These are full-course openly licensed resources for districts interested in exploring OER options when considering core instructional materials for district adoption. Course materials are available for online viewing or download.

1) Lesson Summary: Students will practice reading, oral and listening skills based on the theme Van Gogh’s Bedroom in Arles, by working with a virtual tour of the painter’s bedroom and by producing their own recordings of podcasts about the virtual tour.2) Lesson Objective:To provide students with an opportunity to develop reading, oral and listening skills based on works of art, associating the teaching of English with painting.3) Resources/Technology for the teacher:Online Resources • Website page: Text Vincent Van Gogh’s “Bedroom at Arles,” or, The Outside World is Friendlyhttps://aestheticrealism.org/terrain-gallery/art-history-criticism/van-goghs-bedroom-at-arles-by-dorothy-koppelman/• Facebook video: Virtual tour of Van Gogh’s Bedroom in Arleshttps://www.facebook.com/breathingartit/4) Resources/Technology for the students:Computer Lab or Student Laptop setting Worksheet /Learning MaterialsAudacity softwareOnline Resources5) Grade / Course: Bachelor of Arts degree (BA) in Teaching English as a Foreign Language (TEFL), First year undergraduates – Intermediate level6) Length of Activity: two classes (50 minutes each)7) Intended Curriculum Learning Outcomes• Students will use the internet to answer some questions about the text Vincent Van Gogh: The Bedroom.• Students will discuss their understanding of the text in pairs/with the whole class.• Students will watch the virtual tour Van Gogh’s Bedroom in Arles.• Students will discuss what they visualize in the virtual tour.• Students will read a text with a detailed description of the bedroom.• Students will watch the virtual tour again and check if the written description in the text matches with the images from the virtual tour.• Students will have to make corrections in the text when images do not correspond to the text.• Students will discuss about their findings in pairs.• Students will be divided into small groups of three. They will record a podcast to describe the virtual tour with their own words. In their recordings, they will have to insert some extra or wrong information about the virtual tour.• Different groups will have to listen to the podcasts and identify the non-corresponding information.8) Instructional ActivitiesTeacher will provide instructions on how to develop the activities and the necessary materials and help for the accomplishemnts of the activities (15 minutes)Students are given time to complete the lesson activities. (35 minutes)9) Learner Assessment: Student completion of the activities.

In this lesson, students read pages 4-22, "Las Uvas," in Esperanza Rising and as a whole group identify how the structure of the chapter contributes to the overall story (RL.5.1, RL.5.5).
In triads, students then research one of three topics to build background knowledge about the historical setting of Esperanza Rising. Working in expert groups allows small groups to engage in an effective, time-efficient comprehension of a broader topic because students become an expert in one topic and hear oral summaries of the others to gain an understanding of the broader topic.
This lesson is the first in a series of three that include built-out instruction for the use of Goal 1 Conversation Cues. Conversation Cues are questions teachers can ask students to promote productive and equitable conversation (adapted from Michaels, Sarah and O'Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. Based on Chapin, S., O'Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. Second Edition. Sausalito, CA: Math Solutions Publications). Goal 1 Conversation Cues encourage all students to talk and be understood. As the modules progress, Goal 2, 3, and 4 Conversation Cues are gradually introduced. See the Tools page for the complete set of cues. Consider providing students with a thinking journal or scrap paper. Examples of the Goal 1 Conversation Cues you will see in the next two units are (with expected responses):
After any question that requires thoughtful consideration:
"I'll give you time to think and write or sketch."

"I'll give you time to discuss this with a partner."

To help students share, expand, and clarify thoughts:
"Can you say more about that?"

"Sure. I think that _____."

"Can you give an example?"

"OK. One example is _____."

"So, do you mean _____?"

"You've got it./No, sorry, that's not what I mean. I mean _____."

Note that Goal 1 Conversation Cues (and expected student responses) were built into the Discussion Norms anchor chart in Lesson 1. Conversation Cues and discussion norms are similar in that they seek to foster productive and collaborative conversation. Furthermore, Conversation Cues aim to ensure equitable conversation by gradually building student capacity to become productive, collaborative participants. Goal 1 Conversation Cues focus on the fundamentals of encouraging students to talk and be understood. Goals 2-4 take students to deeper levels of conversation, from listening to others, to deepening their thinking, to thinking with others.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads pages 4-22 of Esperanza Rising aloud during Opening A.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect, as volunteers share out personal reflections on what happened in Esperanza Rising.
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 lesson begins with students reflecting on the guiding questions. This is not mandatory--students share their reflections only if they want to do so. It is important to be sensitive to students and families' feelings and experiences of human rights and to acknowledge that these feelings and experiences may differ greatly, from very positive to somewhat neutral to very negative.
In this lesson, students begin reading Esperanza Rising by Pam Munoz Ryan. They consider what happens in pages 1-3 of the novel and how those pages contribute to the overall structure of the story (RL.5.1, RL.5.5).
Beginning in this lesson and throughout the module, students are invited to translate the Spanish in Esperanza Rising into English. Consider inviting students to also share the translations in other home languages. These practices can encourage language development and help establish academic mindsets and equity.
In this lesson, students choose independent research reading books (RL.5.10, RI.5.10). See the Independent Reading: Sample Plans (see the Tools page) for ideas on how to launch independent reading in your classroom. If you have your own routines for launching independent reading, in this lesson students will choose a research reading book.
This is the second in a series of two lessons that include built-out instruction for strategic use of the Think-Pair-Share protocol to promote productive and equitable conversation.
Total participation techniques are used for quick response questions. Some common total participation techniques include cold calling, selecting volunteers, and using equity sticks (a stick or card for each student in the class).
In this unit, the habit of character focus is on working to become ethical people. Throughout the rest of the unit, students will "collect" characteristics of ethical people on a Working to Become Ethical People anchor chart. The characteristic that students collect in this lesson is respect, because of the potentially diverse views of students in response to the guiding questions.
Throughout the module as students collect characteristics of each habit of character, examples of what each might look like and sound like are provided in the supporting materials; use these as a guide. Note that they are suggestions, and it is not necessary to include all of the examples on the anchor chart.
Beginning in this lesson and throughout much of Unit 1, students are asked to follow along silently as you read the text aloud or to read chorally as a class or with partners. This builds students' fluent reading skills. In this lesson, students follow along, reading silently in their heads as the teacher reads pages 1-3 of Esperanza Rising aloud during Work Time A.
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.

This video explains how to determine which expressions have the same value as a given expression.

This video explains how to determine which expressions have the same value as a given value.

This video explains how to determine which expressions have the same value as a given value.

What does it mean for a source to be credible? Why is it important to use these sources? How can you tell if a source is credible?

This is an example of a guest teacher flow chart. This was created to help the guest teacher flow through the day with ease. When using my computer that day the websites with accounts automatically logged in for her.

This lesson instills knowledge of 4 exercises that can build muscular strength and endurance needed for kayaking. Shoulder rotation, Dumbbell curl, Dumbbell twists, & Weighted side bends. After this lesson, the students will be performing these exercises 3 times a week.

This lesson focuses on the use of elevation maps with a focus on Michigan's Muskegon River Watershed. Students are introduced to an elevation profile tool and expected to produce a profile of two other Michigan rivers and examine their watersheds. Success with this lesson will include drawing a simplified profile of one of the rivers as well as labeling two watershed boundaries and the river.

As a society, we use land in many different ways. The way we use land has a tremendous impact on how water flows over and through land as it makes it way to streams, rivers, and the Great Lakes. When rainwater falls on land, it gradually makes its way downhill. In developed areas, including both farms and urban areas, there is much less vegetation to slow the water down. As a result, the water moves quickly over the surface of the ground, picking up dirt and other materials and carrying it along with the flow of water. This process is known as "erosion." The suspended material, called "sediment," is carried through the watershed to the streams, rivers, and lakes. Success with this lesson will happen when students are able to explore the land use around sample Michigan sites, and use that information to analyze which sites have the highest average sediment levels and which have the lowest.

Rivers are incredibly important to our society and our environment, but we haven't always treated our rivers as well as we should. By using pictures taken from satellites orbiting the earth, we can examine rivers all over Michigan and try to identify those rivers that appear to have higher water quality and those that appear to have lower quality. Based on the illustrations provided, students will be able to make a number of observations about the quality of Michigan's rivers. Two specific rivers, the Rouge River and Escanaba River, will be observed and conclusions made about water quality and types of land use surrounding it. Lesson success will include having students log into ArcGIS Online to explore the river nearest their home so they can produce a table of observations and a 3-5 sentence paragraph to summarize their findings.

For this lesson, students will learn what theme is, understand what the most common themes are, and analyze the theme of short stories. As a final assessment, students will read a novel and write a 5 paragraph essay analyzing the theme.

Introduction and use of multiple tools in Seesaw in order to improve expressive language and intelligibility skills for speech and language students.

There are many different ways to precisely measure the quality of water in a river. Environmental scientists and volunteers all over the state of Michigan are continuously collecting measurements of the quality of water in rivers, streams, and lakes. Students will look at two of these measures to see how they change with location around the state and along a river. The first measure of water quality is called "water conductance" - that is, how well a water sample can conduct electricity. A higher water conductance generally means lower water quality. The second measure of water quality is "pH." pH is a measure of how acidic or basic water is. Successful students will be able to interpret and analyze data using these two measures to better understand Michigan water quality.

As rain falls all over Michigan, the water gathers in small local watersheds, which feed into larger regional watersheds, which ultimately feed into the Great Lakes. Water that falls on the land in Michigan eventually flows into one of the Great Lakes because the elevation of the Great Lakes is generally lower than the elevation of the land in Michigan. Students will be able to use elevation maps to study water flow from watersheds emptying into the Great Lakes. Success with this lesson will happen when students can investigate the Great Lakes water flow and produce a simple diagram that illustrates this flow pattern.

We will explore exponential functions through graphing and describe the relationship to the compound interest formula.