Authored by Belal Joundeya, Fly with Arabic: Unit One (I am a Student in Renaissance Academy) features a variety of language-learning lessons tied together by fun themes related to studying, school, and classroom culture. The unit focuses on the acquisition of listening, reading, writing, and speaking skills, as well as knowledge of Arabic cultures and history.

Unit one is the first chapter in the "Fly with Arabic" series, which is comprised of a total of eight units, each containing several lessons, including fill-in-the-blank exercises, open-ended writing practice, and word-matching games, that seek to reinforce specific learning outcomes, such as oral and written production, writing, and reading. Additionally, brief cultural drills are included in each unit, and are designed to add a cultural dimension to each unit's language activities. All units also contain self- assessment checklists to help monitor and measure the learner's progress during the unit.

In summary, through using a number of drills to produce vocabulary, grammar, reading, writing, and speaking skills, including pictures, word-matching games, open-ended writing practice, and fill-in-the-blank exercises, the "Fly with Arabic" series seeks to connect all phases of Arabic-learning into one comprehensive package.

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Authored by Belal Joundeya, Fly with Arabic: Unit Seven (I Like Shopping) features a variety of language-learning lessons tied together by fun themes related to shopping, visiting malls, and buying/selling. The unit focuses on the acquisition of listening, reading, writing, and speaking skills, as well as knowledge of Arabic cultures and history.

Unit seven is the seventh chapter in the "Fly with Arabic" series, which is comprised of a total of eight units, each containing several lessons, including fill-in-the-blank exercises, open-ended writing practice, and word-matching games, that seek to reinforce specific learning outcomes, such as oral and written production, writing, and reading. Additionally, brief cultural drills are included in each unit, and are designed to add a cultural dimension to each unit's language activities. All units also contain self- assessment checklists to help monitor and measure the learner's progress during the unit.

In summary, through using a number of drills to produce vocabulary, grammar, reading, writing, and speaking skills, including pictures, word-matching games, open-ended writing practice, and fill-in-the-blank exercises, the "Fly with Arabic" series seeks to connect all phases of Arabic-learning into one comprehensive package.

Authored by Belal Joundeya, Fly with Arabic: Unit Six (My Daily Routine) features a variety of language-learning lessons tied together by fun themes related to everyday life, daily schedules, and interpersonal interactions. The unit focuses on the acquisition of listening, reading, writing, and speaking skills, as well as knowledge of Arabic cultures and history.

Unit six is the sixth chapter in the "Fly with Arabic" series, which is comprised of a total of eight units, each containing several lessons, including fill-in-the-blank exercises, open-ended writing practice, and word-matching games, that seek to reinforce specific learning outcomes, such as oral and written production, writing, and reading. Additionally, brief cultural drills are included in each unit, and are designed to add a cultural dimension to each unit's language activities. All units also contain self- assessment checklists to help monitor and measure the learner's progress during the unit.

In summary, through using a number of drills to produce vocabulary, grammar, reading, writing, and speaking skills, including pictures, word-matching games, open-ended writing practice, and fill-in-the-blank exercises, the "Fly with Arabic" series seeks to connect all phases of Arabic-learning into one comprehensive package.

Authored by Belal Joundeya, Fly with Arabic: Unit Three (I Only Like Healthy Food) features a variety of language-learning lessons tied together by fun themes related to dietary customs, including food, drink, and the concept of eating healthy. The unit focuses on the acquisition of listening, reading, writing, and speaking skills, as well as knowledge of Arabic cultures and history.

Unit three is the third chapter in the "Fly with Arabic" series, which is comprised of a total of eight units, each containing several lessons, including fill-in-the-blank exercises, open-ended writing practice, and word-matching games, that seek to reinforce specific learning outcomes, such as oral and written production, writing, and reading. Additionally, brief cultural drills are included in each unit, and are designed to add a cultural dimension to each unit's language activities. All units also contain self- assessment checklists to help monitor and measure the learner's progress during the unit.

In summary, through using a number of drills to produce vocabulary, grammar, reading, writing, and speaking skills, including pictures, word-matching games, open-ended writing practice, and fill-in-the-blank exercises, the "Fly with Arabic" series seeks to connect all phases of Arabic-learning into one comprehensive package.

Authored by Belal Joundeya, Fly with Arabic: Unit Two (Weather around the World) features a variety of language-learning lessons tied together by fun themes related to weather, seasons, and weather-specific dress. The unit focuses on the acquisition of listening, reading, writing, and speaking skills, as well as knowledge of Arabic cultures and history.

Unit two is the second chapter in the "Fly with Arabic" series, which is comprised of a total of eight units, each containing several lessons, including fill-in-the-blank exercises, open-ended writing practice, and word-matching games, that seek to reinforce specific learning outcomes, such as oral and written production, writing, and reading. Additionally, brief cultural drills are included in each unit, and are designed to add a cultural dimension to each unit's language activities. All units also contain self- assessment checklists to help monitor and measure the learner's progress during the unit.

In summary, through using a number of drills to produce vocabulary, grammar, reading, writing, and speaking skills, including pictures, word-matching games, open-ended writing practice, and fill-in-the-blank exercises, the "Fly with Arabic" series seeks to connect all phases of Arabic-learning into one comprehensive package.

Unit two is the second chapter in the "Fly with Arabic" series, which is comprised of a total of eight units, each containing several lessons, including fill-in-the-blank exercises, open-ended writing practice, and word-matching games, that seek to reinforce specific learning outcomes, such as oral and written production, writing, and reading. Additionally, brief cultural drills are included in each unit, and are designed to add a cultural dimension to each unit's language activities. All units also contain self- assessment checklists to help monitor and measure the learner's progress during the unit.

In summary, through using a number of drills to produce vocabulary, grammar, reading, writing, and speaking skills, including pictures, word-matching games, open-ended writing practice, and fill-in-the-blank exercises, the "Fly with Arabic" series seeks to connect all phases of Arabic-learning into one comprehensive package.

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Overview:Are you looking for a fun and engaging way to introduce the use of personification in your classroom? This resource created by Jennifer Bauer can be used as an introduction to the use of personification in reading and writing. The students will identify and analyze the use of personification in example sentences within a PowerPoint. The teacher can also check for students' knowledge of identifying and analyzing personification by having students play a Quizizz game on their devices. Nebraska State Standards Addressed:LA 3.1.6.c Identify and explain why authors use literary devices. LA 4.1.6.c Identify and explain why authors use literary devices (e.g., simile, metaphor, alliteration, onomatopoeia, imagery, rhythm, personification, hyperbole, idioms).

Students will learn how to produce their own sounds to add to their video projects. This technique is called Foley Art. There are several excellent videos that can be shown during class or assigned as a flipped assignment. Either way, these videos should draw great discussion during class on how to capture homemade produced sounds. Some of the videos I use come from YouTube and are titled "The Magic of Making Sound," "This Artist Creates Sounds for Movies," "How the Sound Effects in 'A Quiet Place' Were Made," "Foley Artists: How Movie Sound effects are Made," and "The Hunger Games & Frozen Foley Artists Turn the Sound of Junk into Miracles--Art of Sound Ep. 3." Simply do a search for Foley Art. After the discussion, students will then select a movie trailer, convert the trailer into a file format that works with their video editing software. Once the file is uploaded into their software, students will remove/detach the audio and begin brainstorming appropriate sound effects and how these can be made for the video. Students should compile a list of at least 10 sound effects. After all students have their lists, divided the students into groups. I find that it is necessary to have more than one person in order to effectively produce the sounds. Once students are in their groups, combine their lists, and come up with 10 sounds they think they can personally produce. Students will need to brainstorm props that can be used to produce their sounds. Once the sounds have been created, each student will then add, trim, and edit the sounds and add to the movie trailer.

After the last day of editing, the students will come back together with their group and show their video to the class. Students should explain how sounds were created.

Worksheet for food choices. It allows students to see what they are eating and how it affects them on a daily basis. 

This lesson presents an overview of the major food commodity groups, different operations, and careers within the food industry.

This activity lists four different online discussion thread activities for students who are studying food borne illness and food safety practices.

This lesson plan serves as a final project for a food science class. This project incorporates everything students learned throughout a year long food science class. Students will develop and make their own original food product complete with a nutrition label, marketing plan, and science behind how it's made.

This project brings the gourmet food truck craze from cities across North America to your classroom and home town. Many of these food trucks aren’t selling your typical hot dogs and fries, they are coming up with interesting foods for people to eat on the go. Students will develop recipes for inventive food and drink menu items, including planning safety and sanitation needs, equipment, and other elements of a food truck business. Written by Kristyn Jones, Norris High School, NE

An online, video-based methods course focusing on best practices for foreign language instruction at the high-school and college levels. It features 12 interactive media-rich modules taught by different professors from the University of Texas at Austin. Modules include Listening, Speaking, Reading, Writing, Vocabulary, Grammar, Pragmatics, Culture, The Language Learner, Technology, Classroom Management, and Assessment.

Political Cartoons are a great way to teach current governmental policy. This activity guides students through analyzing political cartoons.

This lesson on fingerprinting takes a unique approach to a standard topic in Forensic Science. While students will learn the basics of fingerprinting, how to lift a print and learn unique characteristics of fingerprints, they will become aware of the flaws of fingerprinting. By investigating the case of the Madrid Spain Bombing students will discover a match is not always accurate.

This writing assignment--the formal argument--requires students to use the comparison/contrast mode to support a stand on a controversial historial issue, along with material from sources chosen by their instructor.

Students work in groups to study some aspect of formation and/or preservation of raindrop imprints. They start by generating a list of variables that might affect formation or preservation of this sedimentary structure. Using this list, they propose testable hypotheses and then focus their study on one hypothesis. They collect materials needed to carry out their study and then do it. They need to document what they did and how they did it. The groups present their study to the class orally and in writing.

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Teachers will complete this unit using Jim Knight's High Impact Instruction text to study formative assessment.