Japanese American Memorial Pilgrimages has developed lessons, supplemental resources, and educational documentary videos to accompany the memoir Child Prisoner in American Concentration Camps by Mako Nakagawa.

This lesson is for high school students (usually sophomores-seniors).  It can be adapted for middle school.Each student participates in a Job Shadow Day experience.  This was originally adapted from the National Groundhog Job Shadow Day.  Job Shadow experiences provide students with real-life experiences at jobs that match their career interests.  The day can be ½ day or full day, depending on school policy, distance to travel, transportation to and from and other logistics for the students to attend.

In this problem-based learning module, students will raise awareness about the amount of excess food wasted each day in America’s schools highlights the consumptive mindset that our county has.  Each day in third world countries, as well as our own, children go without the proper nutrition needed to focus on other activities. This module will raise student awareness about the amount of food taken from the service line and then placed in waste receptacles.  Students will gather and analyze data regarding wasted food in an attempt to design a solution to reduce food waste. Sation rotation will allow to conduct research into the global problems associated with the lack of food and malnutrition. Mathematical skills will be required to calculate rates and percentages of consumption which will be used for analysis.  

In this lesson students will explore the idea of irony in modern day memes and use this to create their own ironic meme related to The Crucible.

Douglass, Frederick. "Emancipation Proclaimed." Frederick Douglass Project Writings- University of Rochester. 1862, https://rbscp.lib.rochester.edu/4406Description: Stephen Douglass reacts to the Preliminary Emancipation Proclamation

Using recipe steps and food to teach 6th Grade students how to effectively write expository text demonstrating sequence, transitional words, while using proper grammar, and punctuation.

Students showcase artwork and nonfiction writing that addresses issues they found in the text. The result is a visual, collaborative and creative representation of student learning and ideas. An alternative to the bulletin board is a community newsletter.

When Ruth finds a box of old comic books in her attic, the three friends are inspired to write and film their own science fiction movie with aliens, robots, and space explorers.

This activity is a geology lab where students learn about fossils found in sedimentary rocks and show their understanding by writing a literary nonfiction paper from the perspective of one of those fossils.

As a continuation of the theme of potential and kinetic energy, this lesson introduces the concepts of momentum, elastic and inelastic collisions. Many sports and games, such as baseball and ping-pong, illustrate the ideas of momentum and collisions. Students explore these concepts by bouncing assorted balls on different surfaces and calculating the momentum for each ball.

In this training, students develop strategies to avoid unintentional plagiarism in their economics and business papers. The interactive exercises cover the following topics: recognizing different types of plagiarism, correctly using quotations and paraphrases (in APA style), correctly citing sources in the text and in the reference list.

Short Description:
The Rebus Guide to Publishing Open Textbooks (So Far) is a living repository of collective knowledge, written to equip all those who want to publish open textbooks with the resources they need. Representing two years of collaboration, innumerable conversations and exchanges, and a wide range of collective knowledge and experience, the Guide is a book-in-progress and will evolve and grow over time. Join the project discussion and help shape its development!

Long Description:
The Rebus Guide to Publishing Open Textbooks (So Far) is for anyone thinking about starting an open textbook project. It starts at the beginning of the process, with chapters on project scoping and building a team, and then moves on to content creation and editing, getting feedback and reviews, coordinating release and adoptions, and sustaining the book’s community.

The book is also a work-in-progress, an effort that will evolve and grow over time. Through conversations, use, new writers’ and editors’ contributions, and ongoing reflection and revision, it will reflect our changing perspectives on how and why we make open textbooks. Initiated by Rebus team members Zoe Wake Hyde and Apurva Ashok, the text is the result of innumerable conversations and exchanges within the Rebus Community, representing a wide range of collective knowledge and experience.

Please note those two little words in parentheses in the title: there are plenty of new learnings, knowledge, and reflexive revisions to come! Everyone is therefore invited to become a part of the project and follow its progress, as well as leave feedback, comments, and recommendations for corrections on the Rebus Community platform.

Word Count: 56766

(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 Pressbook contains video training modules for creating accessible content within digital environments and using content authoring programs, such as the Microsoft Office 365 suite and Pressbooks platform. Each section has an optional self-assessment checkpoint for viewers who wish to check their learning progress. Videos have been migrated to permit open-access.

This handout introduces you to four principles for visual design: contrast, repetition, alignment, and proximity.

This little booklet, put together based on experience, can be a helpful guide to students to avoid potential traps around plagiarism and paraphrasing - after all, plagiarism needs not be deliberate and more often results from a lack of knowledge than from an intention to cheat. Although the topic of plagiarism should be standard material for every beginning student as one of the key competences all students should possess, I noticed that far from all students have ever seriously thought about, or actually learned about, the concept. The booklet does not provide you with a detailed account of plagiarism definitions, nor with lengthy elaborations on the ethical or moral considerations behind the concept. Instead, the aim is to provide students (as well as fellow teachers) hands-on insights into what plagiarism is, how it can be traced and how it can be avoided.

Estimated Time One week Why? Sharing a book they love helps students develop empathy. Articulating why the book is meaningful to them challenges students to communicate their thoughts and feelings in writing

Volume 20

Short Description:
English Language Learners Bring You the World is an annual publication of writings by the students in the English as a Second Language and Intensive English programs at South Puget Sound Community College. In it, you will find paragraphs of a few sentences by beginning writers as well as longer essays from our most advanced classes. Regardless of length, each piece offers a window into the writer's unique perspective on culture, language, and life as an immigrant.

Long Description:
Since the year 2000, English language learners at SPSCC have shared their writings in this annual digest. After a two-year hiatus during the global COVID-19 pandemic, in a time of many challenges, it is with joy that we renew our publication of English Language Learners Bring You the World.

This year, over 70 students from 37 countries have shared their stories and essays. The contributions are organized alphabetically by country of origin. Student biographies are listed in an About the Authors section at the end of the book. Although the students in the English as a Second Language and Intensive English programs at South Puget Sound Community College come from all over the world, their common experiences and dedication to learning English bring them together. As teachers, we are honored to have students who are so caring and so interested in learning. We hope you draw as much inspiration from reading their stories as we have.

Word Count: 25080

(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 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.  

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.