Teachers are required to implement the adopted content standards and to make the connection between standards-based curriculum and the planning and designing of lessons to ensure that students meet expected content standards. This Module serves as a basic guide for the process (est. completion time: 2.5 hours).

Students practice creating rudimentary detail drawings. They learn how engineers communicate the technical information about their designs using the basic components of detail drawings. They practice creating their own drawings of a three-dimensional block and a special LEGO piece, and then make 3D sketches of an unknown object using only the information provided in its detail drawing.

This unit uses William Shakespeare’s Much Ado About Nothing as a vehicle to help students consider how a person is powerless in the face of rumor and how reputations can alter lives, both for good and for ill. They will consider comedy and what makes us laugh. They will see how the standards of beauty and societal views toward women have changed since the Elizabethan Age and reflect on reasons for those changes. As students consider the play, they will write on the passages that inspire and plague them and on topics relating to one of the themes in the play. Finally, they will bring Shakespeare’s words to life in individual performances and in group scene presentations.

ACCOMPLISHMENTS

Students read Shakespeare’s Much Ado About Nothing .
Students read two Shakespearean sonnets and excerpts from an Elizabethan morality handbook dealing with types of women, and they respond to them from several different perspectives.
For each work of literature, students do some writing. They learn to write a sonnet; create a Prompt Book; complete a Dialectical Journal; and write an analytical essay about a topic relating to a theme in the play.
Students see Shakespeare’s play as it was intended to be seen: in a performance. They memorize 15 or more lines from the play and perform them for the class. Students take part in a short scene as either a director or an actor.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What are society’s expectations with regard to gender roles?
Does humor transcend time? Do we share the same sense of humor as our ancestors?
How do we judge people?
How important is reputation?

BENCHMARK ASSESSMENT (Cold Read)

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

CLASSROOM FILMS

The Branagh version of Much Ado About Nothing is available on DVD through Netflix and for streaming through Amazon. Other versions are also available on both sites.

This Module describes the components of high-quality mathematics instruction: a standards-based curriculum and evidence-based practices. It also highlights a number of evidence-based practices as well as other classroom practices that teachers can use to teach mathematics (est. completion time: 1.5 hours).

Now, more than ever, all students deserve access to engaging, challenging, grade-level math instruction. This is especially true for students who have been underserved such as students living in poverty, students from racially marginalized communities, students with learning differences, and students who are multilingual emergent. A commitment to equitable instruction requires that educators are intentional in identifying, celebrating, and building on knowledge that students have gained. It also requires that educators are strategic as they plan to address current and ongoing learning gaps. Starting the school year with weeks of review of prior-grade standards will result in a long-term loss of access to grade-level work that perpetuates inequities for historically marginalized students. This resource demonstrates that students who were impacted by interruptions to teaching and learning and subsequent learning losses are still able to access most grade-level standards this year without prior review, and that missed content can usually be integrated in a minimally-invasive way.

My goal is to merge New York State standards with Common Core Standards and Integrated Algebra Regent Standards for our 8th grade curriculum.

The strategic importance of information technology is now widely accepted. It has also become increasingly clear that the identification of strategic applications alone does not result in success for an organization. A careful coordination of strategic applications, information technologies, and organizational structures must be made to attain success. This course addresses strategic, technological, and organizational connectivity issues to support effective and meaningful integration of information and systems. This course is especially relevant to those who wish to effectively exploit information technology and create new business processes and opportunities.

This new text by G. Arnold and S. Kyle, developed in collaboration by Athabasca University and Lyryx, is intended for the second of two in Intermediate Financial Accounting courses. It presumes that students have already completed the Introductory Financial Accounting, and the first Intermediate Financing Accounting course. The text reflects both current International Financial Reporting Standards (IFRS) and ASPE.

This text covers all topics essential to a second level Intermediate Accounting course: current, long-term and complex liabilities, income taxes, pensions, leases, shareholders' equity, earnings per share, statement of cash flows including the direct approach, effects of changes and errors, and disclosures and analysis.

Topics that are covered in Advanced Financial Accounting courses, such as consolidations and foreign exchange, are not included here.

This course explores perspectives in the policy process - agenda setting, problem definition, framing the terms of debate, formulation and analysis of options, implementation and evaluation of policy outcomes using frameworks including economics and markets, law, and business and management. Methods include cost/benefit analysis, probabilistic risk assessment, and system dynamics. Exercises include developing skills to work on the interface between technology and societal issues; simulation exercises; case studies; and group projects that illustrate issues involving multiple stakeholders with different value structures, high levels of uncertainty, multiple levels of complexity; and value trade-offs that are characteristic of engineering systems. Emphasis on negotiation, team building and group dynamics, and management of multiple actors and leadership.

Iowa History Online provides online support for teachers of Iowa history at the elementary and secondary levels. Included are Iowa history benchmarks, scope and sequence models, curriculum guides, Iowa literature, Iowa history textbooks, field trips, primary source materials and a listing of contact persons for assistance in teaching Iowa history.

The purpose of this website is to provide teachers across Iowa quality resources for Iowa history. Within this website there are tabs to assist teachers on State Requirements, Benchmarks, National Standards, Scope and Sequences, Curriculum Guides, Literature, Textbooks, Primary Source Materials and Field Trips.

Comparing Numbers
Work with numbers 11-19 to gain foundations for place value.
For numbers 11 to19, Kindergarten students choose, combine, and apply strategies for answering
quantitative questions. This includes composing and decomposing numbers from 11 to 19 into ten ones and some further ones by writing and representing the numbers, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Objects, pictures, actions, and explanations are used to solve problems and represent thinking. Although CCGPS states, “Kindergarten students
should see addition and subtraction equations, and student writing of equations in kindergarten
is encouraged, but it is not required.” Please note: it is not until First Grade that “Understand the
meaning of the equal sign” is an expectation.
Mathematically proficient students might rely on using concrete objects or pictures to help conceptualize and solve a problem. While using objects to make sense of the quantities and relationships in problem situations, students thereby connect whether the answer makes sense through
comparisons and discussions. Using the mathematical language to verbalize their reasoning is an
important cognitive facet for establishing a strong place value foundation. The terms students should continue to use as they verbalize thinking are: join, add, separate, subtract, same amount as, equal, less, more, tens, and ones.

Liberty Public Schools uses Essential Standards, standards which are identified as to be essential to learning to meet our goal to provide the guaranteed and visible curriculum expected by our board of education.

This article highlights lessons and activities for elementary students about the people and cultures of the Arctic region.

This article highlights lessons and activities for elementary students about heat, insulation, and how animals and people stay warm in cold environments.

MN STEM Teacher Center resources developed to help teachers translate the Minnesota state standards into classroom practice and assist in student achievement of those standards.

The NASW Code of Ethics is intended to serve as a guide to the everyday professional conduct of social workers. This Code includes four sections. The first Section, "Preamble," summarizes the social work profession's mission and core values. The second section, "Purpose of the NASW Code of Ethics," provides an overview of the Code's main functions and a brief guide for dealing with ethical issues or dilemmas in social work practice. The third section, "Ethical Principles," presents broad ethical principles, based on social work's core values, that inform social work practice. The final section, "Ethical Standards," includes specific ethical standards to guide social workers' conduct and to provide a basis for adjudication.

Through a collaborative, state-led process managed by Achieve, new K–12 science standards have been developed that are rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS is based on the Framework for K–12 Science Education developed by the National Research Council.

Mathematics Content and Achievement Standards for the state of North Dakota. Updated 2017.

Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community.