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.
Learning to Read Closely
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
In this lesson students use a structured format (an adaptation of Think-Pair-Share) to discuss and deconstruct complex text. The new core standards emphasize the importance of developing students' speaking and listening skills as well as helping them access complex text through reading, re-reading, re-thinking, and re-examining.The purpose of this lesson is to get the students to focus and stay on topic while they talk. As a result, students are required to think more extensively about a topic by repeatedly reading and discussing with others.
Through a close reading of "Amelia Bedelia", students reread the material to discuss text-dependent questions, promoting deep thinking about the text and its characters.
The National Humanities center presents online seminars for educators. The seminars focus on teaching with primary sources Ń historical documents, literary texts, visual images, and audio material. Emphasizing critical analysis and close reading, they address the skills of the Common Core State Standards while giving teachers the opportunity to deepen their content knowledge.
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 looks at how the American Revolution manifested itself as a civil war, and turned neighbors into enemies. America in Class Lessons are tailored to meet the Common Core State Standards. The Lessons present challenging primary resources in a classroom-ready format, with background information and analytical strategies that enable teachers and students to subject texts and images to the close reading called for in the Standards.
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 are often asked to perform speeches, but rarely do we require students to analyze speeches as carefully as we study works of literature. In this unit, students are required to identify the rhetorical strategies in a famous speech and the specific purpose for each chosen device. They will write an essay about its effectiveness and why it is still famous after all these years.
By analyzing Dear AbbyŐs ŇrantÓ about bad grammar usage, students become aware that attitudes about race, social class, moral and ethical character, and ŇproperÓ language use are intertwined.
Students apply the analytical skills that they use when reading literature to an exploration of the underlying meaning and symbolism in Hieronymous BoschŐs early Renaissance painting "Death and the Miser".
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.
In this lesson Students individually consider a visual text and draw conclusions based on what they see. They write about their conclusions and explain the evidence used to make that determination. Students will be able to analyze a visual text. Students will be able to develop and support a claim about the visual text based on evidence found in the text.
Students explore and analyze the techniques that political (or editorial) cartoonists use and draw conclusions about why the cartoonists choose those techniques to communicate their messages.
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.
What drives changes to classic myths and fables? In this lesson students evaluate the changes Disney made to the myth of "Hercules" in order to achieve their audience and purpose.
This seminar-style course challenges students to look closely at the environment of Baltimore City's complex food systems and to consider what it would take to improve these systems to assure access for all to nutritious, adequate, affordable and sustainably produced food. Students "go backstage" with tour guides at sites including a supermarket, a corner store, an emergency food distribution center, and a farm connected to the city school system. Students learn about the types of food available at these sites, who uses them, relevant aspects of their operations, and site-relevant key barriers to and opportunities for providing access to healthier food, ideally with reduced environmental harm. They also conduct oral history interviews about food with elderly city residents to understand how food access has changed over the years. Class discussions, lectures, readings, and guest speakers support critical thinking, and provide background and frameworks for understanding the experiential sessions. Lectures and discussions consider applicability of lessons gained from the study of Baltimore to other area food systems. Throughout, students consider the relative impacts of access, demand, and stakeholder interests, and consider the relative strengths of voluntary, governmental, legal and other strategies. For their final papers, students apply the Intervention Decision Matrix to selected aspects of the city's food systems and food environments, identifying challenges and opportunities for change, incorporating lessons learned from other food systems and programs, and discussing implications beyond Baltimore .