The ability to identify prepositional phrases strengthens a writer's ability to write and punctuate complete, grammatically sound sentences.This plan has been created by Cherie J. Johnson for the purpose of helping middle school students on their way to becoming clean, clear, fluent writers. This material was put together while participating in the workshop- Nebraska’s OER Common’s Hub for ELA & Reading; July 22-24, 2020. 

This resource is designed to walk students through the process of completing a research project in any field of study. It covers the earliest stages of brainstorming and discussing, continues through researching and compiling sources; writing, documenting, revising, and polishing a paper; and finally presenting the research topic to a wider audience in a professional manner. The focus is on MLA format, though the course could be modified for other formats.

The first unit is an introduction to the project. It asks students to draw on knowledge of issues affecting their own community and world to help generate discussion that could eventually lead to a research topic.

 Students will identify with characters in stories to understand that feelings can be shared between themselves, other characters, and other students in our World.   Students will also identify the similarities and differences between two different texts in order to understand the main idea.

This resource was created by Melissa Smith, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Jenny Bauer, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Jill Anderson, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

After reading Beowulf and the story of Cain and Abel, students compare and contrast Cain and Grendel. Students research and make a case for a historical figure being a descendant of Cain. After reading page 10, chapter 2, and pages 30-33 in John Gardner's Grendel, students write about the different views we have of Grendel after reading Gardner's novel. Students research and write about a character who they feel is misunderstood like Gardner's Grendel. Students write about two traits they have because of the experiences they had in life, just like Grendel is the way he is in Gardner's novel because of his experiences. Students use MLA format for their works cited page and in-text citations. 

In this unit students will define, identify, and explain 5 types of text structure. Students will explain how text and graphic features enhance a text. They will determine the type of figurative language used in a text. Students will summarize a given text.

In this unit students will define, identify, and explain 5 types of text structure. Students will explain how text and graphic features enhance a text. They will determine the type of figurative language used in a text. Students will summarize a given text.

Students will participate in Book Club by choosing groups of 3-5 students and a book at their reading level according to their interest, or the subject currently being studied.  They will decide together how to split the book into three or more sections to finish in four weeks or less.  They will prepare and write out a discussion role for each meeting (Word Wizard, Connector, Summarizer, Questioner, or Passage Person).  This plan is written for either in class, blended, or remote learning.

This lesson plan was created by Carolyn Hance as part of the 2020 NDE OER Workshop. Educators worked with coaches to create quality curriculum that can be shared with others. This project is designed for Grades 9-12 English Language Arts students. Students will explore journal writing. Students will create personal journals of their COVID-19 experiences using correct grammar, punctuation, spelling, etc. This is a prolonged project intended to last throughout the year, but can be adapted in many ways. This project addresses the following NDE Standards:   This project will be used throughout the year in my class, but could be a much shorter project if you wish. 

Here are several activities for In Cold Blood by Truman Capote:  group work over the author and times, a review and creative writing activity, a discussion of themes, and a creatvie writing rubric.

This resource was created by Jennifer Trenhaile, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

 The attached Lesson Plan is designed for Third Grade English Language Arts students. Students will determine character traits and provide supporting evidence from the text. They will also identify and explain why authors use literary devices, specifically similes, in their writing. This Lesson Plan addresses the following NDE Standard: NE LA 3.1.6.b and NE LA 3.1.6.c.It is expected that this Lesson Plan will take students 2- 30-40 minute sessions to complete.

The attached Lesson Plan is for kindergarten or first-grade students. Students will tell about their favorite part of a fiction book, draw a picture, and write sentences/words to describe.  Students will use characters and the setting to describe. This lesson addresses the following NDE Standard: NE LA 0.1.6.b, LA 0.1.6.o, LA 1.1.6.c, LA 1.1.6.o.

In this one lesson, students are able to evaluate a news report, using their prior knowledge and instints, learn about the CRAAP method of website credibilty evaluation, and practice using the CRAAP method on a variety of websites.

This resource was created by Sandra Schueler, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Kimberly Heberer, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

Students will get to shake up the day a bit with a writing prompt and video on kindness! Everyone needs a little kindness added to their day, so let's teach our students about it! This lesson focuses on use complete thoughts, but prompts the students with questions on how to write. It can be used anywhere from 1-5 grade and with that comes a little change to the lesson.

This resource was created by Ross Renfo, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.