This resource was created by Kimberly Heberer, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Ross Renfo, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

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 .

This resource was created by Kate Chrisman, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

This public speaking lesson focuses on presenting and conveying important information, details, facts, and opinions in a concise manner. This lesson presents several different real-world situations where students are asked to share their perspectives, experiences, and stories where they are to give supporting details and facts that are important to the context of different social interactions (talking with peers, colleagues, community, interviews, etc). With the creation of this lesson, different level options of technology integration are offered to allow for flexibility and modifications for this lesson to best serve various classrooms and their students (low tech, medium tech, and high tech options). This lesson will help students analyze a social interaction and/or topic and have them clearly and concisely give an authentic response.

This resource was created by Molli Miller, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Molli Miller, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Lizzy Heiner, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

 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.

Learn about Greek gods, heroes, and creatures through digital storytelling produced by students who have learned research techniques.

This resource was created by Molli Miller, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of 5th Grade English studying Winin Dixie.

This Empower Learner Activity is designed for MS English students studying the book Hoot. Students will self-assess, set preliminary goals, and think through learning strategies.

Why do we tell painful stories? In this lesson, students read an article about Chinua Achebe, the writer of Things Fall Apart, in order to figure out his motivation for writing this novel and to learn about the issues facing Nigeria in the late 1800s.

Nonfiction may be dull for some students, but this lesson helps them focus on the main ideas. Through awareness of section headings, students learn to sort and categorize main concepts.

This Lesson Plan was created by Joanna Pruitt as part of the 2020 ESU-NDE Remote Learning Plan Project. This original lesson is for classroom use; however, there is a virtual option as well. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. The attached Lesson Plan is designed for Grades 9-12 English Language Arts students; however, this could also be used as a Social Studies project as well. Students will evaluate credible sources through research on genocides post World War II after completing a novel unit covering the Holocaust. Students will also create scrapbooks using summarizing, citation, informative writing, textual evidence, caption writing, and persuasive writing. Students will also be expected to demonstrate oral communication skills as they have to present their projects to the class. Students will use background knowledge to clarify text and also gain a deeper understanding by using relevant evidence from a variety of sources to assist in analysis and reflection of informative text. 

The attached Lesson Plan is designed for Third Grade English Language Arts students. Students will determine if a text is literary or informational text and use that knowledge to determine author's purpose and provide evidence. This Lesson Plan addresses the following NDE Standard: NE LA 3.1.6.g and NE LA 3.1.6.a.It is expected that this Lesson Plan will take students 3- 30-40 minute sessions to complete.

This lesson is strictly to have students find a love for reading. Many times we just give them books and make them read them, but if we can incooperate a series that is popular and urge them to go to the library,  they might catch on that there are millions of books and they will like some of them. This would work for 5-6 grade students and is based on "The Bad Guys" series. 

This Lesson Plan was created by Joanna Pruitt as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Lesson Plans as a result of the COVID-19 pandemic.The attached Lesson Plan is designed for 7th or 8th grade English Language Arts students. Students will learn not only about how to write friendly letters, but they will also learn about our country in a fun and engaging way. This is a letter-writing challenge that connects students from all around the United States. Students are assigned a state and they must select three schools within that state to write a letter challenge to. The goal is to see who receives the most letters back by the end of the school year and to learn about the state that they sent letters to. 

This resource was created by Sandy Schneider, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.