Lesson 1 introduces words that are commonly used when speaking and writing. Students will learn basic adjectives old/new and young/old.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

This lesson is intended to be taught over multiple days, focusing on Chapter XIII: Two Thousand Miles for A Five-Minute Speech from Up From Slavery by Booker T. Washington.  The students will also complete a close read of The Atlanta Exposition Address by Booker T. Washington.  Through the two texts, students will read about the events that led Booker T. Washington to deliver a speech at the Atlanta Exposition.  Students will write and deliver their own speech, supporting their arguments with claims and evidence. Image source: "Booker T. Washington" by skeeze on Pixabay.com

The purpose of this lesson is for adult learners to improve their communication skills --- specifically reading, writing, speaking and listening --- by using the Scientific Method to solve a nursing problem. The target audience of this lesson is adults at the 12th grade reading and writing levels. This lesson is designed for a face-to-face, instructor-led classroom setting.

Middle school is a conflict-ridden stage, particularly for our emerging bilingual students, who are normally known as ELLs. Not only do they have to overcome numerous problems of linguistic and cultural adaptation, but they also have to face challenges such as family or economic instability and moves, often cross-border. Indeed, it is not uncommon to meet Hispanic students: Mexicans, Puerto Ricans, Salvadorans, etc. who travel to their countries of origin, or to the countries of origin of their parents for seasons, sometimes even to stay and live there, despite having been born in the United States and having lived here all their schooling until that moment. It is also quite common to see students who migrate with their families to the United States when they are already 11 or 12 years old and who, as we mentioned, not only have to learn the language, but adapt to a new life, culture and traditions.In this lesson plan we propose to use these personal experiences to introduce basic conversational vocabulary. It is designed for both dual immersion programs and English development classes.

In this lesson students use a structured format (an adaptation of Think-Pair-Share) to discuss and deconstruct complex text. The new core standards emphasize the importance of developing students' speaking and listening skills as well as helping them access complex text through reading, re-reading, re-thinking, and re-examining.The purpose of this lesson is to get the students to focus and stay on topic while they talk. As a result, students are required to think more extensively about a topic by repeatedly reading and discussing with others.

Prepares students for working and living in German-speaking countries. Focus on current political, social, and cultural issues, using newspapers, journals, TV, radio broadcasts, and Web sources from Germany, Austria, and Switzerland. Emphasis on speaking, writing, and reading skills for professional contexts. Activities include: oral presentations, group discussions, guest lectures, and interviews with German speakers. No listeners.

This site allows teachers to find supplemental listening materials for academic themes. Here you will find links to podcast episodes and corresponding worksheets. Approximate CEFR Levels have been included for each podcast episode and its corresponding tasks. Teachers are welcome to download worksheets and use them as is or adapt them for specific class needs or objectives.

Learners will be exposed to a variety of nongovernmental organizations (NGOs) and intergovernmental organizations (IGOs) whereby they will develop and build awareness of viable resources they can draw upon currently and, in the future, to help achieve their goals. This lesson will help prepare learners to identify a nonprofit organization’s mission statement and learner’s will employ critical thinking skills to connect that mission statement to one of the nonprofit’s past/current/future projects. Learners will orally present their findings to their peers. This lesson will apply the universal intellectual standard of relevance as learners will write a reflective analysis of their own research experience and explain which NGO/IGO is most relevant to their lives. The lesson activities can be adapted to different classrooms depending on available technologies.

This lesson will allow students to select and share what details are important on a topic.  Groups of students will research a topic and then discuss and determine the top 25 important things someone should know about the topic.

Students will investigate musical genres in Spanish Speaking countries in order to better understand the history and influences that created the music, as well as the cultural connections/impact of the music today. Begin studying Bomba as a class and work through the investigation process together; then students can select a different genre of music to research and explore before creating a visual essay about their topic.The complete lesson plan included is the 4th class period of a 8-10 period unit of study; the complete unit slides are included in the resource folder with all readings, videos, etc. Lessons are in Spanish, but could be adapted for an English class with Spanish translanguaging as many of the videos are included with closed captions. 

In this module, students will use literacy skills to build expertise—using reading, writing, listening, speaking, and collaborative skills to build and share deep knowledge about a topic. This focus on research intentionally builds on Module 1, in which students explored the superpowers of reading. Specifically, students will seek evidence of culture, which can be thought of as the story of a group of people constructed through the generations; it can be evidenced through ancient and modern-day customs and traditions. The module will begin with a class study of the culture of Japan: Students will read Magic Tree House: Dragon of the Red Dawn, a book set in ancient Japan, paired with Exploring Countries: Japan, an informational text about modern Japan.

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

These are listening comprehension recordings for K-2 developed by ELPA. They align with ELP listening comrehension standards. 

Pepita stops speaking Spanish because she is tired of being the neighborhood translator. However, when a disaster nearly occurs, Pepita realizes that speaking two languages is best.

The following unit offers multiple entry points into developing an understanding of media literacy. The unit framework and primary sources can be integrated into classrooms of grades 4-12. Each lesson has student objectives that can be accomplished within 40 minute periods over the course of several weeks. A midpoint writing assessment, whole class capstone debate, and final independent writing assessment are included. Support materials are integrated into the lessons, and the primary source document pages can be found at the end of the unit guide.

Short Description:
This set of multimedia materials incorporates interesting topics and real-world language in an accessible way for adult English language learners at the low-to-mid intermediate level, using eclectic methods (communicative activities, content-based instruction lite, focus on form), all while maintaining a connection to our learners’ lives

Long Description:
This set of multimedia materials incorporates interesting topics and real-world language in an accessible way for adult English language learners at the low-to-mid intermediate level, using eclectic methods (communicative activities, content-based instruction lite, focus on form), all while maintaining a connection to our learners’ lives

Each unit has handouts, presentation slides, key vocabulary lists, informative speeches recorded by ESOL teachers at PCC, dialogs, extension activities, and additional videos or materials for assessment. The videos can be linked to directly, embedded in a class page or Learning Management System (LMS, such as Canvas), or downloaded. Closed captioned versions of the videos are also available. Teachers can incorporate everything here, or take an a la carte approach with their existing activities and curricula.

To make it easier to navigate these materials, we are gathering them in a pressbooks site as well. That site may make it easier for teachers to navigate and share links with students.

Like any set of classroom materials, this OER is not a “class in a box.” We anticipate that teachers will have their own approach to in-class (or synchronous online) activities, out-of-class work, assessments, and speeches, so we’re not offering a one-size-fits-all solution.

These materials are openly shared (with the exception of youtube videos, where noted), which means you have all the permission you need to use, adapt, and re-share them. All we ask is to attribute the materials to “Green Tea Communication OER,” and, if you have a moment, let us know if you found the materials helpful.

Please let us know if you have feedback, questions, or additional contributions to this project: eric.dodson@pcc.edu, luciana.diniz@pcc.edu and nleiton@pcc.edu

Word Count: 5790

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This 3-day activity reinforces what students have learned about animals. The activities focus on pets: cats, dogs, birds, and fish. Main Curriculum Tie: English Language Arts Kindergarten Reading: Literature Standard 2, with prompting and support, retell familiar stories, including key details. Activities in this unit reinforce what students have learned throughout the year about animals. For each activity, a different group of animals is studied. These activities focus on pets: cats, dogs, birds, and fish. Students will re-read both fiction and non-fiction stories that have been previously introduced during the school year. As they read the books, they will have activities to complete in order to earn their “badge” for that animal. Each student will make a paper bag vest on which they will be able to display badges they have earned.

By analyzing Dear Abby's rant about bad grammar usage, students become aware that attitudes about race, social class, moral and ethical character, and "proper" language use are intertwined.

Students will be able to listen to a story being read aloud, accurately answer comprehension and literacy elements questions about the story, and create a monster drawing with explanation.

Based on the Wyoming PBS program What’s in a Name, students will view episodes of the program to learn about how Wyoming towns got their names. In the introductory video Phil Roberts from the University of Wyoming introduces the PBS series entitled “Main Street Wyoming: What’s in a Name”. This introductory clip discusses how early explorers first named the rivers, streams, and mountain ranges and passes of Wyoming. Students will then work as a group to create a fictitious Wyoming town.

In this lesson students will prepare a "Show and Teach" for their classmates to follow.