In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. The full year of Grade 7 Mathematics curriculum is available from the module links.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. The full year of Grade 6 Mathematics curriculum is available from the module links

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. The full year of Grade 7 Mathematics curriculum is available from the module links.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. The full year of Grade 6 Mathematics curriculum is available from the module links

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Students discuss a 17th-century painting that depicts musicians in the middle of a fight. They will write a one-paragraph description of the painting in the present tense. Students speculate about what happened before and after the scene depicted in the painting, and then use past and future tenses to write narratives based on their speculations. In the narratives, each student will add descriptive idioms about characters in the painting and draw a visual representation of an idiom.

Students will discuss the form and function of Chinese porcelain with gilt-bronze mounts that were added by French artists. They will decorate cups or bowls with thematic designs then "sell" these works to partners role-playing as French tourists. Partners will add decorations to the original designs. Each student will also write an account of his or her object's journey.

Maker Faire participants collaborate in ISKME's Design Lab, using digital stories and salvaged materials to design an innovative school of the future. The Design Lab features Makers Mauro ffortisimo Di Nucci's deconstructed piano and INKA Biospheric Systems' Vertical Garden; as well as Student and Teacher project examples that integrate art, science, sustainability, and green design inspire the creation of shareable open-source learning resources. This wiki page showcases photos and video from the Design Lab, open educational resources for teachers, and a step by step guide through the design process.

Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Students study an ancient bronze statue, analyze its pose, and discover how conservators remove and prevent corrosion. They learn that the bronze used to make this sculpture is an alloy of copper and tin with small amounts of antimony, lead, iron, silver, nickel, and cobalt. They use the periodic table to research the chemical formulas of compounds used to make bronze. After learning about oxidation-reduction reactions that occurred in the statue, students speculate about the conservation techniques needed to conserve the bronze sculpture.

Students create double-exposed photographs, poetry, and multimedia presentations to celebrate their "Open Court" "City Wildlife" unit.

Students will analyze the 20th-century sculpture "Gandydancer's Dream" by Mark di Suvero. They will then use flat shapes and wire to create their own sculpture, which incorporates balance, rhythm, and movement.

Explore the history of The Drama League and New York theater in this video from Treasures of New York: The Drama League. Students are asked to consider how the theater community depends on help from organizations like The Drama League to educate the public about the performing arts and to prepare future artists for a career in the theater industry. In addition to learning more about The Drama League, teaching tips ask students to create drama guides and awards for their own school productions.

Students will learn the basic tools for analyzing images using description, reflection, and formal analysis.

Students will examine a relief sculpture, focusing on its style, function, and design. They will then create a three-dimensional sketch for a decorative overmantel for a patron of their choice as part of an extreme home makeover. This sketch should reflect a current fashionable style.

Students focus on the Roman mythological story of the abduction of Europa. They compare and contrast how two artists depicted this story. Students are then introduced to the elements of foreshadowing and climax in literature, and how, through the use of color and emphasis, artists use these same elements in painting. Students write responses to the two paintings based on their observations related to foreshadowing and climax. Finally, they read an excerpt from the myth and discuss which part of the story each artist chose to illustrate.

Students discuss the sculptural group "Three Goddesses" by Joseph Nollekens. They then discuss the 18th-century tradition of the Grand Tour and consider why wealthy 18th-century Europeans and people today seek associations with the classical past.

Students will examine photographs from newspapers and write a headline and story to accompany one.

This lesson is part of a sequential unit. Students begin work on a ceramic vessel, which they designed in "Ceramics: A Vessel into History -- Lesson 2." They discuss their artistic choices and identify elements derived from historical examples, while considering how artists appropriate ideas from earlier artists.

The learner audience for this lesson are adults preparing for the GED, specifically the English/Language Arts portion. The lesson introduces “evidence” as a necessary support for claims in a persuasive essay, or argument. It demonstrates what the relationship between words and ideas in a claim should be to the key ideas in a passage, or passages, cited in support of a claim. Learners practice using evidence to support a claim about the role of motivation and procrastination in their own lives, then find at least one piece of evidence from an article on that topic.

After reading "The Mysterious Giant of Barletta" by Tomie DePaola, about an ancient Roman statue that comes to life, students create a paper sculpture based on ancient Greek and Roman statues in the Getty Museum. They then write a narrative story told from the viewpoint of their sculpture.