¡Listos! is a series of units for Heritage Spanish learners in grades 6-12. Three lessons aligned to the K12 Texas Essential Knowledge and Skills (TEKS) form four thematic clusters. Relevant scenarios related to personal life, college tasks, career readiness and civic participation frame each lesson and increase student engagement by making learning authentic and relevant to real issues that students face. Each lesson identifies an intermediate or advanced proficiency target that supports language acquisition in the interpersonal, interpretive and presentational modes. The project also provides teachers with a replicable approach to lesson design for adapting or creating their own materials.

This lesson was designed for English 9 students as an introduction to literary devices at the beginning of a short stories unit. The ultimate goal will be that students can analyze a story, explaining how an author uses these devices to create literature, but this lesson specifically focuses on domain-specific vocabulary.

The lesson will cover literary elements of character, setting, problem, and resolution in a story. Students will take pictures of elements out of anthology book, label pictures, creating a visual poster on lesson topics.

Students will upload the Piccollages into SeeSaw adding an audio explanation of the topic along with uploading to SeeSaw digital portfolios.

This video is part of the Learn and Grow with WHRO TV series. Watch Haley Cooprider teach about identifying rhyming words and the letters a, s, l, and p.

This video is part of the Learn and Grow with WHRO TV series. Watch Haley Cooprider teach about identifying rhyming words and the letters c, m, and o.

Students listen to and read a nursery rhyme while practicing their voice to print match. Students identify rhyming words and learn the names and how to write several alphabet letters.

Lived History' documents the making of the Wind River Virtual Museum, a high definition archive of Eastern Shoshone and Northern Arapaho ancestral artifacts. In the accompanying lesson plan (found in the Support Materials) students will learn from the time when Europeans first traveled in North America, they took collectors' interest in the arts, weaponry and attire of Native Americans. Sometimes they purchased artifacts, sometimes they stole them, and sometimes they killed for them. Over the years, pipes, war bonnets, cradle boards and parfleches accumulated in museums. The method of acquisition was often forgotten; exact historical documentation was often difficult. Many of the artifacts have perished or deteriorated over time. Many ancient artifacts remain in the vaults and display cases of museums far from their place of origin or the people who might best explain and appreciate them.

"Lived History" documents the creation of the 'Wind River Virtual Museum'—an archive of high definition images of ancestral artifacts created with guidance from Wind River tribal elders. Items like nineteenth century amulets, bags, drums, ceremonial headdresses and robes, everyday clothing, medicine related objects, hunting apparel, moccasins, and other meaningful objects were brought out of storage and displayed for the elders. Their commentary becomes part of the precarious and precious transmission of oral culture that the people of Wind River strive to honor and preserve, for future generations.

LEARNING OBJECTIVES:

Students will learn about different artifacts of the Shoshone and the Arapaho people and their significance/use.
Students will gain a deeper appreciation for the resiliency of people and the importance of cultural preservation.
Students will explore their own cultural identity and understand that culture is a system of beliefs, values, and assumptions about life that guide behavior and are shared by a group of people.
Students will name three objects identified in the Lived History video and gain an understanding of their uses and cultural significance.
Students will dentify some of the resources used to make traditional items and locate areas in which these resources are found.

The unit is focused on the examination of geography in terms of “place.” Students dive into inquiry to answer the compelling question, What is unique about living in Washington? Through this question students will understand where and why people live in Washington State. Students will dive into the regions of Washington State and define it through many characteristics. Students will ultimately choose a region to become an expert on and communicate what makes that region unique. Each student’s performance task product will reflect choice and build upon student strengths according to their skill set.

An introduction to logarithmic functions and the property rules for solving basic logarithmic equations.

This is a BlendSpace lesson on the persuasive appeals - ethos, logos, and pathos. It involves note-taking, an understanding check quiz, and an application assignment in which students analyze a commercial or print ad for its use of ethos, logos, and pathos.

Comic strip summarizing the plot of the play plus a cloze procedure activity.

Lecture Objective: Introduce geography as a potentially deep determinant of growth and expose students to questions in the cutting edge of the field.

The lesson incorporates a few MRU videos about geography and growth from our Principles of Macroeconomics and Development Economics video courses. We also mix in discussion prompts, exercises, practice questions, graphs and charts, and pre- and post-class assignments. Finally, we provide supplementary resources such as additional data sources, relevant news articles and blog posts, and two podcast episodes

Lecture Objective: Introduce students to the super simple Solow model. By the end of the lesson, students should be able to identify inputs to growth, solve for the steady state, and identify the factors that lead to conditional convergence.

The lesson incorporates a number of MRU’s videos about the Solow model and conditional convergence from our Principles of Macroeconomics video course. We also mix in discussion prompts, exercises, practice questions, graphs and charts, and pre- and post-class assignments. Finally, we provide supplementary resources such as additional data sources, relevant articles and blog posts, an episode of Planet Money, and even an interview with Robert Solow himself.

This video is part of the Learn and Grow with WHRO TV series. Watch Patty Larson teach about how to make connections about being brave to texts.

Students relate personal experiences to make connections to a text.

In this lesson, students read the next chapter of Esperanza Rising, "Los Aguacates," and they analyze how the chapter fits into the overall structure of the text (RL.5.1, RL.5.5). They then make connections between this chapter and the UDHR, looking for evidence of threats to human rights, before analyzing parts of the chapter in more detail to answer questions about the text (RL.5.1, RI.5.1).
The content of this chapter has a significant focus on discrimination, which is why students read it more closely to answer questions. Students are given the opportunity to share stories about discrimination after answering the questions. To finish the lesson on a positive note, students hear a read-aloud of pages of A Life Like Mine that are focused on identify in order to celebrate diversity and identity.
Although the lesson is written for "Los Aguacates" to be a teacher read-aloud, this can be organized in different ways to meet the needs of your students. For example, students could read this in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
Many of the articles of the UDHR could be applied to each chapter. Students may make other suggestions than those recorded on How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference).
In this lesson, the habit of character focus is on working to become an ethical person. The characteristics that students practice are respect, empathy, and compassion as volunteers share out personal reflections on what happened in Esperanza Rising.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads aloud "Los Aguacates" during Opening B, and pages 100-103 of A Life Like Mine during Closing and Assessment 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 lesson takes the learner through a series of exercises where the ability to understand ratios and calculate unit cost will help the learner make optimal, well-reasoned, cost-effective purchasing decisions. The target audience is the adult learner (preferably with school-age children) working in the Grade D range (6th-8th grade) and with RP Domain (Ratios and Proportional Relationships). Learners will benefit by seeing the relationship that mathematical concepts have to their everyday lives by using mathematical reasoning to make better purchasing decisions. Mastery of this material will help learners demonstrate readiness for higher-level algebraic concepts.

The lesson will cover making a simple pictograph, inputting data, and then manipulating the data in a problem of choice. Students will use emojis in Doodle Buddy and a drawing tool to create graphs.

Students will upload the graphs into SeeSaw adding an audio explanation of the math problems and upload to SeeSaw digital portfolios.

This blog post outlines a unique approach to narrative writing that can be used with writers of all ages. The author outlines the approach and provides examples from her work with middle school students. The post links to a detailed lesson plan for idea generation, as well as narrative accounts of several other mini-lessons that could be incorporated into the unit, depending on the needs of the students.

Mardi Gras MasksA Lesson Developed and Submitted by Cathy Harrington and Marilyn StadlerObjectives: 1. Introduce the art of mask making to the participants.2. Review the art concepts of formal and informal balance and shape.3. Celebrate Mardi Gras by creating masks using imagination and the materials provided.Audiences:Could be suitable for all ages to enjoy.

Investigate marine debris, the role of ocean gyres, and how humans impact trash accumulation.

GeoInquiries are designed to be fast and easy-to-use instructional resources that incorporate advanced web mapping technology. Each 15-minute activity in a collection is intended to be presented by the instructor from a single computer/projector classroom arrangement. No installation, fees, or logins are necessary to use these materials and software.