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.

Students are more likely to meet Common Core expectations for reading, writing, speaking and listening, and language if they are working with texts on a regular basis. Organizing a curriculum around a series of text sets can provide those opportunities for students. This organization is supported by the PARCC Model Content Frameworks.

A checklist to be used by students as they work on group projects to make sure they are using good communication skills.

Do you need to teach -dge? I, personally, could never find any good resources on teaching this tricky, yet necessary, phonics trigraph. This lesson should take approximately 2-3 sessions. The design is compatible with small group, Station Rotation, or whole class instruction. I've tried to provide enough options to make this lesson adaptable to a blended learning setting, so you can do it F2F or digitally.

Students will acquire new grade-level academic vocabulary by using images to make visual associations, which activiates student's long term memory. This lesson includes all of the information and materials that students need to create a vocabulary poster, share their poster with the class, practice a set of 14 vocabulary words, and take an assessment. 

This Worksheet gives students practice on finding new words to express the same idea. It focuses on expanding the use of adverbs in English. 

This lesson was designed for English 9 students as an introduction to literary devices at the beginning of a short stories unit. The ultimate goal will be that students can analyze a story, explaining how an author uses these devices to create literature, but this lesson specifically focuses on domain-specific vocabulary.

8th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.
Standards reflect CCSS ELA, Reading, and Social Studies Standards.

Students will be engaged in cross curricular activities that focus on industry wide skills, foundational skills and essential skills for today's workforce (based off of the 13 effective practices for implementing PA CEW standards).

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.

Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year.

Construction of Simple Sentences using agricultural vocabulary and images to create simple sentences.  

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 .

Students will learn how to quote what someone else said. They will be able to explain their conversation with a friend to another person.

This lesson can work with any content standards.  It is a lesson for students to learn a text marking procedure.  Teachers and students can apply it to any non-fiction text on any non-fiction topic.  Extensions include academic speaking and writing prompts.  

Fundamentals of speaking, writing, listening, and reading of Spanish. Introduction to the culture of the Spanish-speaking world.

This textbook is a Fundamentals of Communication Textbook that includes intrapersonal communication, interpersonal communication, group communication, conflict management, and public speaking. 

This activity is an indoor/outdoor activity that incorporates both literacy and scientific observation to make an ABC book based on Antler, Bear, Canoe by Betsy Bowen. Family participation is encouraged.

Students will be able to listen to a story being read aloud, accurately answer comprehension and literary elements questions about the story, and create a research project with information from the story.

This is an online synchronous module about The Ideal Holiday. The duration of the lesson is one hour and it is designed for the Third Grade of Junior HIgh School (B1 level), in a class that consists of 24 pupils.