In this 16-week composition course, students explore, discuss, read about, write about, and research food. More specifically, they delve into specific and varied aspects of food like food and identity, food and culture, food and the brain, food production, food marketing, and food access. In doing so, this learning community considers how and why food is the perfect avenue for learning about themselves, for recognizing and valuing their "already" banks of knowledge, and for knowing the fascinating, ever-changing, and often challenging world in which they live. 

Instructional materials for the course "ENTC 2170: Computer Aided Design and Drafting" include videos, assignments, slides, and drawings on the following topics: engineering graphics and scales, orthographic views, isometric views, dimensioning, section views, AutoCAD, layers, colors, mirrors, fillet, arrays, chamfer, blocks, Fusion 360, sheet metal modeling, tracing, textures, lofting and more.

This resource is ideal for seniors as they finish out their high school career. The e-portfolio is used as an exit interview that bridges the students from the high school marketing program (typically a work-based experience class) to the post-secondary level. The students create the e-portfolio in class, but present the e-portfolio to the admissions or student services staff of a local technical college. There are certain components, however, that are covered previously in the school year (such as the personality type assessment that is included). In order to prepare for the interview, students write out the ideal answers to common interview questions.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

In this module, the readings and assignments focus on immigration experiences and government. Students will build vocabulary needed for citizenship, practice writing complex sentences, review citizenship questions, and read and write narratives. 

This downloadable document helps to guide a student reponse to in class essay prompts. The document helps students to brainstorm and organize ideas in response to an in class essay prompt for ESL 91.

The ESL Beginning Literacy Booklet contains +25 downloable and printable units designed for use with immigrants, refugees and low literate English Language learners.

We created this site to share the lesson plans and other materials that we use in this Listening/Speaking Level F class with other ESL teachers -- click around and use what works for you! This is a 10-week course at LCC, but you can pick and choose from the 8 chapters for a shorter or longer term. The chapters can be covered in any order.

Lane Community College's Intensive English Language Program offers 6 levels (A=beginner, F=college transition). This site was designed for Listening/Speaking Level F, which is a class that teaches listening and note-taking strategies focused especially on lecture listening, as well as presentation, pronunciation, conversation, and academic discussion skills.

LCC ESL Students in Level F take three separate intensive classes (Writing, Listening/Speaking, and Reading for a total of 20 in-class contact hours per week). Prior to the re-imagining of this class and the creation of this site, each Level F class had a different textbook with different thematic progressions. Students experienced cognitive overload with the demand to learn the vocabulary, concepts, and skills of the three separate classes. In addition, students in our department are often from marginalized backgrounds and can find it financially difficult to purchase the three separate textbooks.

In order to lessen students' financial and cognitive burdens and create more connections between the three classes, we used the topics from the Reading textbook (Academic Encounters Level 4: Reading and Writing, 2nd edition, Cambridge 2014) to find freely-available authentic videos or recorded audio for the Listening/Speaking class.

Over the past year, students have expressed appreciation for the reduced cost of taking the course. In addition, they have shown increased interest and engagement in the course due to the authentic, real-life materials and complementary nature of the three Level F classes.

Introduces situational vocabulary to ESL students. This activity contains a roleplay and exercises to teach students to convey an emergency situation in English.

Book 1. Beginning grammar book in a 5-level series for ESL students. This is the first of the two books for beginners.

Schedule of Topics ESL for Healthcare 1:
Health Care System and Health Insurance
Body Parts and Pain
Disease Conditions, First Aid (Heat Illness,Wounds, Sepsis)
Respiratory System and Allergies
Cardiovascular System and Blood- Complete Blood Count, Blood Panel
The Digestive System and Diabetes
Disease Transmission
The Endocrine System
Personal Health History/ Reliable Sources of Health Information
Healthcare Careers (May take place in Term 2- Intro to ESL for Healthcare Careers)

Book 2. High beginning grammar book in a 5-level series for ESL students. This is the second of the two books for beginners.

Book 4. High intermediate grammar book in a 5-level series for ESL students. This is the second of the two books for intermediate students.

Book 3. Low intermediate grammar book in a 5-level series for ESL students. This is the first of the two books for intermediate students.

Materials for student presentations in ESOL course that uses the open textbook Communication Beginnings: An Introductory Listening and Speaking Text for English Language Learners by Della Jean Abrahams (http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1022&context=pdxopen).

Course Description
Presents oral communication as a process that involves determination of purpose, selection and adjustment of strategies, comprehension checks, and integration of prior knowledge with new knowledge to address the communicative purpose. Develops listening comprehension and speaking skills at a low intermediate level. Addresses use of important language functions, such as asking for clarification, agreeing, and negotiating meaning. Includes one prepared speech. Introduces the English stress system, intonation, and certain consonant and vowel sounds. Places communication in the context of adult life roles.

Intended Outcome(s) for the Course:

Understand oral communication as a process that involves determination of purpose, selection and adjustment of strategies, comprehension checks, and integration of prior knowledge with new knowledge to address the communicative purpose.

Use knowledge about language, culture, and context to prepare for and accomplish communication tasks at the low intermediate level.

Use listening skills to understand and respond to different types of discourse.

Produce spoken English that is mostly understandable with some repetition or clarification.

Begin to identify and correct basic pronunciation problems.

Deliver a planned presentation on a familiar topic.

This is an ESL lesson meant for WIDA Level 1 or "Entering" ELLs that focuses on learning how to read and talk about an analog clock. It is built upon the principles of Brain-Based learning and teaching. Therefore, the lesson focuses on realia, sensory stimulus, and multimodality. 

This template is meant to be a guide for Nebraska ESU 16 Business Teachers when creating Lessons of Instruction. Headings and/or topics not included in the lesson plan should be marked N/A.

This template is meant to be a guide for Nebraska ESU 16 Business Teachers when creating Lessons of Instruction. Headings and/or topics not included in the lesson plan should be marked N/A.

This template is meant to be a guide for Nebraska ESU 16 Business Teachers when creating Lessons of Instruction. Headings and/or topics not included in the lesson plan should be marked N/A.

A variety of curricular resources, including activities related to renewable fuels, environmental and economic impact of renewable fuels, clearn air curriculum, and more.