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 lesson provides ideas for celebrating Martin Luther King, Jr. Day by encouraging students to explore the connections between Dr. King and themselves through journaling and inquiry-based research.

In this lesson, students will be practicing the visible thinking strategy I used to think... Now I think... as well as practicing their HTS. This lesson includes a reflective writing assignment at the end to assess thinking.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Ancient Egyptians used unit fractions, such as $\frac{1}{2}$ and $\frac{1}{3}$, to represent all other fractions. For example, they might express the n...

This guide provides student-driven projects that can directly teach subject area standards in tandem with foundational understandings of what AI is, how it works, and how it impacts society. Several key approaches were taken into consideration in the design of these projects. Understanding these approaches will support both your understanding and implementation of the projects in this guide, as well as your own work to design further activities that integrate AI education into your curriculum.

Project 1: AI Chatbots
Project 2: Developing a Critical Eye
Project 3: Using AI to Solve Environmental Problems
Project 4: Laws for AI

Visit the ISTE website with all the free practical guides for engaging students in AI creation: https://www.iste.org/areas-of-focus/AI-in-education

In this history lesson, students learn about the epic life and exemplary character of Biddy Mason, a woman who was born into slavery in the Deep South, walked to California as part of a pioneer caravan, fought for her freedom in court, and died a millionaire real-estate investor in Los Angeles. In addition to the highs and lows of Biddy’s dramatic life, this lesson asks students to study how she demonstrated the virtues of courage and charity, both in securing freedom for herself and her family and, later, using her fortune to invest in her community and provide relief to poor Californians of all races and religions.The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

A Software Carpentry lesson to learn how to use Make Make is a tool which can run commands to read files, process these files in some way, and write out the processed files. For example, in software development, Make is used to compile source code into executable programs or libraries, but Make can also be used to: run analysis scripts on raw data files to get data files that summarize the raw data; run visualization scripts on data files to produce plots; and to parse and combine text files and plots to create papers. Make is called a build tool - it builds data files, plots, papers, programs or libraries. It can also update existing files if desired. Make tracks the dependencies between the files it creates and the files used to create these. If one of the original files (e.g. a data file) is changed, then Make knows to recreate, or update, the files that depend upon this file (e.g. a plot). There are now many build tools available, all of which are based on the same concepts as Make.

Production of Educational Videos is an introduction to technical communication that is situated in the production of educational videos; the assignments are all focused on the production of videos that teach some aspect of MIT’s first-year core curriculum. The objective of these assignments is improvement in both communication ability and communication habits; these improvements are effected by providing participants with instruction, practice, feedback, and the opportunity for reflection. In addition to improvements in communication skills, improvement is expected in students’ attitude towards writing, oral presentations, and collaboration; as the semester progresses, students should feel confident of their ability to write, present, and collaborate.

This lesson explains how to accurately read a physical beam scale that are used in healthcare settings.  This presentation introduces some beginning concepts on considerations when completing this skill on a resident.  Then the lesson continues into explaining how to accurately read the scale to the nearest 1/10 of a pound.  Then provides three example problems, followed by eight practice problems for students to complete or as a class activity.

This lesson was created by Renste Moeller as part of the Nebraska ESUCC Special Project Digital Age Skills.

After reading “The Most Dangerous Game” students will comb through the text to pull out the best examples of imagery from the story. They will work together in groups of three to collect five examples (per person) of imagery. Students must be able to see each other’s examples, so they don’t repeat them, but also help each other identify which imagery is being documented.

This is an Online Educational Resource to help students learn how to break down readings to understand them better.  This is based off PHIL 1000 OL1 at the University of Colorado, Colorado Springs.  It shows an example discussion and ways to break down sentences/quotes from the readings.  There are also tips that might be helpful when taking an online class.  

This is a book of readings discussing how social media and its related technologies shape individual and collective identities.

This is a learning module that uses data to demonstrate why basic frequency tables are important and how they are read and interpreted.

This article is for students to teach them how to read English very well , with some exercises after they finished.

SYNOPSIS: This lesson introduces students to the benefits of an aquaponics system, especially in areas where clean soil and water are scarce.

SCIENTIST NOTES: This lesson demonstrates the importance of sustainable agriculture and how gardening without soil can provide positive results. This is a hands-on activity for students to engage in gardening. Aquaculture and hydroponics are discussed in good detail. All the materials featured in the lesson have been verified, and this lesson is recommended for teaching.

POSITIVES:
-This lesson creates a collaborative learning environment as students engage with a variety of science and engineering practices.
-Connections are made between the school garden in NJ and other locations where gardening may be difficult for a variety of environmental reasons.
-Project-based learning and hands-on activities promote engagement and participation from all learners.
-This lesson features vocabulary development which broadens student understanding of the concept of aquaponics.

ADDITIONAL PREREQUISITES:
-The lesson takes ~60 minutes, but students will continue 10-15 minutes one day a week for recording observations in their digital or paper journals.
-Students will need a basic understanding of what seeds and plants need to grow and produce food.
-Additionally, students would benefit from an opportunity to plant seeds in soil and observe the life cycle from seed germination to food production prior to this lesson.

DIFFERENTIATION:
-If teaching remotely, students can have access to teacher slides and digital resources, including journals to participate from home.
-This lesson provides opportunities for students to learn about the topic using different modalities including visual, auditory, kinesthetic, and tactile.
-Groups of students with mixed abilities can collaborate on their journal definitions, predictions, and observations.
-Teachers can structure the learning around explaining or solving a social or community-based issue.
-An extension activity can be a salad party. After lettuce grows, students will have the opportunity to pick, wash, and taste their own lettuce.

Template for course syllabus to PSY 202 that includes information on Course Resources and Week-by-Week Readings with links.

This is a short writing and grading rubric, taking 20-30 minutes for students to work on giving appropriate advice for a person they know who is sick using simple and complex sentences. 

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This course covers works by major American novelists, beginning with the late 18th century and concluding with a contemporary novelist. The class places major emphasis on reading novels as literary texts, but attention is paid to historical, intellectual, and political contexts as well. The syllabus varies from term to term, but many of the following writers are represented: Rowson, Hawthorne, Melville, Twain, Wharton, James, and Toni Morrison. Previously taught topics include The American Revolution and Makeovers (i.e. adaptations and reinterpretation of novels traditionally considered as American “Classics”). May be repeated for credit with instructor’s permission so long as the content differs.

Literature, the Humanities, and Humanity attempts to make the study of literature more than simply another school subject that students have to take. At a time when all subjects seem to be valued only for their testability, this book tries to show the value of reading and studying literature, even earlier literature. It shows students, some of whom will themselves become teachers, that literature actually has something to say to them. Furthermore, it shows that literature is meant to be enjoyed, that, as the Roman poet Horace (and his Renaissance disciple Sir Philip Sidney) said, the functions of literature are to teach and to delight. The book will also be useful to teachers who want to convey their passion for literature to their students. After an introductory chapter that offers advice on how to read (and teach) literature, the book consists of a series of chapters that examine individual literary works ranging from The Iliad to Charles Dickens’ Bleak House. These chapters can not substitute for reading the actual works. Rather they are intended to help students read those works. They are attempts to demystify the act of reading and to show that these works, whether they are nearly three thousand or less than two hundred years old, still have important things to say to contemporary readers.