The attached Remote Learning Plan is designed for 6th Grade Language Arts …
The attached Remote Learning Plan is designed for 6th Grade Language Arts students. Students will review figurative language and create an apology poem.
Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1wvobkejhzjJRZd7XV218lXKvLlX7DLDW2DiH4B9MVEs/edit?usp=sharing
Students will write an Informational/Informative Writing. This Remote Learning Plan addresses the …
Students will write an Informational/Informative Writing. This Remote Learning Plan addresses the following NDE Standard: English Language Arts - Writing It is expected that this Remote Learning Plan will take students 5 days with 45 to 60 minutes for each lesson to complete.Here is the direct link to the Google Doc:Informational/Informative Writing
Students will summarize, analyze, and synthesize the connection between main ideas of …
Students will summarize, analyze, and synthesize the connection between main ideas of two informational texts. Students will analyze the social, historical, cultural, and biographical influences in informational texts. Here is the direct link to the Google Doc: https://drive.google.com/file/d/1ekYpo8pbtwoRwl90uBSkI9lvmrLsA2UQ/view?usp=sharing
Though this unit takes several weeks to complete, for this particular lesson, …
Though this unit takes several weeks to complete, for this particular lesson, which is the beginning phases of the project, students will select 6 different genres (they will eventually write) on a central topic of their choice; research and provide evidence/information to support analysis, reflection and creativity; and collect, synthesize, and organize information using a graphic organizer or symbols to assess how/where to best use in project.(Product description).
Here is the direct link to the Google Doc: Multigenre Resarch Project: Beginning Phase
Students will write an Opinion Writing. This Remote Learning Plan addresses the …
Students will write an Opinion Writing. This Remote Learning Plan addresses the following NDE Standard: English Language Arts - Writing It is expected that this Remote Learning Plan will take students 5 days with 45 to 60 minutes for each lesson to complete.
Here is the direct link to the Google Doc:Opinion Writing
. Students will write a Personal Narrative. This Remote Learning Plan addresses …
. Students will write a Personal Narrative. This Remote Learning Plan addresses the following NDE Standard: English Language Arts - Writing It is expected that this Remote Learning Plan will take students 5 days with 45 to 60 minutes for each lesson to complete.Here is the direct link to the Google Doc:Personal Narrative Lesson
This Remote Learning Plan was created by Anne Upp in collaboration with …
This Remote Learning Plan was created by Anne Upp in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 3rd Grade Level ELA students. Students will fluently read with EXPRESSION. This Remote Learning Plan addresses the following NDE Standard: LA 3.1.4 Fluency: Students will develop accuracy, phrasing, and expression while reading grade level text. It is expected that this Remote Learning Plan will take students 10-15 minutes per day for 5 days to complete.Here is the direct link to the Google Doc:https://docs.google.com/document/d/1QPrEOLiy-5QsQrugQJSJKIWKjCPYoswQ4DoQyQVf4r0/edit?usp=sharing
This Remote Learning Plan was created by Sara Wellman-High Horse in collaboration …
This Remote Learning Plan was created by Sara Wellman-High Horse in collaboration with Eileen Barks and Caryn Ziettlow as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for Grade 9-12 English students. Via HyperDoc, Students will study the Robert Frost poem, “The Road Not Taken” and research biographical information, personal letters, and scholar videos and articles to answer analytical questions; and apply their knowledge of poetic literary devices and poem traits/characteristics to the poem, “The Road Not Taken”. This Remote Learning Plan addresses the following NDE Standard: LA 12.1.6.c; LA 12.1.6.d; LA 12.1.6.f; LA 12.1.6.i; LA 12.1.6.l; LA 12.1.6.nIt is expected that this Remote Learning Plan will take students 2 days to complete.Here is the direct link to the Google Doc: Robert Frost & "The Road Not Taken"
T\ Students will use a text or their writing to analyze the …
T\ Students will use a text or their writing to analyze the author's or speaker's word choice. This Remote Learning Plan addresses the following NDE Standard: Reading 12.1.5.d It is expected that this Remote Learning Plan will take students approximately 90 minutes to complete. Here is the direct link to the Google Doc: Six Traits: Word Choice Lesson Plan and Six Traits: Word Choice Google Slides Resource
This Remote Learning Plan was created by Hannah Barnhart in collaboration with …
This Remote Learning Plan was created by Hannah Barnhart in collaboration with Caryn Ziettlow and Eileen Barks as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 5th Grade Language Arts students. Students will answer a question using the RACE Method. This Remote Learning Plan addresses the following NDE Standard: LA 5.2.1.a Use prewriting activities and inquiry tools to generate ideas, organize information, guide writing, and answer questions. It is expected that this Remote Learning Plan will take students 80 minutes to complete.Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1Ey5YcC7NQy6ccJwfHP35oQR25jR67sYWzRp1qWfPmnc/edit?usp=sharing
This two page document provides a high level summary of the research …
This two page document provides a high level summary of the research that informed the Language Arts curriculum design (e.g., content-based literacy, phonics, supports for ELLs) and our professional development (e.g., focus on leadership, coaching, common implementation challenges).
The lesson begins with a rereading of "The Milliner" from Colonial Voices: …
The lesson begins with a rereading of "The Milliner" from Colonial Voices: Hear Them Speak. This is meant to focus students on the Loyalist perspective to provide a purpose for reading more about Loyalists in the rest of the lesson. In Work Time A, students read a new informational text, "Loyalists," for gist and unfamiliar Vocabulary in preparation for using it to research information in response to a question in Work Time B (RI.4.3, W.4.8). They also analyze the structure of the text (RI.4.5). In Closing and Assessment A, students synthesize their reading about Loyalists in an informational paragraph (RI.4.1, W.4.9b). The elements of writing a paragraph are reviewed from Modules 1-2, specifically producing complete sentences (L.4.1f) and using commas and quotation marks to mark quotations from a text (L.4.2b). In this lesson, students focus on working to become effective learners by collaborating in pairs. For students who finish quickly and need an additional challenge, invite them to reread "Revolutionary War, Part I" and to add research notes from that resource.
: Labs component for Grade 2: Module 3 of the EL Education …
: Labs component for Grade 2: Module 3 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, The Secret World of Pollinators, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.
To access this resource, you will need to create a free account for the system on which it resides. This partner uses such data for funding requests to keep their resource growing and up-to-date. Also, these resources are openly-licensed for editing and re-sharing, EXCEPT for certain copyright-protected content (authentic texts, photographs, etc.) within the materials that are from outside sources. This outside content may not be reproduced or distributed (outside the scope of fair use or the EL Education Curriculum Terms of Use) without additional permissions from the content owner.
Grade K: Module 3 of the EL Education K-8 Language Arts Curriculum. …
Grade K: Module 3 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of the nature of trees. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.
To access this resource, you will need to create a free account for the system on which it resides. This partner uses such data for funding requests to keep their resource growing and up-to-date. Also, these resources are openly-licensed for editing and re-sharing, EXCEPT for certain copyright-protected content (authentic texts, photographs, etc.) within the materials that are from outside sources. This outside content may not be reproduced or distributed (outside the scope of fair use or the EL Education Curriculum Terms of Use) without additional permissions from the content owner.
Labs component for Grade K: Module 3 of the EL Education K-8 …
Labs component for Grade K: Module 3 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, Trees Are Alive, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.
To access this resource, you will need to create a free account for the system on which it resides. This partner uses such data for funding requests to keep their resource growing and up-to-date. Also, these resources are openly-licensed for editing and re-sharing, EXCEPT for certain copyright-protected content (authentic texts, photographs, etc.) within the materials that are from outside sources. This outside content may not be reproduced or distributed (outside the scope of fair use or the EL Education Curriculum Terms of Use) without additional permissions from the content owner.
In this unit, students begin to explore the complexity of immigration and …
In this unit, students begin to explore the complexity of immigration and immigrant rights by reading the core text Return to Sender. Through the eyes of two children, Return to Sender highlights the challenges of life for Mexican laborers in Vermont and the way in which stereotypes about undocumented workers are formed. Through the eyes of Tyler, the farm owner’s son, students witness the internal struggle surrounding what makes something right or wrong, particularly in regard to if the family should hire undocumented workers even though without them the beloved family farm would need to be sold. They also see how the stereotypes Tyler believes about Mexican workers are broken down through his relationships with the Cruz family. Through the eyes of Mari, the daughter of an undocumented worker, students witness the daily challenges and barriers undocumented workers face in the fight for a better life and future. As Tyler and Mari develop a friendship, readers are pushed to think critically about the arguments on both sides of the debate surrounding Mexican and other laborers in Vermont, and the way in which friendships across lines of diffference can help dismantle stereotypes.
It is important to note that the scope of this unit is intentionally narrow. Immigration, particularly undocumented immigration, is an incredibly complex issue. This unit serves as an entry point. It is our hope that this unit begins to humanize a controversial topic and inspires students to question things beyond their own world and fight for their own view of what is right. To build a deeper understanding of the nuances and history of migrant workers in the United States, we recommend that this unit is paired with the social studies unit on Cesar Chavez and the migrant workers’ fight for justice and equity.
This course is an introduction to the history, theory, practice, and implications …
This course is an introduction to the history, theory, practice, and implications of rhetoric, the art and craft of persuasion. This course specifically focuses on the ways that scientists use various methods of persuasion in the construction of scientific knowledge.
This course is an introduction to the theory, the practice, and the …
This course is an introduction to the theory, the practice, and the implications (both social and ethical) of rhetoric, the art and craft of persuasion. This semester, many of your skills will have the opportunity to be deepened by practice, including your analytical and critical thinking skills, your persuasive writing skills, and your oral presentation skills. In this course you will act as both a rhetor (a person who uses rhetoric) and as a rhetorical critic (one who studies the art of rhetoric). Both write to persuade; both ask and answer important questions. Always one of their goals is to create new knowledge for all of us, so no endeavor in this class is a "mere exercise."
This is a 10 week unit plan that takes students through the …
This is a 10 week unit plan that takes students through the process of learning rhetorical analysis. It starts with the basics: the rhetorical triangle, vocabulary, basic analysis. Once the students have spent a significant amount of time learning and practicing the skills there are two essay assessments built in that align with the SAT rhetorical analysis and with the AP Language and Composition Exam.
Opening A: I can identify the name and sound for the letters …
Opening A: I can identify the name and sound for the letters "a," "t," "h," "p," "c," "n," "m," "r," "v," and "s." (RF.K.3) I can identify the name of each uppercase letter. I can look at each consonant and say its sound. Work Time A: I can identify and produce words that rhyme. (RF.K.2) I can listen to a list of three rhyming words and create a new rhyming word with a different sound (provided by the teacher; example: "pat," "bat," "hat," /s/). I can listen to a line of text containing two rhyming words, and pick out and say the two words. When given a word, I can create a new rhyming word by changing the first sound in the word.
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