Short Description:
This course is designed to provide an engaging and personally relevant overview of the discipline of Abnormal Psychology. You will examine the cognitive and behavioral patterns which impair personal effectiveness and adjustment. Students will provide much of the substantive content and teaching presence in this course. Additional content has been curated from "The Noba Project (http://nobaproject.com/)" and "Abnormal Psychology: An e-text! (http://abnormalpsych.wikispaces.com/).

Word Count: 386820

(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.)

Word Count: 93700

(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.)

Mathematically:

Addresses standards: 3.NF.A.2a and MP.1
Helps students understand fractions in relation to whole numbers 3.NF.A.2a
Includes an example of a fraction greater than one, allowing students to see that fractions are not limited to values between $0$ and $1$
Requires students to make sense of the problem and persevere in solving it (MP.1)
In the classroom:

Engages students quickly without needing much scaffolding by the teacher
Encourages students to share their developing thinking

This is an excerpt from "Tomb Robbers." Ch’in Shih Huang Ti was the first emperor of China. He had a great fear of his own death. He kept searching for a secret that would let him live forever. He also began to build his own tomb. It took 30 years. There are many legends about what the tomb contains. Some stories say it has 270 small copies of Shih Huang Ti’s palaces. Others say it has rivers of mercury. Still others say it has weapons—crossbows—waiting to shoot anyone who tries to enter. For years, the tomb was covered with earth. Then, in 1974, a peasant was plowing a field. He found a life-sized statue. Many more statues were found later. They were part of the emperor’s “spirit army,” which was supposed to serve the ruler in the next world. No one knows yet if the tomb has been robbed. Chinese archaeologists are still digging up the area. They are working very slowly and carefully. (McDougal Littell The Language of Literature, 2002)

This lesson was created as part of the Anthology Alignment Project, during which teachers created CCSS-aligned lessons for existing literary and information texts in anthologies. All page numbers and unit/week designations found in this lesson relate to the edition of the anthology named above. If you are using a trade book or different edition of this title, the page/unit/week references in this lesson will not match. Consult the content referenced in the body of the lesson to determine appropriate page numbers for your text.

This unit has been developed to guide students and instructors in a close reading of Lincoln’s “Gettysburg Address.” The activities and actions described below follow a carefully developed set of steps that assist students in increasing their familiarity and understanding of Lincoln’s speech through a series of text dependent tasks and questions that ultimately develop college and career ready skills identified in the Common Core State Standards.

What we like about this task

Mathematically:

Addresses standards: 4.OA.A, 4.NBT.B, 4.OA.A.3, 4.NBT.B.6, MP.1, and MP.6
Requires students to understand the meaning of the quotient and remainder in order to solve problems in a real-world context
Addresses content across two major clusters (4.OA.A and 4.NBT.B) within the grade, specifically 4.OA.A.3 and 4.NBT.B.6
Requires students to interpret what is being asked and perform extensive calculations (MP.1) accurately and efficiently (MP.6)
In the classroom:

Offers opportunities for students to use strategies based on place value, properties of operations, and/or the relationship between multiplication and division to solve division problems
Provides repeated practice of multi-digit division and can be easily altered to allow for repeated use throughout the year
Allows for small group, partner, or individual work

Through a collaborative, state-led process managed by Achieve, new K–12 science standards have been developed that are rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS is based on the Framework for K–12 Science Education developed by the National Research Council.

Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community.

Word Count: 52128

(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.)

The Standards’ focus on arithmetic can allow greater variety in the tasks students see, giving students time to synthesize their developing knowledge and practice their calculation skills to fluency. One important place to have variety is in the addition and subtraction situations that students see in word problems. The case of addition and subtraction word problems reflects the general truth that there’s more to arithmetic than initially meets the eye.

This lesson consists of four short works by Albert Einstein. The works regard the arms race, nuclear weapons, and the threat that these weapons pose to the survival of humanity.

This text is written to accompany a course that teaches the fundamentals of writing skills.

During the Jewish holiday of Hanukkah, Reuven is forced to sell Zlateh, the family goat, because business has been bad. On his way to the butcher, Aaron (Reuven's son) and Zlateh get caught in a terrible snowstorm, and after finding shelter in a haystack, they develop a deeper bond and interdependence. (McDougal Littell The Language of Literature, 2002)

This lesson was created as part of the Anthology Alignment Project, during which teachers created CCSS-aligned lessons for existing literary and information texts in anthologies. All page numbers and unit/week designations found in this lesson relate to the edition of the anthology named above. If you are using a trade book or different edition of this title, the page/unit/week references in this lesson will not match. Consult the content referenced in the body of the lesson to determine appropriate page numbers for your text.