Students will bee able to celebrate the 100th day of school by bringing in a project representing it. They will also fill out a chart that has 100 blank squares for them to fill in. 

Learn how important the honey bee's body structure is to survival in the hive. This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. 

This task requires students to find the area and perimeter of a rectilinear figure and model their thinking through multiple equations. This task relates to the Common Core State Standards: 3.MD.C.7d, 3.MD.D.8, and 3.OA.D.8.

This task requires students to find the area of a rectilinear figure and model their thinking through multiple equations. This task relates to the Common Core State Standards: 3.MD.C.7d and 3.OA.D.8.

We live on the continent of North America in the country of the United States. There are 50 states in this great country and as citizens of the United States we should know what those states are. In this seminar you will learn the names and locations of all 50 states. Wow your friends and family with your geographical knowledge!  Standards7.1.4.B Describe and locate places and regions as defined by physical and human features.

This packet includes letter formation and beginning sound practice. The pictures are easy to understand and common words used in the English language.

This lesson guides students through analysis of non-print media as a vehicle for argument.
Added to this are Pulitzer Prize Winning Photographs for them to pick from. It is important to note that the photos contain graphic images.

This lesson guides students through analysis of non-print media as a vehicle for argument.
Added to this are Pulitzer Prize Winning Photographs for them to pick from.

These activities are to be used on the first day of class to guage knowledge of the students and collect information about what students are interested in learning during the course.

Students use a source text from IEW's Ancient History-Based Writing Lessons to write a two-paragraph essay about Ashurbanipal's Library from a keyword outline. There is also a linked art history video from OER Commons entitled "Palace Decoration of Ashurbanipal" to give more interesting background on King Ashurbanipal.

The Assessment of Authentic Learning Rubric focuses on the areas of agency and authenticity, concepts derived from the Student as Producer and Social Pedagogies frameworks. The rubric consists of five areas: learning tasks, learning process, social core, learning assessments, and lifelong learning. Each of the five areas contains statements that course designers can use to evaluate their course/s. Instructors may elect to use the rubric as a self-evaluation tool or might elect to work through it with support from an instructional designer. The rubric can be used for course taught in a variety of modalities including online, hybrid, and face-to-face.

A Project Based Learning Outline for Citizenship and Martin Luther King Jr. Day. To be used with 1st or 2nd Grade, as fitted with standards.

These guides can be used as part of an anticipatory set to introduce persuasive writing and transition into claim evidence reasoning paragraphs. "Claim, Support, Question," is a "Visible Thinking Routine" developed by Project Zero at the Harvard Graduate School of Education.  

Introduces color words and recognition to students through shared reading, color songs, rhymes and fingerplays and whole group activity. Students will sort colored cereal onto color sorting mat handout. Time permitting, students will also use an iPad app to identify and sort colors and sort pom-poms by color using various materials.
Extensions of lesson include: independent color recognition matching game and color games called Color Crazy and Monster Smash which are partner/group activities.

This activity is set as an introduction to the periodic table.  Students will be organizing and categorizing objects or ideas of their own choosing. 

This lesson includes procedures ensuring the full participation of students and staff with special needs and disabilities through the planning and implementation of preparedness, response and recovery strategies as part of the overall management of school bus emergencies and disasters with special needs students.Students with special needs are those who cannot comfortably or safely access and use the standard resources offered in disaster preparedness, relief and recovery, whether their disability is chronic or temporary.

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

In this unit, students will explore great works of American literature and consider how writers reflect the time period in which they write. They will write two literary analysis papers and also work in groups to research and develop anthologies of excellent American stories.

ACCOMPLISHMENTS

Students read and analyze stories from several 19th-, 20th-, and 21st-century American authors. After researching a time period, they select stories from that period to create an anthology. The readings enhance their understanding of the short story, increase their exposure to well-known American authors, and allow them to examine the influence of social, cultural, and political context.
Students examine elements of short stories and have an opportunity for close reading of several American short stories. During these close readings, they examine the ways that short story writers attempt to explore the greater truths of the American experience through their literature.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

If you were to write a short story about this decade, what issues might you focus on?
What defines a short story? Just length?
To what extent do these stories reflect the era or decade in which they were written?
To what extent are the themes they address universal?

CLASSROOM FILMS

History.com has short videos on the Vietnam War (“Vietnam” and “A Soldier's Story”).

In this lesson, students will be introduced to Edgar Allan Poe's theory on the “single effect” of the short story. They will read a passage from Poe as well as his short story “The Tell-Tale Heart.”