In this unit, students will grapple with the notion of identity, and how we might explore and express our identities through our language, by reflecting on the journeys of our families to our American homes.

Join us for this webinar to hear how colleges are transitioning from individual faculty OER course adoptions to entire departments and OER degree pathways. OER leaders at colleges who have reached critical mass in their implementation will share best practices for sustaining faculty engagement, student involvement, project funding, and institutional commitment to OER adoption for the enhancement of teaching and learning.

Our featured speakers are both longtime community college leaders in the OER movement at regional and district levels. They will engage each other in discussions on the themes mentioned above and invite questions from webinar attendees.

Students learn how to annotate texts through the process of C.A.T.C.H. Then, they will use their annotations to make meaning by inferring/interpreting and evaluating/making judgments. Through this 10 1/2 minute video instruction and three handouts students will learn and practice an easy to remember 3-step process to critical thinking that will make their learning visible and help them discover how and why they can make meaning out of everything they read, see, and hear. Now they will have ready answers for discussions, questions, essay-writing, and quizzes.

This lesson introduces the Arts, A/V Technology, and Communications career cluster to middle school students. It incorporates literacy, Michigan career readiness model, speaking & listening, and writing. It also makes a great sketchnote activity.

Opening A: I can review what I have learned about letters and sounds. (RF.K.2, RF.K.3)
I can look at each consonant and say its sound.
I can look at each vowel and say its short sound.
Opening B: I can review what I have learned about syllables, rhyme, and vowels. (RF.K.2, RF.K.3)
I can listen to a list of words and identify which one does not rhyme.
I can count the syllables in a spoken word.
When given a word, I can create a new rhyming word by changing the first sound in the word.
I can look at each consonant and say its sound.
I can look at each vowel and say its short sound.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /r/, /a/, /t/, /n/, /i/, /b/, /o/, /u/, /t/, /e/, and /p/.
When given a spoken single-syllable word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a CVC word and pronounce the initial phoneme (sound) in the word.
I can listen to a CVC word and pronounce the middle vowel phoneme (sound) in the word.
I can listen to a CVC word and pronounce the final phoneme (sound) in the word.
When given a spoken CVC word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken CVC word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /m/, /o/, /a/, /i/, /p/, /b/, /t/, /g/, /r/, /h/, and /s/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a single-syllable word and pronounce the initial phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the middle phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the final phoneme (sound) in the word.
When given a spoken single-syllable word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken single-syllable word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /e/, /t/, /p/, /n/, /g/, and /b/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump").
I can produce words that follow a given pattern and are spelled with some of the same letters (example: "pen," "pin," "pig").

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a CVC word and pronounce the initial phoneme (sound) in the word.
I can listen to a CVC word and pronounce the final phoneme (sound) in the word.
When given a spoken CVC word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken CVC word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /m/, /i/, /a/, /p/, /t/, /n/, /g/, /r/, /h/, /f/, and /s/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").
Ongoing Assessment

Opening A: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a single-syllable word and pronounce the initial phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the final phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the middle vowel phoneme (sound) in the word.
I can change the initial or final sound in a spoken word and say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /i/, /o/, /u/, /sh/, /th/, /p/, /d/, and /n/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a CVC word and pronounce the initial phoneme (sound) in the word.
I can listen to a CVC word and pronounce the final phoneme (sound) in the word.
When given a spoken CVC word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken CVC word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /m/, /u/, /p/, /s/, /n/, /g/, /r/, /t/, /f/, and /i/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").

In this lesson various quotes that are stated by characters in Hidden FIgures are written on chart paper. Students will use the chalk talk protocol to write explaing their thoughts, connections, and questions about the quote first and then respond to what their classmates have written. Students will move in small groups from paper to paper guided by a timer. After they have finished, students will discuss big ideas on the chart paper and then discuss and share out how this quote teaches us about the person based on inferences we have made with this activity. Do we think this what the author intended us to think? This protocol can be used for any book or topic in many subject areas. There will also be reflection as an informative assessment.

In this lesson, students work in pairs to write a two-voice poem about an event/situation that they analyzed the characters' reactions to in the first half of the unit (RL.5.3, W.5.3, W.5.4, W.5.9a). The purpose of this activity is to help students more deeply understand the character and to compare and contrast the two character reactions in preparation for writing an essay over the next few lessons (RL.5.3, W.5.2).
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

The traditional religions of Great Britain's North American colonies had difficulty maintaining their holds over the growing population. This did not, however, result in a wholesale decline in religiosity among Americans.  In fact, the most significant religious development of 18th century America took place along the frontier, in the form of the Great Awakening. This curriculum unit will, through the use of primary documents, introduce students to the First Great Awakening, as well as to the ways in which religious-based arguments were used both in support of and against the American Revolution.

This video explains how cicadas emerge every 13 or 17 years, which are prime numbers.

Children will segment and blend words orally. They will also learn to sort objects by their beginning sounds: W and P. Letter formation and sound are taught.

Children will practice breaking off the initial sounds in words orally and identify the corresponding letter.

Children will learn to rack the print in the nursery rhyme, understand the boundaries of words, and identify individual words.

Children will distinguish between words that rhyme and those that do not orally.

For this lesson, students will learn through a video and powerpoint presentation how to cite in-text in APA format. Students will have an opportunity to practice citing in-text before citing in their own APA research paper.

For this lesson, students will learn how to cite in-text in MLA. They will watch a video, be directed to an easy to understand web page with citation examples, and even be able to complete a worksheet on citing in-text in MLA. Once students are done with this lesson, they will be ready to cite in-text in their own research paper.