Reading, analyzing, and evaluating informational text is a challenge for students. Here are some strategies for helping students complete close reading.
Being able to conduct productive job searches is key to finding employment opportunities. Digital literacy is also a necessity for gaining employment. That’s why this course aims to provide adult basic education participants the ability to self-navigate the internet to search for relevant, reliable search results. Participants will be able to demonstrate how this increased digital literacy related to internet searching can help them successfully find relevant job opportunities.
Using published writers' texts and students' own writing, this unit explores emotions that are associated with the artful and deliberate use of commas, semicolons, colons, and exclamation points (end-stop marks of punctuation).
Learn how and when the Eastern Shoshone came to Wyoming, what are the Shoshone values, and what are the people of the Eastern Shoshone like? In the accompanying lessons plans (found in the Support Materials), students will gain an understanding of the Fort Bridger Treaty of 1868 including its importance to the state of Wyoming and the Eastern Shoshone Tribe in 1868 and today. The American Bison, or Buffalo as preferred by most tribes, has a significant existence among the Native American people. For thousands of years, the great American Buffalo roamed the Great Plains, migrating from north to south, searching for areas on which to thrive. The Shoshone people depended on the buffalo for many things that included food, clothing, and shelter. Every part of the buffalo was used and provided for the people.
Students will study (Highlight, paraphrase and report) the Treaty of 1868 between the Eastern Shoshone Tribe and the United States Government.
Students will learn about the Eastern Shoshone people through the use of research and technology.
Students will understand that the history of the Shoshone people in the Wind River Mountains dates back thousands of years.
Students will understand that the circle of life continues in a perpetual cycle and is passed on through oral tradition. These stories often taught a lesson to young people.
Students will understand the indigenous perspective of interconnectedness. Students will understand how bison populations were devastated by western expansion.
Students will learn how to construct, read, compare and analyze different population graphs.
Students will understand how the diets of the Shoshone people varied depending on the areas in which they lived.
Students will acquire knowledge of the Wind River Reservation communities and be able to identify these locations on a map.
Students will be able to further describe how their culture has shaped them.
Students will be able to define the concept of culture.
Students will be able to explain some of the attributes of culture.
Context: The course focuses on pronunciation reading informational text, which determines the meaning of words and phrases as they are used in the text for learners, the importance of listen and speaking, these are good communication skills to learn the English language.
Relevance: This lesson will help prepare learners to effectively communicate and through education improve their lives. Knowing English increases your chances of getting a good job, learners will be able to get their certificates for a GED, or citizenship. The coverage in this lesson will focus on the English vocabulary, which is an important aspect in communication without sufficient vocabulary learners cannot understand others or express their own ideas.
This is a lesson plan for a 40 minutes class that will enable the instructor to carry out an interactive and activity based reading skills session. The resource for the article to be used in the class is also given.
Solar panels, windmills, and public trash compactors are expensive, but is it even more costly to the environment to do without these green technologies?
Students will gain an understanding of the Northern Arapaho people located on the Wind River Reservation in Wyoming. In the accompanying lessons plans (found in the Support Materials), students will learn how the Northern Arapaho come to Wyoming, what are the Arapaho values, and why were Arapaho tribal names changed?
Students will be able to evaluate what geographical places were used by the Arapaho people and understand how historical events changed the future for the Arapaho people.
Students will compare and contrast between their social and ceremonial structures.
Students will understand the hierarchy of the Arapaho Tribe.
Students will analyze how their social and ceremonial structures contribute to their cultural identity.
In "Anthem", by Ayn Rand, Equality speaks of the Home of Eugenics in which males and females of his dystopian society must report to at the appropriate age. To help students better understand the ethical issues with eugenics, they will interact with this informational article from the Huffington Post. This article will allow students to discuss and learn about the issues of eugenics in their own back yard.
The Miss Indian America Pageant was launched by Sheridan residents in the 1950's to combat discrimination. In the accompanying lesson plan (found in the Support Materials) students will view the story told through the eyes of Miss Indian America title holders who held a reunion in 2013, serving as grand marshals in the Sheridan, WY Rodeo parade and commemorating a legacy of bridging cultures.
Students will identify the reason why the town of Sheridan, WY started the Miss Indian America Pageant.
Students will define the given vocabulary words.
In this module, students engage with literature and nonfiction texts that develop central ideas of guilt, obsession, and madness, among others. Building on work with evidence-based analysis and debate in Module 1, students will produce evidence-based claims to analyze the development of central ideas and text structure. Students will develop and strengthen their writing by revising and editing, and refine their speaking and listening skills through discussion-based assessments.
Tribal Government on the Wind River Reservation is in a state of flux. In the accompanying lessons plans (found in the Support Materials), learn how the Eastern Shoshone and Northern Arapaho tribes govern their people, what is the relationship between Tribal, State, and Federal government?
Students will demonstrate an understanding of the workings of tribal government on the Wind River Reservation by creating a written report.
Students will understand the differences and similarities between state, tribal and federal governments and their functions, structures, and powers.
In this module, students will read, discuss, and analyze contemporary and classic texts, focusing on how complex characters develop through interactions with one another and how authors structure text to accomplish that development. There will be a strong emphasis on reading closely and responding to text dependent questions, annotating text, and developing academic vocabulary in context.
This unit is centered around an anchor text that may be common among content area teachers in a high school setting. Although this unit may be incorporated into any high-school English class, it is aligned with Common Core standards for 9-10. This unit will primarily focus on informational and argumentative texts, and can be used to incorporate more informational texts (as directed by the Common Core) into English classrooms at the high school level. This unit is best suited to a collaborative model of development in which ELA and content area teachers share an anchor text (The Universal Declaration of Human Rights) and communicate about how to connect diverse skills to common texts and essential questions.
In Module 9.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 9.1 and 9.2, students explore topics of interest, gather research, and generate an evidence-based perspective to ultimately write an informative/explanatory research paper that synthesizes and articulates their findings. Students use textual analysis to surface potential topics for research, and develop and strengthen their writing by revising and editing.
Students read a work of realistic fiction about bullying and gain understanding through writing, Readers Theatre, and discussion.
In this lesson students build their knowledge base and learn to read and summarize informational texts. Students will be able to read and summarize informational text, identify key details from surprising details, and recognize the main ideas/concepts presented in articles. They will also be able to listen, take notes, and discuss the issues presented in informational texts with a small group.
In this lesson students will use the core standards and an academic vocabulary template (adapted from Janet Allen and Robert Marzano) to explicitly learn the academic language they will need to understand, not only in English Language Arts, but in all content areas.
Short quiz on CCSS.RI.9-10.4. The text is from Brendan Buhler's essay, "The Teeming Metropolis of You". The Dale-Chall text-difficulty level is 11-12, the Flesch-Kincaid level is 9.9.