see our Introduction to Systems module. The Intro to Systems module works best with 8-12 grade students, though can be used with some modifications for 6-7th graders. This Systems are Everywhere module can work well for elementary through secondary grades.

Using the C3 Inquiry Design Model format, high school social studies and English students learn to understand lynching in Virginia in the Jim Crow South and discuss ways of taking informed action to move towards racial healing. Each inquiry is supported by the Virginia Standards of Learning and the Common Core Standards and is expected to take three-four 50-minute class periods. The inquiry time frame can expand if teachers think their students need additional instructional experiences (e.g., historical context, formative performance tasks, featured sources, writing, etc.). Teachers are encouraged to adjust the inquiry to meet the needs and interests of their students and school/community contexts. The inquiries lend themselves to differentiation and modeling of historical thinking skills while assisting students in reading a wide variety of sources and writing in a wide variety of genres.Use the next button or the drop down menu to navigate between pages. Please note, Social studies lessons are found at the bottom of page 2 and English lesson are found at the bottom of page 3.  For more information and/or access to the primary sources used in the lesson plans, please visit the Racial Terror: Lynching in Virginia website.

This lesson can work with any content standards.  It is a lesson for students to learn a text marking procedure.  Teachers and students can apply it to any non-fiction text on any non-fiction topic.  Extensions include academic speaking and writing prompts.  

In this lesson students will learn about Louise Erdrich and then read her poem “Advice to Myself #2: Resistance.” As students read they will analyze how the writer uses words, phrases, and details to communicate a theme. Students will discuss the message of the poem in both small and large groups and discuss how the author’s literary choices help communicate this message. Students will then write about a message in the poem and explain what lines most strongly communicate that message as evidence to support their thinking.

The attached Lesson Plan is designed for Grade 10 English Language Arts students. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. This Remote Learning Plan addresses the following NDE Standard: NE LA 10.1.6b and NE LA 10.1.6d It is expected that this Lesson Plan will take students 50 minutes to complete.

In this lesson designed to enhance literacy skills, students learn that transitional fossils provide scientists with evidence to establish how major animal groups are related to one another.

This lesson uses secondary and primary sources as well as statistical historical records to understand, interpret and apply the core elements of the United States Declaration of Independence to its origins and in modern American society.

This lesson uses secondary and primary sources as well as statistical historical records to understand, interpret and apply the core elements of the United States Declaration of Independence to its origins and in modern American society.

 The lesson is designed for Grade 5 English Language Arts students to review the four types of sentences: exclamatory, declarative, interrogative, imperative. This lesson addresses the following NDE Standard: NE LA 5.1.4.a, NE LA 5.1.4.b.It is expected that this lesson will take students 60 minutes to complete.

***This curriculum is provided by The Edible Schoolyard Project with full permission to share*** Understanding Organic: Connections to Action in the Garden Classroom is a garden and classroom-based curriculum for middle to high school students that explores the concepts and meanings of organic agriculture. The curriculum consists of a short preparatory unit, a sequence of ten core lessons, and twelve optional extension inquiries that can also be taught as standalone lessons. The ten core lessons utilize hands-on explorations of organic practices and feature textual analysis and open discussions to examine the complex meanings of organic. The final project workbook introduces students to a social action project in which students apply their knowledge and experiences to enact justice-oriented change related to organic. We recommend that you start by reading the curriculum overview linked below before reading individual lessons. 

The activities, assignments, and lessons included here are designed to help students read and write like artists who constantly take apart old ideas and texts in order to repackage them for the sake of contemporary humor, wisdom, and relevance. The activities introduce new vocabulary for discussing how texts work and play, as well as synthesis, analysis, and creativity. 

This interactive lesson helps students understand how companies use algorithms to sort job applicants. It also encourages students to reflect on how digital data mining also can contribute to the hiring process. Students examine resumes and digital data to consider the ways in which our data may open or close opportunities in an increasingly digitized hiring market.

Comprehensive literacy instruction for all students requires the use of tools and strategies that make the instruction accessible. The Unlocking Literacy for Students with Disabilities Modules will build on what you already know about literacy instruction by demonstrating how strategic tools or strategies can make literacy instruction accessible to students with complex communication needs and physical disabilities. Best practices and research-based strategies for literacy instruction, as well as K-2 English Language Arts (ELA) Common Core State Standards (CCSS), will be included throughout all modules. Universal Strategies & Technology ToolsModule 1 will equip educators and parents with foundational tools and universal strategies to improve literacy instruction for students with complex communication needs and physical disabilities.  The foundational tools and strategies will be applied within subsequent Unlocking Literacy modules.

In this lessons students identify information from text using titles, subtitles, diagrams, charts, graphs, maps, photographs, illustrations, and captions by using a preview checklist.

In this lesson designed to enhance literacy skills, students examine our growing waste problem and learn about strategies we can use to lessen the strain on our landfills and Earth's natural resources: reduce, reuse, recycle.

This remote hyperdoc activity was created by Katlyn Powers on July 24, 2020. The attached hyperdoc & lesson plan is designed for high school ELA students. Students will analyze the poem's perspective, build knowledge about POV, perspective, and theme, and use relevant evidence from a variety of sources to write a synthesis statement. This plan addresses the following NDE standards: 10.1.6.A, 10.1.6.B, 10.1.6.D, 10.1.6.F, LA 10.1.6.I, 10.1.6.M, 10.2.2.B. This hyperdoc will take students approximately 90 minutes to complete.

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.