Students create a class composition of a thunderstorm by exploring expressive qualities of crescendo/decrescendo and accelerando/ritardando
Two blobs of clay go on an enjoyable adventure as they transform themselves into fun shapes and new things throughout their escapade. What will they be by the end of the book? The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Design a stop-motion video that morphs an item of your choice into another item. Before you begin, sketch out the process you’ll take to transform your item.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
Teachers collaborating to bring the Common Core to life—sounds simple and sensible. But what does it look like in practice? Members of the Center for Teaching Quality’s Collaboratory are already knee-deep in implementation. This brief article summarizes their advice for some starting points for collaborating around the Common Core.
This resource guide begins by outlining the theory underlying the literacy work and then lays out the framework for the supports included in the Readers series. Subsequent chapters describe and illustrate the specific content literacy and language development strategies that have been chosen as being of particularly high impact. Although most of the strategies can be used in multiple ways, we have chosen to present them as occurring "Before, During and After Reading" because of the importance of this mental model in effective content literacy instruction.
This collection uses primary sources to explore religion during the Colonial period of US History. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
This course looks at comedy in drama, novels, and films from Classical Greece to the twentieth century. Focusing on examples from Aristophanes, Shakespeare, Cervantes, MoliĚŹre, Wilde, Chaplin, and Billy Wilder, along with theoretical contexts, the class examines comedy as a transgressive mode with revolutionary social and political implications. This is a Communications Intensive (CI) class with emphasis on discussion, and frequent, short essays.
The Folger Shakespeare Library provides the full searchable text of "The Comedy of Errors" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.
French audio clip
French Vocabulary Audio Clip What's her name? (1)
French Vocabulary Audio Clip What's his name? (1)
French Vocabulary Audio Clip What's her name? (2)
French Vocabulary Audio Clip What's his name? (2)
French Vocabulary Audio Clip What is your name? (informal 1)
French Vocabulary Audio Clip What is your name? (formal 2)
French Vocabulary Audio Clip How is that spelled?
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 Nobel Peace Prize Speeches of Rev. Dr. Martin Luther King, Jr. and President Barack Obama.
The goal of the Listening and Learning Strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced, and coherent read_alouds. The 9 units (or domains) provide lessons (including images and texts), as well as instructional objectives, core vocabulary, and assessment materials. The domain topics include: Nursery Rhymes and Fables; Five Senses; Stories; Plants; Farms; Kings and Queens; Seasons and Weather; Colonial Towns; and Taking Care of the Earth.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
This online textbook provides a generalized understanding of composition and to serve as a supplementary aid to high school English teachers.
This textbook follows California Language Arts Standards for grades 9-12 to provide a generalized understanding of composition and to serve as a supplementary aid to high school English teachers.
In an increasingly interconnected world, communicating across cultures is a crucial skill in the international networks of business, science, and technology. Subject examines a range of communication styles and techniques resulting from different cultural norms and traditions. It begins with a general theoretical framework and then moves into case studies. Topics include understanding the relationship between communication and culture, differences in verbal and non-verbal communication styles, barriers to intercultural communication, modes of specific cross-cultural communication activities (e.g. argumentation, negotiation, conflict resolution) and intercultural adjustment. Case studies explore specific ways of communicating in Asian and European cultures. Graduate students are expected to complete additional assignments. Taught in English.It has become commonplace knowledge that globalization is one of the major forces shaping our world. If we look at the spread of information, ideas, capital, media, cultural artifacts--or for that matter, people--we can see the boundaries and borders that have historically separated one country or one group from another are becoming more and more permeable. For proof of this close to home, you need only to look at the composition of the MIT student body: 8 percent of the undergraduates and 37 percent of the graduate students are from 109 different countries. "Communicating Across Cultures" is designed to help you meet the challenges of living in a world in which, increasingly, you will be asked to interact with people who may not be like you in fundamental ways. Its primary goals are to help you become more sensitive to intercultural communication differences, and to provide you with the knowledge and skills that will help you interact successfully with people from cultures other than your own. We hope the course will accomplish those goals by exposing you to some of the best writers and scholars on the subject of intercultural communication, and by giving you a variety of opportunities to practice intercultural communication yourself. As you read the syllabus for this course, we hope you get a sense of our commitment to making this course a rewarding experience for you.