OER programs provide an opportunity for students to earn a certificate or associates degree without incurring the cost of textbooks for their courses. This can dramatically reduce the cost of attendance and has been estimated at 25% or more savings*. Most OER programs are developed to serve the neediest students who may otherwise have to defer college or take fewer courses due to prohibitive cost. Reaching the students who could most benefit most from enrolling in OER courses can prove to be a challenge in of itself. We will hear from speakers who have developed successful strategies at their colleges to create awareness and encourage underrepresented students to enroll in OER degree programs targeted at their academic success.

Students will use Adobe Spark to create a video commercial after studying market economy.

Explore urban sprawl, factors, and impacts.

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.

This unit is a study of the shifts in narrative voice and literary genres that Melville makes throughout Moby-Dick. It serves to introduce students to several unique features of the novel without demanding as much class time as would reading the entire text. The lessons comprise a series of close readings of passages from the novel.

In this Roadmap, students will learn about two types of metamorphosis - complete and incomplete.

In this lesson, students read the next chapter of Esperanza Rising, "Las Almendras," and 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 (RI.5.1).
Students then analyze metaphors in the chapter and answer questions about what they mean (RL.5.1, L.5.5a).
Although the lesson is written for "Las Almendras" 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 the 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 characteristic that students practice is respect 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 "Las Almendras" of Esperanza Rising during Opening 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 follows a similar arc to Lesson 2. Students read the next chapter of Esperanza Rising, "Las Papas," 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 (RI.5.1).
Students then interpret metaphors about Abuelita's blanket across the novel in expert triads (RL.5.1, L.5.5a). They use their interpretation of the metaphors to identify themes (RL.5.2).
Although the lesson is written for "Las Papas" 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 characteristic that students practice is respect 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 "Las Papas" during Opening B.
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.

In this lesson, students read the next chapter of Esperanza Rising, "Las Uvas," and analyze how the chapter fits into the overall structure (RL.5.1, RL.5.5). They then make connections between this chapter and the UDHR, looking for evidence of threats to human rights (RI.5.1).
Students then interpret the river metaphors in the novel in expert triads (RL.5.1, L.5.5a). They use their interpretation of the metaphors to identify themes (RL.5.2).
Although the lesson is written for "Las Uvas" 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 the 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 characteristic that students practice is respect 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 "Las Uvas" during Opening B.
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.

Lecture Objective: Students understand what “there ain't no such thing as a free lunch” really means. In other words, they can identify different types of nonmonetary compensation and how they form part of real wages.

The lesson incorporates two MRU videos about compensating wage differentials from our Principles of Microeconomics 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 news articles and blog posts, two episodes of Planet Money, and a podcast conversation between Tyler Cowen and Peter Thiel.

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What is Marginal Revolution University (MRU)?

Many of us can remember our first great economics teacher who fundamentally changed how we see the world. At MRU, we try and deliver that experience to millions worldwide through video.

Founded as a nonprofit in 2012 by George Mason University economics professors Tyler Cowen and Alex Tabarrok, MRU is building the world’s largest online library of free economics education videos -- currently weighing in at more than 800 videos.

In this lesson, students complete the mid-unit assessment, in which they read Article 13 of the UDHRto identify unfamiliar vocabulary, to identify the main ideas, and to write a summary (RI.5.1, RI.5.2, RI.5.4, RI.5.9, L.5.4).
To appropriately set up the reading of this article, students read "Los Melones" in Esperanza Rising. To make time for the assessment, rather than students making connections between Esperanza Rising and the UDHR themselves, this link is made for them and is explained before they complete the assessment.
To provide adequate time for the assessment, nothing is added to the How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart or the Structure of Esperanza Rising anchor chart during this lesson. This will happen during the next lesson.
After the Mid-Unit 1 Assessment, students reflect on their learning using the Tracking Progress: Reading, Understanding, and Explaining New Texts recording form. This exercise is meant to provide them with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students are introduced to is integrity, as they work independently on assessments.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads "Las Melones" from Esperanza Rising during Opening B.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and 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.
How it builds on previous work:

In the lessons leading up to this one, students have practiced using strategies to identify the meaning of unfamiliar vocabulary, identifying the main ideas, and writing a summary, which are the skills they will practice independently in this assessment.

In Work Time A, students complete Part II of the mid-unit assessment, in which they read and watch a video of a new poem called "Job" about the aftermath of the January 2010 earthquake in Haiti (RL.5.1, RL.5.2, RL.5.4, RL.5.7, L.5.4a, L.5.5c). Since it is a long, relatively complex poem, with religious references in the second half, students work only with the first half of the text for the assessment; however, they do watch the whole video before they begin so that they don't feel unsatisfied. As they complete their assessment, students are called on to individually read aloud an excerpt of the poem for the teacher for fluency for Part I of the assessment.
Note: This poem contains references to religious figures. It is important that this reference is acknowledged in the context that some people, in times of hardship, find strength in their religious beliefs to get through it. This is also a good opportunity to emphasize working to become ethical people and respecting others' beliefs, which may not be the same as our own, and practicing tolerance. The fluency excerpt students read for Part I of the assessment does not contain religious references.
It will likely take more than one lesson to listen to all students read aloud, so two lessons have been allocated. If students finish Part II of the assessment, encourage them to use the time to add new vocabulary from "Job" to their vocabulary logs.
After the assessment, students use the Tracking Progress: Reading, Understand, and Explaining New Text recording form to formally keep track of and reflect on their own learning.

In Work Time A, students complete Part II of the mid-unit assessment, in which they read and watch a video of a new poem called "Job" about the aftermath of the January 2010 earthquake in Haiti (RL.5.1, RL.5.2, RL.5.4, RL.5.7, L.5.4a, L.5.5c). Since it is a long, relatively complex poem, with religious references in the second half, students work only with the first half of the text for the assessment; however, they do watch the whole video before they begin so that they don't feel unsatisfied. As they complete their assessment, students are called on to individually read aloud an excerpt of the poem for the teacher for fluency for Part I of the assessment.
Note: This poem contains references to religious figures. It is important that this reference is acknowledged in the context that some people, in times of hardship, find strength in their religious beliefs to get through it. This is also a good opportunity to emphasize working to become ethical people and respecting others' beliefs, which may not be the same as our own, and practicing tolerance. The fluency excerpt students read for Part I of the assessment does not contain religious references.
It will likely take more than one lesson to listen to all students read aloud, so two lessons have been allocated. If students finish Part II of the assessment, encourage them to use the time to add new vocabulary from "Job" to their vocabulary logs.
After the assessment, students use the Tracking Progress: Reading, Understand, and Explaining New Text recording form to formally keep track of and reflect on their own learning.

In this lesson, students complete the mid-unit assessment, in which they analyze Esperanza's and Isabel's reaction to her not being crowned Queen of the May, and they also analyze the metaphor of the heartbeat of the land and identify the theme that it represents (RL.5.1, RL.5.2, RL.5.3, W.5.9, W.5.9a, L.5.5, L.5.5a).
In Opening A, students' End of Unit 1 Assessments are returned with feedback. The purpose of this is for students to have the opportunity to see how they performed in order to improve in their next assessment, and to ask questions if they don't understand the feedback.
The lesson ends with students reading the Author's Note and making connections between what the author describes and the content of the story. Time is provided for silent reflection, but be aware that some students may be upset to know that some of the novel is based on real experiences.
Although the lesson is written for the Author's Note 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.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice us integrity, as they work independently on assessments.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads aloud the Author's Note of Esperanza Rising 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.

Students will use ArcGIS Online to evaluate migration at the global, regional, and local scales.

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.

As part of the 7th Grade Social Studies curriculum students will incorporate Science, Technology, Engineering, Arts and Mathematics (S.T.E.A.M) into unit various lessons. This lesson will specifically address the Ancient Egyptian unit in alignment with the class curriculum textbook: Discovering Our Past “A History of the World, Early Ages” McGraw-Hill Networks and various curricular standards. Students interest and excitement towards Egyptian history will be increased by the possibilities and opportunities offered by Minecraft. Students will conducted extended research of the mighty and mysterious pyramids and learn how and why people have built such magnificent structures.

Analyze the quantities and origins of basic mineral resources.

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.

The Miss Indian America Pageant was launched by Sheridan residents in the 1950's to combat discrimination. In the accompanying lesson plan (found in the Support Materials) students will view the story told through the eyes of Miss Indian America title holders who held a reunion in 2013, serving as grand marshals in the Sheridan, WY Rodeo parade and commemorating a legacy of bridging cultures.

LEARNING OBJECTIVES:

Students will identify the reason why the town of Sheridan, WY started the Miss Indian America Pageant.
Students will define the given vocabulary words.