This lesson unit is intended to help teachers assess how well students are able to visualize two-dimensional cross-sections of representations of three-dimensional objects. In particular, the lesson will help you identify and help students who have difficulties recognizing and drawing two-dimensional cross-sections at different points along a plane of a representation of a three-dimensional object.

Students will be creating a variety of poetry as well as analyzing poetry. They will work with Language standards and take a performance assessment at the end of the unit.

In this seminar you will read closely and analyze the structure of ATP- Adenosine Triphosphate. You will curate your own  information about the importance of ATP in a cell by listening and reading text as to what the experts have to say.  By modeling the function of ATP in an inquiry lab you can accurately identify the  various levels of cellular work done by Adenosine Triphosphate.StandardsBIO.A.3.1.1 Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformations.BIO.A.3.2.1 Compare and contrast the basic transformation of energy during photosynthesis and cellular respiration.BIO.A.3.2.2 Describe the role of ATP in biochemical reactions

Think about the diverse learners in your classroom. How do we engage ALL learners in the curriculum content?  In the Accessible Content for All modules, you will learn about Accessible Educational Material (AEM) and tech tools that are hidden in plain sight in your schools.  You will hear teacher accounts of using tools like read-aloud, closed captioning, and translation to increase student engagement.  These modules are self-paced and cover ways to create accessibility within Google, Microsoft, and IOS.  Peruse the modules and explore the topics you want to learn more about.  Create your own learning journey toward building accessibility, equity, and engagement in your classroom.

A collection of relevant lessons to supplement your units in Algebra I/II. Mix these lessons into your course to show students the algebraic reasoning behind social issues, public health, the environment, business, sports, and more.

In this class we will practice skills in reading, analyzing, and writing about fiction, poetry and drama from a select sampling of 20th Century American Literature. Through class discussion, close reading, and extensive writing practice, this course seeks to develop critical and analytical skills, preparing students for more advanced academic work.

This lesson unit is intended to help teachers assess how well students are able to: work with concepts of congruency and similarity, including identifying corresponding sides and corresponding angles within and between triangles; Identify and understand the significance of a counter-example; Prove, and evaluate proofs in a geometric context.

Students apply the analytical skills that they use when reading literature to an exploration of the underlying meaning and symbolism in Hieronymous Bosch's early Renaissance painting "Death and the Miser".

As teachers, one of our primary responsibilities is to help students understand and analyze various types of texts. To do this effectively, we need to have a solid understanding of the text ourselves. This learning activity will help you develop your skills in analyzing texts and prepare you to help your students do the same.

Can a person be both admirable and flawed at the same time? In this lesson, students will look more closely at the character of Okonkwo. Students will figure out what his most admirable qualities are, as well as some of his flaws. They will also decide whether Okonkwo has the potential to be a tragic hero.

This unit is a joint exploration of the genre of Japanese animation (“anime”) and Homer’s epic poem, The Odyssey . The unit begins by questioning how stories work in general and what makes a narrative “epic” in particular. After establishing the foundations of narrative analysis and a set of concrete expectations for reading epic stories, the unit dives into the story of Odysseus, pairing it with similar anime narratives. Odysseus is a man who faces extraordinary obstacles, and this theme occurs in many anime series and movies, including Attack on Titan , Evangelion , Spirited Away , and many others. Students will study the content, looking at how the same kind of story is told in different ways with different implications, and they will also look at form: how Homer’s poetry and anime work in their own ways to achieve distinct aesthetic goals. Just as Homer’s poet shines with brilliance, there is also an enormous amount of creativity to bring to the drawn and moving image. By the end of this unit, students will have performed many exercises in close reading and analysis, culminating in their own experiment in the anime form and epic genre.

This lesson unit is intended to help you assess how well students are able to use geometric properties to solve problems. In particular, it will support you in identifying and helping students who have the following difficulties: Solving problems relating to using the measures of the interior angles of polygons; and solving problems relating to using the measures of the exterior angles of polygons.

Students will discover a policy within their school or district that is important to them and that they'd like to change. They will conduct an investigation of the policy in question and write a letter with their claim, results, and recommendation to the appropriate audience.

These active process-oriented lessons focus on concepts of line direction and type, organic shape, 3-D form, real and implied texture, secondary color, and principles of composition. Literacy-infused lessons explore text direction/spacing, observation, description, and story elements through drawing, painting, collage, clay modeling and printmaking.

The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2

Students use Library of Congress primary sources to examine race relations in the mid-20th century United States through a close reading of two documents relating to Jackie Robinson's breaking of the racial...

This outlines the 2-day close reading exemplar developed by Student Achievement Partners.

This exemplar text is designed to give students the opportunity to use the reading and writing habits they’ve been practicing on a regular basis to absorb deep lessons from Kate DiCamillo’s story. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will identify how and why the three main characters became friends.

* This text is extracted from a close reading exemplar produced and published by Student Achievement Partners

Begin Research“Where Do I Start?”Do you have an assignment to write a research paper but you’re not sure where to start? Take a deep breath and begin by carefully reading the assignment requirements. This will help you understand the work you need to do.First, let’s think about what we mean when we say “research.”HOW MUCH DO YOU ALREADY KNOW?What makes a good topic?It is broad enough that you can find enough information on the subject.It is focused enough that you are not overwhelmed with too much information.The topic is interesting to you.All of the above.If you don’t know much about your topic, what resources would be most helpful when you being your research?Encyclopedias and websitesScholarly articlesNewspapers and magazinesStatistical informationIt is always a good idea to brainstorm different words for similar ideas when you first begin to research your topic.TrueFalseWhat statement below is generally true about beginning research?It is pretty easy to find information on any topic.As long as you have a good topic, researching for it will not take a long time.No matter t he assignment, good research takes time and effort.None of the above.ANSWERSAll of the above.2.1True4.3Read Your Assignment CarefullyBefore you can even begin your research, though, you need to read the assignment instructions carefully—more than once! This will help you understand the work you need to do.Highlight topic guidelines, required length, and the types of information sources allowed.Let’s take a look at a sample assignment.UNDERSTAND YOUR ASSIGNMENTLily is taking a University Studies class and must complete this assignment:In this paper, you will analyze the scientific aspects of a known environmental problem and identify and discuss at least two proposed solutions.Now, analyze this assignment step by step.Find the words that tell you what to do (think verbs!): analyze, identify, and discuss.Find the limits of the assignment: scientific aspects and two proposed solutions.Find the key theme: a known environmental problemBy reading the assignment carefully, we know that Lily has to analyze an environmental problem and identify and discuss at least two proposed solutions.Pick a Good TopicLily’s assignment is broad enough to give her some choices when picking a topic. So, what makes a good topic?It interests you! You’ll enjoy it and do a better job.It meets the requirements of your assignment.It’s broad enough to give you several search options.It’s focused enough that you’re not overwhelmed with information.HOT TIP!Explore the library’s databases to get you started.Browse newspapers and news sources.Talk to your instructors and fellow students.Consult with a librarian.TOO BROAD, TOO NARROW, OR JUST RIGHT?Air pollution in urban areasToo broadToo narrowJust rightRespiratory diseases in children in high-density urban areasToo broadToo narrowJust rightEnvironmental consequences of California’s October 2007 forest firesToo broadToo narrowJust rightPolar bear adaptation to global warming in the ArcticToo broadToo narrowJust rightRenewable energy in the United StatesToo broadToo narrowJust rightThe design and implementation of Cal-Cars—the California Cars InitiativeToo broadToo narrowJust rightANSWERSToo broad. You’d need to identify an aspect of air pollution to narrow down the scopeJust right! This is a good topic. You’ll continue to refine your ideas as you learn more about the topic.A bit narrow. It will be hard to find information on just one event. Look more broadly for information on forest fires in California or the West.Just right. There should be just enough information to get you started. You will continue to refine your ideas as you learn more about the topic.Too broad. This is a good starting place, but you’d want to focus the topic by selecting a specific renewable energy like solar power or wind.Too narrow. It’s going to be difficult to find information on such a narrow topic. Broaden the focus to look at initiatives like this one that are less regional.Identify Potential IdeasNow it’s time to really focus your topic. Browse a few resources for ideas and identify different aspects of the topic.Remember, if you pick a subject that interests you, you’ll enjoy the research process much more!Customize Your TopicLet’s say your assignment is to research an environmental issue. This is a broad starting point, which is a normal first step.One way to customize your topic is to consider how different disciplines approach the same topic in different ways. For example, here’s how your broad topic of “environmental issues” might be approached from different perspectives.Social Sciences: Economics of Using Wind to Produce Energy in the United StatesSciences: Impact of Climate Change on the Habitat of Desert Animals in ArizonaArts and Humanities: Analysis of the Rhetoric of Environmental Protest LiteratureTurn Your Topic into a QuestionWhen you’ve chosen a topic, it’s time to ask some questions. Using “environmental issues” as our general research interest, let’s ask some questions about environmental issues and agriculture.How: How do government agricultural subsidies impact the price of food?  How does the use of pesticides affect food safety?Who: Consumers, farmers, farm workersWhat: Food safety, pesticides, food prices, genetically modified food, organic farmingWhere: United States, developing nations, European UnionWhy: Why does the European Union ban the sale and distribution of genetically modified food?What’s Your Angle?Let’s say that the most interesting question that emerged from the last exercise was: “How does repeated pesticide use in agriculture impact soil and groundwater pollution?”Find Your KeywordsNow that we have our sample research question, we need to identify the key concepts and their related keywords.Using our research question, “How does repeated pesticide use in agriculture impact soil and groundwater pollution?” we might consider these keywords:A SYMPHONY OF SYNONYMSLet’s examine our research question again:How does repeated pesticide use in agriculture impact soil and groundwater pollution?Now analyze this assignment step by step:Find important words and phrases that describe this topic (you can ignore common words that don’t have a lot of meaning, such as prepositions, articles, and adjectives): pesticide, agriculture, soil, and pollution.Now, think of some synonyms for the keywords you found:pesticideagrochemicals, pest management, weed management,diazinan, malathionagriculturefarming, food crops, specific types of cropssoilclay, organic componentsgroundwater watershed, water resources, water table, aquaticspollutionenvironmental impact, degradation, exposure, acid rainWhy are synonyms necessary? You’ll often need to search for different words relating to the same concept.Dive Into a Sea of Resources!Browse through general sources to get familiar with your topic. You will find many sources for locating background information. Remember our point from earlier in this tutorial: the source you select will determine what you find. Make sure you spend your time looking in the right places.HOT TIP!Is there enough info on your topic? If not, review the earlier steps for starting your research. It’s normal to refine and revise your topic multiple times.What Do You Know?Once you’ve established your focused topic, you need to get familiar with it by doing some reading. Start with more general sources and then work up to more specific and detailed sources. Where you go next depends on how much you know.So, just how much do you know about your topic?Not All That MuchI’ve Got the BasicsI’m Ready for DetailsSounds like you need the type of information typically found in encyclopedias and websites.Sounds like you’ve got a basic understanding of your topic and just need to learn more. Check out books, magazines, and newspapers.Specific information is what you need. You’ll want to find relevant scholarly articles, statistical sources, and government publications.Matching Resources to Your Information NeedNewspaper: Current regional or local informationScholarly journal article: Detailed analysis of a complex problem.Book or book chapter: Summary of what is known about a topic.Encyclopedia or website: Factual information like names, dates, and definitions.TEST YOURSELF: WHAT HAVE YOU LEARNED?What are the characteristics of a good topic?(Select all that apply) It interests you.It meets the requirements of your assignment.It’s broad enough to give you several search options.It’s focused enough that you’re not overwhelmed with information.Rank the following questions in order from most general to most specific (1 being the most general):Are pesticides bad?Do video games cause violent behavior in adolescent males?Are agricultural workers in Mexico at a higher risk of health problems due to pesticide exposure because of lax government safety standards?Is there a relationship between fast food consumption and obesity?What is the best way to focus  your topic?Think about the discipline that you are researching for.Tailor your topic to the requirements of your assignment.Talk to a librarian about the resources that are available for your topic.All of the above.Pick the best set of keywords to begin searching for information on global warming.Rising ocean levels, air pollution, greenhouse gasesBiodiversity, atmospheric temperature, ozone layerGlobal climate change, greenhouse effect, atmospheric carbon dioxideEnvironment sustainability, alternative energy, biofuelsWhy is it a good idea to use different words to describe similar ideas when you are beginning research?(Select all that apply) Because there is only one right answer and you can find it by trial and error.Because  using different words will help you cast a broader net than just using the same term over and over.Different researchers might use different terms to describe the same idea.You might spell some of the words wrong and not get any results.What is the most difficult aspect of beginning to research a topic that you don’t know very much about?You don’t know enough about the topic to know what is important and what is not.You don’t understand the technical aspects of the topic.It takes a lot of time to do research.All of the above.For you, what the most difficult part about beginning your research?ANSWERSA good topic will incorporate all these characteristics.1 = Are pesticides bad?2 = Is there a relationship between fast food consumption and obesity?3 = Do video games cause violent behavior in adolescent males?4 = Are agricultural workers in Mexico at a higher risk of health problems due to pesticide exposure because of lax government safety standards?The more a research question incorporates the concepts of Who, What, When, Where, Why, and  How the more specific it will be.All of the above.4.3; think carefully about which terms are closely related to global warming.5.2 and 5.3; there may be many ways to describe a single topic. Using as many related words as possible will help you find the most information!All of the above; remember that research takes time and energy and isn’t an easy thing to do!No matter what, coming to the library and talking to a librarian will help you get started. Finding information effectively and efficientlyLevel 2 teaches you how to structure a search for the information you need to write a paper, for example. You will learn the following:how to construct a search strategy using the aspects defined in level 1how to perform a smart search using the information sources available at TU Delft LibraryDetermining search termsNow it is time to do an actual search! In level 1 you divided the search topic into its different aspects. What’s next? Are you going to use Google and type in all the aspects, like you probably do every day? What will you do with all the search results? Are you going to study them all? No, there is a smarter way!Exercise 1Plug in your earphones or turn down the volume and watch the clip ‘Web Search Strategies Explained in Plain English‘ by Commoncraft about smart searching on the web.Searching the web is very similar to searching other information sources such as Worldcat Discovery. Doing the following exercise will teach you how to apply the aspects of your search topic in a smart search. Complete the exercise on how to find suitable search terms matching the aspects of the search topic. Determining search strategyNow you are going to convert the synonyms you have found into a smart search strategy. You have to use search operators to use all the synonyms properly.Exercise 2Study the TUlib module Search operators.If you want to perform a smart search, you must combine your search terms. Complete thisexercise on combining search terms with Boolean operators.Towards information sourcesNow you have formulated a search strategy, which you will use to search the various information sources. But where to start? How do you choose which information source you want to use? This table gives an overview of the differences between Worldcat Discovery, Scopus and Google Scholar and helps you determine when to use each one.Exercise 3Watch the first two sections (“Basic searching” and “Retrieving documents”) of this video about searching in WorldCat Discovery (which includes the TU Delft Library catalogue).Watch this video with an example of a search strategy carried out in article database Scopus.Complete the exercise on carrying out your search strategy in various information sources.Now you have learned how to convert the aspects of your search topic into a search strategy and how to apply this strategy in a number of information sources.You can find other relevant information sources for your subject area in the “Useful links” overview in the section “What’s next”.

Momentum is not only a physical principle; it is a psychological phenomenon. Students learn how the "Big Mo" of the bandwagon effect contributes to the development of fads and manias, and how modern technology and mass media accelerate and intensify the effect. Students develop media literacy and critical thinking skills to analyze trends and determine the extent to which their decisions may be influenced by those who manipulate a few opinion leaders. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.

Students will create a PSA describing their basic rights afforded to them by the US Constitution and the Bill of Rights.

Biology is designed for multi-semester biology courses for science majors. It is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand. To meet the needs of today’s instructors and students, some content has been strategically condensed while maintaining the overall scope and coverage of traditional texts for this course. Instructors can customize the book, adapting it to the approach that works best in their classroom. Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand—and apply—key concepts.

SYNOPSIS: In this lesson, students learn the impacts of climate change on birds, explore the effectiveness of public art on climate change awareness, and synthesize informational texts into a persuasive or argumentative essay.

SCIENTIST NOTES: Bird species are suffering and facing extinction as a result of rising temperatures. Several species are slowly losing their range and changing shape and size. This lesson also establishes the possibility that a gradual rise in temperature could affect human survival, but it also gives students the opportunity to brainstorm and use their artistic talents to convey conservation strategies that would safeguard local wildlife and ecologically delicate species. This lesson is suggested for use in the classroom since the video, pictures, and materials are from reliable sources.

POSITIVES:
-This lesson can be used to teach students close reading or note-taking strategies.
-This lesson can be used to focus on elements of persuasive or argumentative writing techniques.
-This lesson can be easily adapted for writing workshops and the peer editing process in a multi-day or mini-unit.
-This lesson can be done in the Spring or Fall when students can also observe local birds outside, or during state testing days as an independent or partner project.
-This lesson can be used as a stand-alone lesson or as a lesson in a unit on non-fiction, birds, geography, art, or research.
-Students are given voice and choice and can work independently or in pairs.
-Students explore various media and guide their own learning with options for breadth and depth.
-Students learn about local bird species in their neighborhood and region.
-Students have two different options to create their own artistic responses.

ADDITIONAL PREREQUISITES:
-Teachers should be aware that the Audubon organization is named after John James Audubon and references his “complicated history” as an unrepentant slave owner and strong advocate for slavery. Students will explore this in the lesson, but teachers may want to preview the articles prior to the lesson.
-Students should have some basic understanding of citing sources and referencing multiple resources in writing.
-Students should have a basic understanding of the elements of persuasive or argumentative writing.
-Students should have access to devices with a strong internet connection.

DIFFERENTIATION:
-Teachers can extend the research and writing portions of the lesson, using them to teach specific elements in persuasive or argumentative writing.
-Teachers can provide paragraph or essay structures, graphic organizers, brainstorming, or outline templates for students to use.
-Teachers can read one article in the Inspire section with the class as an anchor text or to model reading and note-taking strategies.
-English teachers can choose to make the artistic element a separate class period, an extension, or extra credit activity.
-Teachers can assign other articles from the Audubon website for extension activities.
-Social studies, civics, and economics classes can extend this topic to discuss social justice, socioeconomic status, and cultural impacts. Students can research and discuss how other activists’ “complicated” backgrounds have impacted their messaging.
-Music classes can listen to bird songs of birds from the Audubon website and compare the musicality and tonality of different bird songs in the same region.

This lesson will involve work in oral language, concepts of print, spelling, fluency, vocabulary, comprehension, and writing with the use of one book, The Black Snowman.

Students will investigate musical genres in Spanish Speaking countries in order to better understand the history and influences that created the music, as well as the cultural connections/impact of the music today. Begin studying Bomba as a class and work through the investigation process together; then students can select a different genre of music to research and explore before creating a visual essay about their topic.The complete lesson plan included is the 4th class period of a 8-10 period unit of study; the complete unit slides are included in the resource folder with all readings, videos, etc. Lessons are in Spanish, but could be adapted for an English class with Spanish translanguaging as many of the videos are included with closed captions. 

In this set of lessons which extend over several days, students read excerpts from "The Death of Benny Paret" by Norman Mailer and "The Fight" by William Hazlitt. Students annotate the text, specifically looking for metaphor and simile, tone, and syntax. Working with a partner, students write three paragraphs, analyzing metaphor or simile, tone, and syntax in "The Death of Benny Paret." Working independently, students write one paragraph, choosing to analyze metaphor or simile, tone, or syntax in "The Fight."

This is the reading material for the closing process in California Real Estate. It will be followed by assignments at a later date. It lays out the steps that a realtor needs to make sure take place to ensure a smooth close.

Pennsylvania Assessment Anchors and Eligible Content eBook to assist educators in preparing student for the Keystone Exams.

SYNOPSIS: This lesson introduces solar energy and tasks students with solving an algebraic equation to determine the amount of daily sunlight needed to make a solar panel effective.

SCIENTIST NOTES: This lesson lets students analyze peak sun hours needed to generate electricity from a solar panel. The equation used in the calculation is appropriate, and students would be able to calculate their electricity footprint in real-time. All accompanying materials, case studies, and activities contained in this lesson are well-sourced. Accordingly, this lesson has passed our science credibility and is recommended for teaching.

POSITIVES:
-The lesson is personalized to the students' community, which will make it more engaging and relevant.
-This lesson ties closely with the following lesson in the unit, but it can also be used as a standalone lesson if desired.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 5 in our 6-8th grade Renewable Energy Algebra unit.
-Students should be familiar with renewable energy. If not, more time may be needed in the Inquire section to introduce renewable energy. This video can be used.
-Students should know kWh refers to Kilowatt-hour. This interactive map about the carbon intensity of electricity by country measured in kWh can support students with better visualizing the unit.
-Students should understand that kilo means 1,000, so a kilowatt is 1,000 watts. This reading can help students build background knowledge on electric power and its units of measure.

DIFFERENTIATION:
-Teachers can have students work with a partner on the calculations in the Investigate section and purposefully group students based on skill level.
-Teachers can work with small groups of students who may need additional assistance with the calculations.
-Teachers can limit the number of questions students complete. The questions get progressively more difficult.
-Some questions have the same setup but use different numbers. If necessary, some could be taken out to save time (questions 1-4 and questions 5-7).

The attached close reading activities go with the novel The Call of the Wild by Jack London and are aligned to 9-12 CC ELA standards and focus on analyzing word choices, interpreting literary techniques, and determining themes.  Full Text: https://www.gutenberg.org/files/215/215-h/215-h.htm Audio Link: https://www.youtube.com/playlist?list=PLVuRdoIItQC9ER0sqT4CTUV1uu7pi1JDK 

Summary: Cavitation is the transition of a fluid into vapour due to local reduction of pressure which is generated by high local flow velocities. The transition of a fluid into vapour also occurs during cooking of water by an increase of the local temperature. The term cavitation is generally reserved for conditions in which the temperature of the bulk fluid is not changed. Although cavitation can occur in many situations this course focuses on ship hydrodynamics and ship propellers. The course is divided into five main groups: physics, types and effects of cavitation as well as calculations and test facilities and techniques. Some of these topics are illustrated with the use of videos. (Study goals:) 1. Reproduce the main lines in a selection of the latest developments in the field of propulsion and resistance hydrodynamics, where the current selection of propulsion and resistance topics includes unsteady hydrodynamics of the flow over a foil, cavitation forms, problems and tools for analysis and design, propulsion systems in a service environment and ship drag reduction by air lubrication. 2. Analyse a hydrodynamic problem in the propulsion and resistance area, into well defined sub problems that can be analysed with state of the art knowledge and tools 3. Select the appropriate theory or tool (either numerical or experimental) for an analysis of the identified problem. 4. Reproduce and present to an audience, the main lines in a contemporary publication from the field of Propulsion and Resistance hydrodynamics. 5. Understand, interpret and react to questions from the audience and the lecturer and in doing so, stimulate the scientific debate.

The course facilitates a close reading of Don Quixote in the artistic and historical context of renaissance and baroque Spain. Students are also expected to read four of Cervantes' Exemplary Stories, Cervantes' Don Quixote: A Casebook, and J.H. Elliott's Imperial Spain. Cervantes' work will be discussed in relation to paintings by Vel’zquez. The question of why Don Quixote is read today will be addressed throughout the course. Students are expected to know the book, the background readings and the materials covered in the lectures and class discussions.

Using the landmark feminist short story "The Yellow Wall-paper," students will employ close reading concepts to analyze setting, narrative style, symbol, and characterization.

This lesson provides a Common Core application for high school students for Chinua Achebe's novel Things Fall Apart. Students will undertake close reading of passages in Things Fall Apart to evaluate the impact of Achebe's literary techniques, the cultural significance of the work, and how this international text serves as a lens to discover the experiences of others.

This course explores the causes, course, and consequences of the American Civil War, from the 1840s to 1877. The primary goal of the course is to understand the multiple meanings of a transforming event in American history. Those meanings may be defined in many ways: national, sectional, racial, constitutional, individual, social, intellectual, or moral. Four broad themes are closely examined: the crisis of union and disunion in an expanding republic; slavery, race, and emancipation as national problem, personal experience, and social process; the experience of modern, total war for individuals and society; and the political and social challenges of Reconstruction.

This set of lessons extends over several days and focuses on "The Crisis, No. 1" by Thomas Paine. Students closely read and annotate the text. Students identify and evaluate claims and evidence in the text. Students present their findings to the class. Finally, students collaboratively write short arguments identifying claims and evidence in "The Crisis, No. 1." Students present their arguments to the class, and the class discusses and assesses the arguments.

This set of lessons extends over several days. Students watch a Prezi and take notes about the classical appeals (ethos, pathos, and logos). Students then read and annotate (focusing on the classical appeals) Winston Churchill's "Be Ye Men of Valour" and Franklin Delano Roosevelt's "Pearl Harbor Address to the Nation." Students work in groups to complete a graphic organizer which helps them analyze the classical appeals in the speeches. Finally, students write an analysis of ethos, pathos, and logos in one of the speeches.

This Lesson was created to use in conjunction with materials in Clusive [https://clusive.cast.org], a free, online learning environment that makes materials flexible and accessible.  The Lesson is designed for students in grades 6-8, and targets ELA standards as well as SEL skills of self-awareness and learner agency. As you use this lesson, students will be guided to recognize, understand, and apply key elements of a mystery story, tools that they can use to build learner agency, self-awareness, and comprehension

This is the Output of Etwinning Project TwinSite.
The purpose of our project is to encourage the students who participate in the learning process in English course. Also, our aim is to improve their skills in English and provide to take an interest in learning English. These activities will be issued online via web 2.0 tools. We are going to record videos, take photos, create learning materials, logos, blogs, have video conferences, share materials on Twinspace, disseminate and evaluate the project by working collaboratively. Then, we will collect them into a Web Twinsite.

This lesson focuses on John Winthrop's historic "Model of Christian Charity" sermon which is often referred to by its"City on a Hill" metaphor. Through a close reading of this admittedly difficult text, students will learn how it illuminates the beliefs, goals, and programs of the Puritans. The sermon sought to inspire and to motivate the Puritans by pointing out the distance they had to travel between an ideal community and their real-world situation.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of the Nobel Peace Prize Speeches of Rev. Dr. Martin Luther King, Jr. and President Barack Obama.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students€' abilities to make evidence-based claims through activities based on a close reading of the first chapter of W.E.B. Du Bois€' The Souls of Black Folk.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students€' abilities to make evidence-based claims through activities based on a close reading of President Ronald Reagan€'s First Inaugural Address and Secretary Hillary Clinton€'s 2011 APEC Address.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' €abilities to make evidence-based claims through activities based on a close reading of the Commencement Address Steve Jobs delivered at Stanford University on June, 2005.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

It has become commonplace knowledge that globalization is one of the major forces shaping our world. If we look at the spread of information, ideas, capital, media, cultural artifacts - or for that matter, people - we can see the boundaries and borders that have historically separated one country or one group from another are becoming more and more permeable. For proof of this close to home, you need only to look at the composition of the MIT student body: 8 percent of the undergraduates and 37 percent of the graduate students are from 109 different countries.

“Communicating Across Cultures” is designed to help you meet the challenges of living in a world in which, increasingly, you will be asked to interact with people who may not be like you in fundamental ways. Its primary goals are to help you become more sensitive to intercultural communication differences, and to provide you with the knowledge and skills that will help you interact successfully with people from cultures other than your own. We hope the course will accomplish those goals by exposing you to some of the best writers and scholars on the subject of intercultural communication, and by giving you a variety of opportunities to practice intercultural communication yourself. As you read the syllabus for this course, we hope you get a sense of our commitment to making this course a rewarding experience for you.

This lesson unit is intended to help teachers assess how well students are able to interpret exponential and linear functions and in particular to identify and help students who have the following difficulties: translating between descriptive, algebraic and tabular data, and graphical representation of the functions; recognizing how, and why, a quantity changes per unit intervale; and to achieve these goals students work on simple and compound interest problems.

Thorough explanation of the how and why of text-dependent questions for close, analytic reading. Includes examples.

The Common Core State Standards for reading strongly focus on students gathering evidence, knowledge, and insight from what they read. Indeed, eighty to ninety percent of the Reading Standards in each grade require text dependent analysis; accordingly, aligned curriculum materials should have a similar percentage of text dependent questions.

As the name suggests, a text dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read. It does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them.

Dana Alexander: educdamaalex@gmail.comJosie Wilson: educjosiwils@gmail.comAnnie Llewellyn: annllewe@iu.eduTitle: Computational Thinking lesson planGrade: 2nd GradeOverall Goal: The overall goal for this unit is for students to be able to understand the difference between different political leaders. The students will be able to differentiate between each kind of political leader in a community, identify the rights given to them by the government, and understand the importance of having a government. Students will play a game using the beebots to help them better understand these subjects.  StandardsLearning ObjectiveAssessment2.2.3 Identify community leaders, such as the mayor and city council.1. Students will be able to identify and describe important community leaders.2. Students will be able to understand the difference between each type of community leaderUsing the beebot to find the correct description of the community leader in game 2.2.1 Explain that the United States government is founded on the belief of equal rights for its citizens*. Example: People have the right to own property and the right of free speech. * citizen: someone with rights and responsibilities in a particular community, city, state or country3. Students will be able to identify rights given to citizens by the government.Using the beebot to find the find the correct right given to citizens in game2.2 Understand and explain why it is important for a community to have responsible government. Example: Government provides order, protects individual rights and property, provides services such as mail delivery, and helps people feel safe.4. Students will be able to explain the importance of having a government.A test   Key Terms & Definitions: President: A person who is elected by US citizens to be the leader of our country. Vice President: A person who is ready to take over if something were to happen to the President. Mayor: An elected leader to run the local government for a certain city. They are in charge of enforcing laws, managing city businesses, and presiding over city meetings. Freedom of speech: The right to be able to speak and express your opinions.Freedom of religion: The right to worship based on what your beliefs are.   Lesson Introduction (Hook, Grabber): The instructor will start the lesson off with a kahoot to see what the kids know before the lesson. The instructor will then play a Youtube video that introduces different types of political leaders, their roles, and importance.The video is a good introduction to what is the difference between the types of political leaders and into what exactly the government does. The students will be asked some questions such as:who are the important leaders in our community?What is the difference between between each type of government official?What is the role of each government official?Why is the government important?By asking the students these questions, they will be able to get better engaged into the topic and hopefully understand a little more about how their government works. They will also get to learn about the basic things the lesson will be over.  Lesson Main: The instructor will split the students into groups of four to play a game. The instructor will show the students a video-https://www.youtube.com/watch?v=zFgvEfoqwNA on how to play and explain the rules(there is also a rule sheet in the artifacts). They will also be shown a powerpoint on how to use the beebot(in artifacts). The game will have different questions describing either a type of community leader or a right that is given to citizens. The answers to the questions will be laid out on a board, and the students must program a beebot to find the correct answer. The game is finished once each of the questions has been answered. By using the beebot, it makes this activity more hands-on and lets students learn about computational thinking skills and learn about the government at the same time.   Lesson Ending: Once the students have finished the game, they will all go back to their desks and sit down. The class will have a discussion about what they learned. The teacher will have the students talk about what they learned and answer any questions that the students might have. Once they have finished with the discussion, the teacher will then pass around a test in order to see what knowledge the students have gained. This section should describe how you plan on wrapping up your lesson, and bringing it to a close.  This could include a final, summative assessment as well.  Assessment Rubric: GreatAveragePoorSubject KnowledgeStudent demonstrates full knowledge by answering all the questions correctly with explanations.Student answer correctly, but is not able to elaborate or explain their answer.Student does not answer correctly and does not have an understanding of the topic.BehaviorStudent stayed on track and displayed mature behavior.Respectful and followed the rules.Displayed some mature behavior.Inconstancy on focus and adhering to the rules.Rarely stayed on task and kept focus.Ignored rules and boundaries.Classroom interactionExhibits respect for others. Showed leadership and positively interacted with classmates.Inconsistent participation in activity. Demonstrates fair amount of respect for others.Rarely participates in class activity. Unwilling to volunteer and disrespectful to others.AttitudeDisplays consistent positive attitude. Respectful and mindful to others.Displays an inconsistent positive attitude.Unwilling to display a positive attitude. Disrespectful to others.  Resources / Artifacts:Josie’s Artifact- https://docs.google.com/presentation/d/1XimTyvaQe2qGSglvR6kGM0efarEF0RsuRldk9F3Io08/edit#slide=id.pVideo about game- https://www.youtube.com/watch?v=zFgvEfoqwNAAnnie’s Artifact:  https://play.kahoot.it/#/k/94c9fcdb-0d47-4bcf-a988-89d35fac59eaDana’s Artifact: https://docs.google.com/document/d/1f8zrdqzY-sNdEVcT16IZTke8D4ZJtPmOLWSDCQ6niKI/edit  Differentiation: Differentiation for ability levels- High ability learners and low ability learners will be paired together in their groups, so that they can help each other outImpaired Vision- The cards with the answers on the game board will be printed in large enough print for students that have impaired vision to read them.      3. Differentiation for languages- Students that speak do not speak english, could be given the job to control the bee-bot, and other students will help point out where to go. Also the game could be modified to where each word has the spanish word for it underneath, so the students can find the correct space to go to without help.      4. Differentiation for access & resources- Students will be given class time to work on the project and use the bee-bots, so they will not have to worry about not having internet access and working on it at home. Anticipated Difficulties: Some anticipated difficulties that might arise could be that students have trouble working with the bee-bot. There will be a powerpoint explaining how to use the bee-bot and the teacher will walk around and help out any students that seem to be having trouble. Also students may get off track when using a fun tool like the bee-bot. The teacher will have to walk around and make sure the groups stay on track when playing the game. References:https://www.youtube.com/watch?v=zFgvEfoqwNA https://www.youtube.com/watch?v=9qtqHFtTtvwhttps://www.google.com/search?q=bee+bot+pictures&rlz=1C1CHBF_enUS748US748&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjro8PUhK3XAhXrzIMKHeOwAQ8Q_AUICygC&biw=1536&bih=759

Short Description:
Return to milneopentextbooks.org to download PDF and other versions of this textNewParaA Concise Introduction to Logic is an introduction to formal logic suitable for undergraduates taking a general education course in logic or critical thinking, and is accessible and useful to any interested in gaining a basic understanding of logic. This text takes the unique approach of teaching logic through intellectual history; the author uses examples from important and celebrated arguments in philosophy to illustrate logical principles. The text also includes a basic introduction to findings of advanced logic. As indicators of where the student could go next with logic, the book closes with an overview of advanced topics, such as the axiomatic method, set theory, Peano arithmetic, and modal logic. Throughout, the text uses brief, concise chapters that readers will find easy to read and to review.

Long Description:
A Concise Introduction to Logic is an introduction to formal logic suitable for undergraduates taking a general education course in logic or critical thinking, and is accessible and useful to any interested in gaining a basic understanding of logic. This text takes the unique approach of teaching logic through intellectual history; the author uses examples from important and celebrated arguments in philosophy to illustrate logical principles. The text also includes a basic introduction to findings of advanced logic. As indicators of where the student could go next with logic, the book closes with an overview of advanced topics, such as the axiomatic method, set theory, Peano arithmetic, and modal logic. Throughout, the text uses brief, concise chapters that readers will find easy to read and to review.

Word Count: 68574

ISBN: 978-1-942341-42-0

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Using a "Thirty-Second Look" activity, students will look closely at and describe the painting A Centennial of Independence. The students will read their ideas and note line, shape, and other details. Then students will create a favorite outdoor memory inspired by the painting, using crayons and the elements of art to guide their work. They will also make connections to the theme of "teamwork."

This design challenge moves your students from passive to active learners through a cross-curricular, hands-on team challenge in direct correlation to real-world issues of water conservation.  In this lesson, students, grades 6-8, will learn about aqueducts through a close reading activity. They are then given different scenarios in an engineering design challenge to create an aqueduct to supply freshwater to their city, despite various obstacles.

To prepare for this lab, students read a section of the textbook about observational techniques to measure the seafloor bathymetry as well as the occurrence of common sea floor features, such as seamounts, coastal shelves, mid-ocean ridges, and trenches. In the first lab, groups of students are provided with a bathymetric map, cutting board, sharp edges, and plenty of cardboard. They trace some contours from the map onto tracing paper, and then cut those out of the cardboard to construct a scale model of their given sea floor feature. They attach the sheets of cardboard with double-sided tape, and affix it to the bottom of a rigid box. The box lid has a grid of holes drilled into it. They determine the scale of the map (cm of the model to km in the ocean, for example), and affix the scale to the outside of the box. This concludes the first lab session.

In the second lab session, each team of students is provided with a box from an unknown team. The box is closed, and they do not know what ocean feature lay inside. They use bamboo skewers to take "soundings" at each of the drilled holes in the box lid, and mark their measurements on a piece of graph paper. Then they construct a contour map from the soundings, and try to identify the sea floor feature in the box from a global seafloor topography map that is hanging on a wall.

Students complete guided questions about the process of constructing their 3D scaled model and exploring the unknown ocean.

This unit focuses on how characters’ identities are constructed in text. When we read, how do we know that a character is acting or speaking according to his or her true nature? When are those actions or speech the result of a role that has been assumed? Using Shakespeare’s Hamlet as an anchor text, students will explore these questions at length in order to analyze the central character. This unit will allow students the opportunity to differentiate between an individual’s (relatively) permanent identity and the various parts that same individual might play in various situations. As they read the play, students will constantly reevaluate Hamlet based on specific lines and interactions with other characters. Under what circumstances does the prince reveal himself truthfully, and why?

This study is particularly relevant to high school students, who often grapple with issues of identity and to reconcile actions and speech that may seem to contradict one’s true nature. By closely examining the variety of ways in which Hamlet can be read as a character, students will develop an understanding of how to regard personality as a multifaceted quality.

Concurrently, students will conduct an investigation of a character in an independent reading book using the same framework. How does this character display his or her true nature in certain situations, and how does he or she assume temporary roles elsewhere? This independent study, along with the class-wide examination of Hamlet , will provide the foundation for students’ performance tasks for this unit. Students will write a paper in which they explain the difference between role playing and establishment of true identity. Using evidence found in Hamlet and their chosen independent reading book, each student will conduct a deep analysis of how an individual may assume several roles to achieve a desired goal, while also maintaining a separate, stable identity.

Students will gain new vocab knowledge and apply new words to the reading
Students will use context clues to determine word meaning
Students will use close reading to locate information in a text

 Overview: In this lesson, students closely examine Crevecoeur’s third letter in order to understand historically early American literature and the culture. Students critically read the letter and answer critical content questions to increase their knowledge. Students will take a quiz demonstrating their understanding of some of the literature of this period. Finally, in the spirit of early America, students will write their own letters defining what an American is, why immigrants should come, and what the American Dream is or if it is still alive. Students will exchange their letters with a partner for feedback and then turn them in for completion points.

Students make predictions about the stories and analyze story elements, compare and contrast the different stories, distinguish between fact and opinion, and draw conclusions supported by evidence from their readings.

Building textual evidence through close reading of texts is a core proficiency addressed by the Common Core State Standards. This template is intended to support two or more educators in working collaboratively to create a cross-curricular lesson that supports students in honing their close reading skills, making inferences from texts, and constructing logical, evidence-based arguments. The toolkit was written for collaborative teams of ELA, Math and Social Studies or Science teachers, but can be used by other subject area configurations as well. The toolkit was developed by ISKME in collaboration with educators from 8 different states, who possessed varied subject area expertise.