These 3 lessons are for high ABE/low ASE students at a level D-E Reading level to practice identifying key points in video and text and analyzing the causes and effects of social issues, and identifying solutions to these problems. By watching two short videos and reading EPA materials on the effects of lead exposure and a short article on the specific drinking water crisis in Flint, MI, students will examine key issues, analyze the problem and its causes, identify approaches to solving this problem and ones like it in other locations, and apply this approach to other scenarios that are relevant to their immediate lives.
This unit explores the various ways information and ideas about climate change are presented through a variety of media. This includes the evaluation of social media posts, research into climate change issues, and an exploration of contemporary art and artists. This was designed and taught in an honors 9th grade English Language Arts Classroom by Dr. Tavia Quaid in response to student interest in climate change and to reinforce key information literacy skills.
This lesson focuses on developing basic money management skills for adults. The specific time focus for these skills is on multiple months to years. The intended audience is for adults ages 18 and above.The lesson will include elements of reading and writing and listening, and will focus on authentic texts, videos, facts and figures cited from expert research and reports.This lesson will help learners comprehend different money management skills, and help them to understand how to apply them in a long term timeframe.These skills can be used in both a personal sense as well as for business.
Students will take active roles in learning the game of chess and improving their skills, ability, and knowledge of the game. Students will read the course material, complete practice drills for each module, complete and submit all assessments and submit properly recorded (notated) games that they played. Course content includes: rules, strategy, tactics and algebraic notation (the 'language' of chess).
Students will learn the potential costs and benefits of social media, digital consumption, and our relationship with technology as a society in the three-week lesson. This inquiry based unit of study will answer the following questions:
Essential Question: How can we use science fiction’s ability to predict the future to help humanity?
Supportive Questions 1: What predictions of future development has science fiction accurately made in the past? This can include technology, privacy, medicine, social justice, political, environmental, education, and economic.
Supportive Question 2: What predictions for future development in contemporary science fiction are positive for the future of humanity? What factors need to begin in your lifetime to make these predictions reality?
Supportive Question 3: What predictions for future development in contemporary science fiction are negative for the future of humanity? What factors need to begin in your lifetime to stop these negative outcomes?
With a focus on education in Afghanistan, the Witness to Education in Afghanistan and Throughout the World curriculum examines global and local examples of how education can be use to create social change. Students address the driving question: "How can we, as youth, utilize education to promote positive change within our communities?"
In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes.
In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.
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.
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.
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.
Students will explore exponential growth, sustainability, population trends, and social responsibility as observed in various texts relating to U.S. Westward Expansion.
Using historical texts, information texts, and historical fiction, this module explores the migration experiences in America. It is designed to be flexible. It can be combined with information on Critical Race Theory from Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education by Sensoy and DiAngelo for the upper grades or for “Critical Texts in Literacy: Living Inquiries into Racial Justice and Immigration” by Riley and Crawford-Garrett (NCTE) for the middle school grades. The teacher can choose any or all of the text sets. There are a number of possibilities for optional literature circles with suggested full-length texts. Each text set includes pre-reading, during reading, and post-reading strategies.
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).
Students summarize and reflect on the implications of climate change and argue their perspectives on the issue after reading and viewing multiple sources with varying perspectives
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.
A short quiz on CCSS.RI.9-10.2. This quiz uses Winston Churchill's famous speech, "Blood, Toil, Tears and Sweat." The text has a Dale-Chall complexity of grades 5-6, and a Flesch-Kincaid level of 6.5.
The shooting death in Sanford, Florida, of unarmed teenager Trayvon Martin at the hands of 28-year-old George Zimmerman in February 2012 has touched off debate on many issues, including the role of race in both the shooting and the subsequent investigation by the Sanford Police department.
This exercise consists of two student readings. The first reading examines the debate surrounding Florida's "Stand Your Ground" law. What is the "Stand Your Ground" law? What do supporters and critics have to say about it? What effect has it had? The second reading takes a wider look at the gun control debate. Should stronger gun control laws be passed? Questions for student discussion follow each reading.