This lesson will allow students to select and share what details are important on a topic.  Groups of students will research a topic and then discuss and determine the top 25 important things someone should know about the topic.

"The Tragedy of Hamlet" is, first and foremost, a text to be performed. William Shakespeare intended for the text to be seen in performance, not read, and all of the early texts have no reliable connection to Shakespeare's editorial authority.

In light of this, from the very earliest printings, editors have chosen to edit the play's text for particular purposes: to make a quick buck, to memorialize a recently deceased friend, to conform to a time period's unique aesthetic, or to attempt to reconstitute what Shakespeare might have intended in an ideal version of the play.

This particular edition is focused on the student who wants to read the play quickly. The edition is unabashedly abridged. "The Tragedy of Hamlet" is a long play, and, in a time of increasingly compressed curricula, a maximal edition can often take a long time to get through in class. Nearly all performances of the play, both on stage and screen, feel empowered to reduce the size of the play. The Zeffirelli film cuts the play's text by half. Moreover, if we use"Romeo and Juliet"s prologue as a guide that most of Shakespeare's plays were approximately two hours in length, then that suggests that "Hamlet," which can easily reach four-hour run-times in a "full-text" version, can be cut in half and still be coherent.

Therefore, this is a performative textual edition. It cuts the text by 50% but doesn't dumb down Shakespeare's language by modernizing spelling or altering the syntax. In particular, this edition has removed the Fortinbras subplot. Teachers and students should be aware that this removes a significant political theme in the play. It also removes a Hamlet soliloquy and a key foil for Hamlet's character.

This edition is based on the 1860 Globe edition because of its free availability. Later editions (both full-text and abridged) might eventually be offered that are based on a critical conflation of early texts in order to arrive at an ideal authorial-intent text.

Importantly, this edition has the advantage of including textual annotations to help the student understand difficult vocabulary, syntax, and cultural allusions. In this last regard, the edition attempts to be more useful than other online texts of the play that might be freely available but lack helpful guidance for the reader.

Other contextual material are provided to help the student understand early appreciations of the play.

Academic/Business English is designed as a practical course to develop an authentic understanding of how to use concepts of writing and discourse to communicate in the workforce. Students will have the ability to express their thoughts, feelings, and opinions in using real-life situations and learning scenarios. All new concepts will be introduced in context while incorporating various writing, speaking and listening activities.

Academic/Business English is designed as a practical course to develop an authentic understanding of how to use concepts of writing and discourse to communicate in the workforce. Students will have the ability to express their thoughts, feelings, and opinions in using real-life situations and learning scenarios. All new concepts will be introduced in context while incorporating various writing, speaking and listening activities.

An alternative introduction to the chapter "Adapting and Living Together" - explained with Vamipres! It sits within the Ecology and Environment topic of the virtual school GCSE Biology. Teachers can choose which engagement video is better for their own uses and students.

Learn about how organisms adapt to their habitats. This video is part of The Virtual School's "Adapting and Living Together" chapter within our Ecology and Environment topic.

An introduction to the chapter "Adapting and Living Together" within the Ecology and Environment topic of the virtual school GCSE Biology.

Study of the most common advanced optimisation models in engineering problems, both Industrial and Telecommunication.

In this lesson plan, the traditional autobiography writing project is given a twist as students write alphabiographies—recording an event, person, object, or feeling associated with each letter of the alphabet. Students are introduced to the idea of the alphabiography through a presentation giving the instructions of how to create guidelines for writing their own alphabiographies. Students create an entry for each letter of the alphabet, writing about an important event from their lives. After the entry for each letter, students sum up the stories by writing the life lessons they learned from the events. Since this type of autobiography breaks out of chronological order, students can choose what has been important in their lives. And since the writing pieces are short, even reluctant writers are eager to write!

A selection of Library of Congress primary sources exploring the topic of American authors in the nineteenth century, including Walt Whitman, Emily Dickinson, Henry Wadsworth Longfellow, Harriet Beecher Stowe, and Edgar Allan Poe. This set also includes a Teacher's Guide with historical context and teaching suggestions. A selection of Library of Congress primary sources exploring the topic of American authors in the nineteenth century,...

Project to help students develop a more complete understanding of what the American Dream is to them.

This is a unit about the ADA. It has hands on activities that simulate physical and cognitive impairments to build empathy in relation to the social justice standards.

A rubric in student language used by high school students to self-assess their analysis skills.

This lesson focuses on the vocabulary and skills students need to define, identify, discuss and apply a variety of informative writing techniques. The texts in this lesson are infographics related to marginalized people. Students are asked to apply the techniques they learn to an informative text of their own. 

This lesson guides students through analysis of non-print media as a vehicle for argument.
Added to this are Pulitzer Prize Winning Photographs for them to pick from. It is important to note that the photos contain graphic images.

This lesson guides students through analysis of non-print media as a vehicle for argument.
Added to this are Pulitzer Prize Winning Photographs for them to pick from.