Family Routine - This lesson plan talks about daily routines using the present tense. This lesson introduces some phrasal verbs and encourages students to use vocabulary related to time. I especially love this activity for my beginner students.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

This unit is designed to prepare teacher candidates to assess and instruct students to improve reading fluency in a K-5th grade classroom. In the unit, participants will learn about the three components of fluency, consider the impact of fluency in relation to comprehension, and investigate strategies leading to reading fluency using a structured literacy approach to teaching reading. The total time to complete this assignment is approximately 6 hours. 

This is a reading guide that can be used in conjunction with Open Stax Sociology 2e textbook.

These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice. 

This media literacy unit was designed and piloted with junior English classes at the start of the school year. Activities can easily be adapted to suit secondary students at various levels. Within the unit, students analyze corporate logos, corporate advertising, movie trailers and stereotypes found in media related to Native American culture. Within the unit, students also learn how to consider the ways in which media appeals to ethos, pathose and logos and how to identify the tone of a piece of media. 

Reading reflections are designed to encourage students to complete readings before coming to class, to reflect more deeply on the content of the reading, to make personal meaning from the meaning, and to develop their metacognitive skills for lifelong learning. The reflections consist of three questions: (1) What is the main point of the reading?, (2) What information did you find surprising? Why?, and (3) What did you find confusing? Why? Students submit short responses to two of three questions prior to coming to class.
Metacognitive components of the activity
Reading reflections address many elements of metacognition, including knowledge, control, and reflection. Reading reflections are designed to help students develop knowledge about themselves as learners, learning tasks (reading), prior knowledge, content, self-monitoring, self-assessment, and reflection.
Metacognitive goals
The primary goals of this activity are to help students develop their skills of self-assessment, and to reflect more deeply on the content of their reading assignments. Reflective thinking is an essential element of expert learners, so this activity helps students develop skills as intentional learners for lifelong learning.
Assessing students' metacognition
Reading reflections (n = 35 in a typical semester) count for approximately 10% of the course grade. I do not grade these reflections, but give students credit if they are turned in on time (before class) and if they clearly demonstrate significant reflection.

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Academic research articles have a structure and language that is different from our other reading materials such as textbooks. This lesson can help students new to academic research understand these differences and learn strategies for finding information in such articles.

This a semester long activity for students in a plate tectonics course will be read one (or two) geological journal articles every other week on the major topics covered in the course. Students will submit reading responses and there will be class discussions of each paper.

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This quiz can be used as an interactive assignment for students in an English Composition class. The two-part activity requires students to take an interactive quiz on assessing thesis statements within texts and to create a quiz question based on the thesis of a newspaper article or editorial.

This is a short experimental study of what happens to aluminum hydroxide, silicic acid, magnesium oxide, and calcium carbonate (or reagents of instructors choice) when they are heated to 110 and 1200 degrees.

Students determine the formula and calculate the mole percent and weight percent of each element and oxide in each reagent.
They heat the samples and calculate percentage weight loss or gain.
Finally, they write a lab report summarizing their results.

Be sure to have students save their samples for later use in a lab that introduces X-ray diffraction.

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This document provides learning-by-doing materials for Analytics software skill development using SAS JMP. It integrates Analytics concepts and techniques with real-world scenarios based on the COVID-19 pandemic to illustrate how real-world data can be transformed into actionable insights to offer decision support for COVID-19 related issues. A holistic treatment of the Analytics process from data acquisition and cleansing to data analysis and interpretation is emphasized using five studies:
Characterize COVID-19 mortality demographic risk factors,
Visualize COVID-19 mortality demographics,
Conduct COVID-19 mortality time series forecasting,
Predict COVID-19 mortality, and
Analyze COVID-19 vaccine acceptance, uptake, and experiences.

Each study is structured with guiding questions to engage students to think critically, relate Analytic concepts to the given situation, and arrive at their own answers/solutions for active knowledge exploration and discovery.

Real World Math is a collection of free math activities for Google Earth designed for students and educators. Mathematics is much more than a set of problems in a textbook. In the virtual world of Google Earth, concepts and challenges can be presented in a meaningful way that portray the usefulness of the ideas.

Proportional relationships are everywhere. They are used to compare professional athletes and to help shoppers get the “best bang for their buck” at the grocery store. They help us build models and designs and are used in many business applications. This lesson plan introduces proportional relationships, ratios and unit rates at the grade 6/7 (C) level and requires adult learners to apply ratios in the context of cooking. The bonus challenge: the learner completes Worksheet 2 and modifies a larger quantity ofthe ingredients.

Improve your ear by learning to recognize pitches in the context of a key. Use the radio buttons to decide if you want to practice in a major or a minor key, whether you want to use notes only from the tonality you chose or from all twelve notes of the chromatic scale, and whether you want to hear the scale or a cadence in that key as a reference. Choose the range (in number of octaves) from which you would like the note selected. Click the "new example" button and the scale or cadence will be played, followed by a note selected at random subject to your restrictions. It is up to you to determine the note that was played. If you need to hear the randomly selected note again, click the "repeat note" button. You can check your answer by ear or you can have the answer displayed for you by clicking the "show answer" checkbox. The "fixed tonic C" checkbox lets you always work in C major or to have the tonic selected at random with each new example.

COERLL has partnered with Rose Potter and Betsy Arnold to publish Recorridos-Don Quijote, a pair of openly-licensed books for the study of Cervantes’ Don Quijote in upper level Spanish courses, including AP. The student workbook, accessible online for free, deepens students’ understanding of the text through reading, pre-reading, and post-reading activities and glosses. The companion teacher support facilitates the teaching of Don Quijote through student-centered strategies and activities, historical and cultural information, quizzes, exams and more.

Use this activity to help students personally experience the concept of recovery from work stress. 

In this assignment, students are asked to look at the Code of Hammurabi and use comics to visually represent information from the Code. Students create a storyboard using their understanding of the Code and write a reflection paper summarizing their observations about Babylonian society. 

This electronic peer review exercise has students discuss the major volcanic hazards and risks to humans.

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The wastewater treatment plant in Hamilton, Ontario is unable to keep up with demand during heavy rainstorms. Combined sewage and stormwater lines in the oldest parts of the city trigger outflow of screened sewage directly into the harbour several times each year, after heavy rains. The harbour itself has been the focus of a remediation effort for several decades. Addressing both industrial legacy pollution and the municipal sewage problem is considered to be key to achieving the harbour's "delisting" as an area of concern in the Great Lake watershed.
This project requires students to help Hamilton residents reduce the pressure on the wastewater treatment plant by reducing the amount of water in the sewage system, the amount of water in the stormwater system or by ensuring that the water is relatively free of chemicals pollution. Some pharmaceuticals have been linked to a feminizing effect on the native fish in the harbour (Purdy, 2009). Students develop realistic strategies for residents to adopt and present their findings to a community partner, the Bay Area Restoration Council, involved with the remediation effort.
Students arrange themselves into groups of three or four during a regular lecture. Any students not present at that lecture will be assigned to a group by the instructor. The groups are then charged with writing and signing a contract detailing the responsibilities and consequences of the work. For example, groups may decide how many meetings may be missed and what happens if a member misses too many meetings. Typically, the most stringent consequence is that a member is removed from the group and must complete the assignment, on time, independently. There was one case of this last year.

The groups then sign up to conduct research into one of four different theme areas: grey water, stormwater, water waste in bathrooms and domestic chemicals. They then develop a strategy for an average household to reduce pressure on the wastewater treatment plant in one of these areas. The strategy must be economically feasible for most residents in the city. The groups meet with myself or a teaching assistant at least once during the project to talk about their plan.
The physical posters and electronic versions are all due on the same day and are then displayed in two separate "poster days." Students are given participation marks for giving feedback on notepads hung at each poster. Community partners form a panel of guest judges and talk to the students about their work, ask questions etc. The teaching assistants and I also visit each poster and ask questions. The guest judges award prizes to the best poster in each category (independent of any marks).
Last year, the best ten posters (judged by the guests and the instructors) were also invited to present their posters at the annual general meeting of the community partner. Members of the public circulated among the posters and talked to students about their work. Members of the press were also present. This annual meeting took place after the semester had ended. The plan for the next version of this project is to send the electronic files out to community partners so they can display them on their web pages or print them out and display them in offices, schools or other public places.

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