1-Students answer the questions about verbal and nonverbal communication.
2-Our body language may shape who we are.
By the end of this lesson, students will be able to:
• Define communication, verbal and non-verbal communication styles
• List at least three different non-verbal communication styles.
• Listen respectfully and positively to one another
• Use body language during interactions with others.
• Summarize a video on the power of body language.

Civil Communication Lesson Plan Organizer
Name: Adel Dardir
Lesson Plan in weeks

This resource was created by Maelynn Liewer, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This is a great lesson to use with pre-intermediate students. Though parts of it can be used with beginner students and as a review for more advanced students. The point of this lesson is to give students the ability to differentiate between similar-looking adjectives in English. When teaching adjectives ending in –ed and –ing you will cover words like boring and bored which tend to confuse new speakers. So if you find that one of your students is struggling with adjectives this is the right lesson to teach.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

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.

Secondly, lesson 2 introduces more complex adjectives like wide/narrow and fresh/stale. Students will have a chance to put the adjectives into use through various activities.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

Lastly, lesson 3 focuses on more complex adjectives like dull/smart. Though these adjectives aren’t as common, they are still important for English learners to know.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

Suitable for beginner level students of English as a foreign language, beginner level. Students need to know how to compare adjectives and asking questions.

Lesson Plan Date:                                 Grade Level: Kindergarten  Concept: Addition Objectives:Condition: The students will use manipulatives such as blocks to add by grouping. Behavioral Verb: The students will be able to identify addition problems by using counting blocks. Criteria:The students will have to complete 3 addition problems correctly before moving on.  Introduction: We will use real-world applications to engage the children in the lesson. The students know their numbers they are going to use their prior knowledge to group the manipulatives together to make addition problems and solve them.  Vocabulary:Addition, numbers, objects, counting, sorting, identifying, sequence, groups, biggest, smallest, more than, and less than A:Body of Lesson:The students are going to learn how to add groups by having a set of blocks that are split into two or three part with a certain number of blocks in each group.They then are going to put two or more groups of blocks together to see how many blocks there is all together.  A:Accommodations/Modifications: There will be ample time for each student to complete their work. The teacher (I) will be going around to help the children if they do not understand the lesson.  A:Multiple Intelligence(s) Addressed:A verbal explanation of the lesson along with hands on, visual, and practiced work. For visual learners there will be flashcards they are able to look at, for the kinesthetic learners there will be the objects that they can physically touch. For auditory learners there will be the directions and instructions of the activity.  Assessment: We will be using pre-assessments to see what the students know before we talk about the new topic, then we will use summative assessment to see what they learned after the lesson.  Materials: The students will be using flashcards to physically see the addition problem then they will use objects to put together to get the answer.   Standards:MA 0.2 ALGEBRA: Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. MA 0.2.1 Algebraic Relationships: Students will demonstrate, represent, and show relationships with expressions and equations. MA 0.2.1.a Decompose numbers less than or equal to 10 into pairs in more than one way, showing each decomposition with a model, drawing, or equation (e.g., 7 = 4 + 3 and 7 = 1 + 6). MA 0.2.1.b For any number from 1 to 9, find the number that makes 10 when added to the given number, showing the answer with a model, drawing, or equation. MA 0.2.2 Algebraic Processes: Students will apply the operational properties when adding and subtracting. MA 0.2.3 Applications: Students will solve real-world problems involving addition and subtraction. MA 0.2.3.a Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects, drawings or equations to represent the problem).         

This resource was created by Dylan Huber, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

Slideshow to practice English vocabulary related to the topic of Health Problems. Created especially for adult and adolescent English learners.

For more resources, see abceng.org/library.

This lesson is designed to be used in a fitness facility. It is aligned with the Nebraska State Physical Education Standards.

As diseases become stronger in nature, currently available antibiotics are no longer strong enough to suppress and cure said diseases. Therefore, what factors contribute to diseases becoming resistant to drugs and what public policies should be developed around them?  In this problem-based learning module, students will work with partners or in groups to first assess the increasing problem of drug-resistant diseases and the toll they are taking on the American public. Additionally, students will work to investigate what hospitals and lawmakers are doing to address this problem. Once students understand and are familiar with the current state of affairs, they will then work to further understand and research exactly why this issue needs to be brought to the attention of the general public, in order to promote change to current hospital procedures and policies. Further, students will determine the current political climate and support (or lack thereof) for policy, and will analyze the interest in keeping, changing or removing said policies altogether. Once the group has a full understanding, students will then work to determine their position on the issues surrounding antibiotic resistant diseases and the policies associated with these diseases. As soon as the group reaches a consensus, students will work to research and determine a professional way in which to present their goals and objectives for curbing the issue of drug-resistant diseases.

In this lesson, students learn about work as defined by physical science and see that work is made easier through the use of simple machines. Already encountering simple machines everyday, students will be alerted to their widespread uses in everyday life. This lesson serves as the starting point for the Simple Machines Unit.

Adventure Book Club - The Boxcar Children
By: Rose Wehrman - University of Nebraska-Lincoln Copyright 2018 by Rose Wehrman under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.

NEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:
Name of Club: Adventure Book Club

Age/Grade Level: 3rd Grade

Number of Attendees: (ideal number) 8 or fewer

Goal of the Club: (learning objectives/outcomes) Jumpstart critical thinking skills, improve literacy, and encourage students to engage with books

Resources: (Information for club provided by) The Boxcar Children, various Pinterest ideas

Content Areas: (check all that apply)

☐ Arts (Visual, Music, Theater &Performance)
☒ Literacy
☐ STEM (Science, Technology, Engineering &Math)
☐ Social Studies
☐ Wellness (Physical Education, Health, Nutrition &Character Education)
Outputs or final products: (Does the club have a final product/project to showcase to community?) Building a boxcar diorama/dog toys donated to animal shelter/completion of book

Introducing your Club/Activities: This Adventure Book Club engages students with the community, each other, and reading.

General Directions: Read The Boxcar Children and integrate hands-on activities to help students connect to the story, think critically, and build interdisciplinary skills.

Tips/Tricks: Watch for when students start to become disengaged. Have an intentional activity prepared for when this happens.

Date of this Version
Spring 2019

Document Type
Syllabus

Citation
Wehrman, Rose. "Adventure Book Club: Charlie and the Chocolate Factory." After school club lesson plans. University of Nebraska-Lincoln, 2019.

Comments
Copyright 2019 by Rose Wehrman under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.

Abstract
An afterschool book club, through these lesson plans, is exploring Roald Dahl's Charlie and the Chocolate Factory. The integration of hands-on activities serves to help students connect to the story, think critically, and build interdisciplinary skills.

This selection is an informational narrative in the form of a play or Readers' Theater. The play is about a group of boys and girls who are summertime campers at the National Sea Base camp in the Florida Keys. Their adventure includes camping, snorkeling, and sailing aboard the ship. This is a new adventure for the characters in this story.

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.

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.

Students are guided through an informal exploration of nonfiction texts and child-oriented Websites, learning browsing and skimming techniques for the purpose of gathering interesting information.