This course focuses on popular music, i.e. music created for and transmitted by mass media. Various popular music genres from around the world will be studied through listening, reading and written assignments, with an emphasis on class discussion. In particular, we will consider issues of musical change, syncretism, Westernization, globalization, the impact of recording industries, and the post-colonial era. Case studies will include Afro-pop, reggae, bhangra, rave, and global hip-hop.

This course provides an introduction to the language and culture of the Portuguese-speaking world, with special attention to Brazilian Portuguese. This course focuses are on basic oral expression, listening comprehension, and elementary reading and writing. Students develop their vocabulary and understanding of grammatical concepts through active communication. This is a coordinated language lab program and is designed for students with no knowledge of Portuguese. Class is conducted entirely in Portuguese.

Explore where the prohibitions and permissions that occur in every day life come from, why they exist, and what gives them force. For example: food- you are only willing and able to eat a subset of the world's edible substances. Marriage- some marriages are prohibited by law or by custom. Addresses questions of prohibition and permission using psychological sources and literary works from ancient to modern. Includes texts by Shakespeare, Melville, Mary Rowlandson, and Anita Desai. Students give group and individual oral presentations.

Welcome to Promoting STEM Through Literature by the MiSTEM Network of the Northwestern Lower Michigan Region.  We are excited to build from the great work of Judy Bowling and Kerry Guiliano to bring you more STEM challenges, SEL discussion prompts, and career connections that you can use with your students.  If you are interested in learning more about the original project, please visit their website at https://www.stemandlit.com/Share your feedback and comments with us as we continue to add more books and lessons! These lessons were created in collaboration by Danelle Brostrom, Sam Walters, Danielle Humphrey, Peter Milne, Drea Weiner, and Shelly VanderMeulen with funds from a MiSTEM grant awarded by the Michigan Department of Education.

Welcome to Promoting STEM Through Literature by the MiSTEM Network of the Northwestern Lower Michigan Region.  We are excited to build from the great work of Judy Bowling and Kerry Guiliano to bring you more STEM challenges, SEL discussion prompts, and career connections that you can use with your students.  If you are interested in learning more about the original project, please visit their website at https://www.stemandlit.com/Share your feedback and comments with us as we continue to add more books and lessons! These lessons were created in collaboration by Danelle Brostrom, Sam Walters, Danielle Humphrey, Peter Milne, Drea Weiner, and Shelly VanderMeulen with funds from a MiSTEM grant awarded by the Michigan Department of Education.

Welcome to Promoting STEM Through Literature by the MiSTEM Network of the Northwestern Lower Michigan Region.  We are excited to build from the great work of Judy Bowling and Kerry Guiliano to bring you more STEM challenges, SEL discussion prompts, and career connections that you can use with your students.  If you are interested in learning more about the original project, please visit their website at https://www.stemandlit.com/Share your feedback and comments with us as we continue to add more books and lessons! These lessons were created in collaboration by Danelle Brostrom, Sam Walters, Danielle Humphrey, Peter Milne, Drea Weiner, and Shelly VanderMeulen with funds from a MiSTEM grant awarded by the Michigan Department of Education.

Welcome to Promoting STEM Through Literature by the MiSTEM Network of the Northwestern Lower Michigan Region.  We are excited to build from the great work of Judy Bowling and Kerry Guiliano to bring you more STEM challenges, SEL discussion prompts, and career connections that you can use with your students.  If you are interested in learning more about the original project, please visit their website at https://www.stemandlit.com/Share your feedback and comments with us as we continue to add more books and lessons! These lessons were created in collaboration by Danelle Brostrom, Sam Walters, Danielle Humphrey, Peter Milne, Drea Weiner, and Shelly VanderMeulen with funds from a MiSTEM grant awarded by the Michigan Department of Education.

Develop or Activate Background Knowledge:
--Our book is called Bringing the Rain to Kapiti Plain. It was written by Verna Aardema and illustrated by Beatriz Vidal. It tells a story but it is also a special kind of poem. Each page will repeat some of what has been read so far and then add something new. A set of lines that work together is called a stanza. There’s a stanza on each page, and some of the lines are the same. The story is set in Africa, and it is all about the need for water. It has not rained in a long time. The story is a fantasy because what happens could not occur in real life.
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses

Week 29, Day 1---Day 5
D is for Dancing Dragon: A China Alphabet
"This book is called D is for Dancing Dragon: A China Alphabet. It was written by Carol Crane and illustrated by Zong-Zhou Wang.
You might think that an alphabet book is for kindergartners, but this is no ordinary alphabet book. That’s because it also teaches us about China. On the first page, you can see a map of China, which is a country on the other side of the world."
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
visual: comparison chart
Review and Share Written Responses
*Planning Notes
This is an unconventional alphabet book because of the extensive background information about the word that is given for each letter. We have chosen to use the first 5 days for instruction. If you have extra time, you could read additional segments.

Week 18, Day 1---Day 2
My Rows and Piles of Coins---fiction
Today’s book is called My Rows and Piles of Coins. It was written by Tololwa Mollel, who lived in Africa as a boy. The illustrations are by E. B. Lewis.
Develop or Activate Background Knowledge
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
If a map of Africa is in the room (or can be projected), it would be helpful to point out the location of Tanzania.
Also note that pronunciations of African words are provided on the last page.

The subtitle of One Hen is How One Small Loan Made a Big Difference. The book was written by Katie Smith Milway and illustrated by Eugenie Fernandes.
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
Planning Notes
It would be helpful to have a map of Africa on display to indicate the West African places mentioned — Ghana, Mali, and Burkina Faso
Consider making and bringing in some fufu. There are only three ingredients (Cassava, Plantains and Butter), and recipes are on the web. It might reinforce the plainness of Kojo’s life. You can also find recipes for peanut stew and palm oil soup!

Develop or Activate Background Knowledge:
--Our book is called Pinduli. It was written and illustrated by Janell Cannon. This is the story of a young hyena, who lives in Africa with her mother. There are several kinds of hyenas. Some have spots, some have stripes, and others have neither. Pinduli has stripes. She is young and unsure of herself. The other animals criticize how she looks, and it makes her feel bad about herself. But then something strange happens. Life for Pinduli will suddenly change.
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
If your students have read Stellaluna, point out the author connection.
The information on the various animals is not part of the read-aloud. It may be included at teacher discretion.

Week 30, Day 5
The Egyptian Cinderella
"The book was written by Shirley Climo and illustrated by Ruth Heller. As I read, I want you to think about how the Egyptian story is the same as Cinderella [Day 1] and also how it is different."
Develop or Activate Background Knowledge:
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
--Venn diagram
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
This plan helps students compare and contrast. We have again planned a two-way comparison here. Trying to include all three books in a three-circle Venn might be quite challenging for second graders. This will not prevent you from identifying elements common to all three versions, of course.
A globe or map of Africa would be useful for pointing out the location of Egypt.

In Unit 2, students move from analyzing challenges others face in accessing schools to more specifically analyzing challenges others face in accessing books. Students closely read excerpts from My Librarian Is a Camel by Margriet Ruurs, which describes ways people living in different countries around the world access books. For a mid-unit assessment, students demonstrate their reading skills by reading a new excerpt from this book and determining its main idea.
In the second half of the unit, students switch gears to begin writing informative texts. Using what they have learned about reading informational texts in the first half of the unit, they plan, write, revise, and edit an informative paragraph describing how people in a particular country overcome the challenge of access to books. For the End of Unit 2 Assessment, students write a new informative paragraph describing the challenge and how it was overcome, using evidence from the excerpt from My Librarian Is a Camel read for the mid-unit assessment.

Aims to develop a teaching knowledge of the field through extensive reading and discussion of major works. The reading covers a broad range of topics -- political, economic, social, and cultural -- and represents a variety of historical methods. Students make frequent oral presentations and prepare a 20-page review essay.

This 14 day Unit Plan integrates the Utah Core Standards for Language Arts and for Reading and Writing in History/Social Studies with the existing Utah Social Studies Standards. The students read, research, draw conclusions, and write beginning level argumentative essays comparing/contrasting major world religions. For a more thorough summary see the Background For Teachers section.

This lesson reviews the Spanish verb GUSTAR - it's conjugation, use with nouns and infinitives, and using it in the Simple Form versus the Emphasis & Clarity Form.

This National Park Service website offers links to a variety of articles about the history and politics of Alaska. Users can download PDF articles about World War II in Alaska, the Alaska Goldrush, and national historic places. The site also features links to educational resources such as teachers' guides to teaching about historic places and culture.

SPARK spends time with Kawika Alfiche, a young hula kumu (teacher) who has devoted his life to reviving ancient Hawaiian music and dance traditions. This Educator Guide introduces the Hawaiian dance form of hula, including its historical traditions, cultural significance, and present day practice as both creative expression and social preservation.

" The science essay uses science to think about the human condition; it uses humanistic thinking to reflect on the possibilities and limits of science and technology. In this class we read and practice writing science essays of varied lengths and purposes. We will read a wide variety of science essays, ranging across disciplines, both to learn more about this genre and to inspire your own writing. This semester's reading centers on "The Dark Side," with essays ranging from Alan Lightman's "Prisoner of the Wired World" through Robin Marantz Henig's cautionary account of nano-technology ("Our Silver-Coated Future") to David Quammen's investigation of diseases that jump from animals to humans ("Deadly Contact")."