Known as both a Southern and a Catholic writer, Flannery O'Connor wrote stories that explore the complexities of these two identities. In this lesson, students will challengethese dichotomieswhile closely reading and analyzing "A Good Man is Hard to Find."

While common usage of the word, text, often refers to written or printed matter, literary and cultural theory extends the term to refer to any coherent set of symbols that transmit meaning to those who know how to read them. In an age where ideas may take many forms and be expressed across different media, texts and reading take on new implications.One goal of the Flows of Reading project is to inspire teachers and students to reflect on what can be considered as reading and what kinds of reading they perform in their everyday lives. Flows of Reading introduces an expanded concept of the term, text, and models a new type of readerĺ䁥ŕone who reads across different media and who understands reading as an activity of sharing, deconstructing, and making meaning.We have created a rich environment designed to encourage close critical engagement not only with Moby-Dick but a range of other texts, including the childrenĺ䁥_s picture book, Flotsam; Harry Potter; Hunger Games; and Lord of the Rings. We want to demonstrate that the bookĺ䁥_s approach can be applied to many different kinds of texts and may revitalize how we teach a diversity of forms of human expression.

Four lesson plans developed by the Coquille Tribe of Oregon for fourth-grade students.
Lessons include:
1) People Groups - This lesson will give students a foundational aware- ness of the Indigenous, sovereign people groups who live in what is now known as Oregon—their history, their culture, and the issues that continue to impact them today. When undertaking the study of Indigenous people, it is important to begin with their long history on the land. Indige- nous people have lived in Oregon for thousands of years, in established communities, with estab- lished social structures, languages, and cultures. They were—and are—deeply and inextricably connected to the land.
2) Sea Otters - In this lesson, students will learn about the import- ant role of the sea otter in the history and tradi- tional life of the Coquille Indian Tribe. They will also learn about the long-term impact the European fur trade had on the population of this magnificent creature and how the sea otter’s virtual extinction damaged the ecosystem of the Oregon Coast. Stu- dents will then learn how to identify and diagram the sea otter’s internal and external structures (i.e., the organization of the inside and outside body parts that form a living thing) and describe how the purpose of these structures supports sea otter survival. Finally, students will create an educational poster or pamphlet that provides an overview of the sea otter and its impact on the traditional life of the Coquille Indian Tribe.
3) History of the Coquille Indian Tribe - This lesson will give students a general knowl- edge of the history, ancestral territory, and traditional lifeways of the Coquille Indian Tribe. Working in groups, students will use maps, make predictions, and participate in a close reading of
a written text that allows them to check their pre- dictions. The text provides other interesting facts about the Tribe, which should provide informa- tion and generate questions that can guide their learning in subsequent lessons about the Coquille Indian Tribe.
4) Coastal Lifeways - The Coquille Indian Tribe flourished on Oregon’s southwestern coast for thousands of years in a homeland encompassing more than a million acres. The Tribe’s ancestral and modern lands of interest include significant portions of Oregon’s Coos, Curry, Douglas, Jackson, Josephine, and Lane counties. The Coquille traditional lifeways are deeply tied to the coastal environment. This lesson provides students with the opportunity to gain specific knowledge about important elements of the Coquille coastal lifeways.

In addition to making historical points about nineteenth-century attitudes toward slavery, race, and abolition, you can use this speech to teach formal rhetoric. We have divided the address into four sections according to the function of each one. This division follows the classic structure of argumentative writing:

paragraphs 1–3: introduction (exordium)
paragraphs 4–29: narrative or statement of fact (narratio)
paragraphs 30–70: arguments and counter-arguments (confirmatio and refutatio)
paragraph 71: conclusion (peroratio)
We have included notes that explain the function of each section as well as questions that invite discussion of the ways in which Douglass deploys rhetoric to make his case.

This lesson features five interactive activities, which can be accessed by clicking on this icon . The first explores the subtle way in which Douglass compares the patriots of 1776 with the abolitionists of 1852. The second challenges students to determine how Douglass supports his thesis. The third focuses on his use of syllogistic reasoning, while the fourth examines how he makes his case through emotion and the fifth through analogy.

We recommend assigning the entire text . For close reading we have analyzed eighteen of the speech’s seventy-one paragraphs through fine-grained questions, most of them text-dependent, that will enable students to explore rhetorical strategies and significant themes. The version below, designed for teachers, provides responses to those questions in the “Text Analysis” section. The classroom version , a printable worksheet for use with students, omits those responses and this “Teaching the Text” note. Terms that appear in blue are defined on hover and in a printable glossary on the last page of the classroom version. The student worksheet also includes links to the activities, indicated by this icon .

This is a long lesson. We recommend dividing students into groups and assigning each group a set of paragraphs to analyze.

This is a one-day close reading activity that would go well with a unit on The Great Gatsby or the American Dream.

this kind of activities using topics such as gender perspective and powerful women in Latin America are in order to revise students ideas and concepts, while at the same time develop their linguistic skills and implementation of steam in the classroom to build more inclusive societies.

This lesson unit is intended to help teachers assess how well students are able to identify linear and quadratic relationships in a realistic context: the number of tiles of different types that are needed for a range of square tabletops. In particular, this unit aims to identify and help students who have difficulties with: choosing an appropriate, systematic way to collect and organize data; examining the data and looking for patterns; finding invariance and covariance in the numbers of different types of tile; generalizing using numerical, geometrical or algebraic structure; and describing and explaining findings clearly and effectively.

This lesson unit is intended to help you assess how well students working with square numbers are able to: choose an appropriate, systematic way to collect and organize data, examining the data for patterns; describe and explain findings clearly and effectively; generalize using numerical, geometrical, graphical and/or algebraic structure; and explain why certain results are possible/impossible, moving towards a proof.

This lesson unit is intended to help teachers assess how well students are able to use geometric properties to solve problems. In particular, the lesson will help you identify and help students who have the following difficulties: solving problems by determining the lengths of the sides in right triangles; and finding the measurements of shapes by decomposing complex shapes into simpler ones. The lesson unit will also help students to recognize that there may be different approaches to geometrical problems, and to understand the relative strengths and weaknesses of those approaches.

Students will work with simple Fairytale character vocabulary and descriptions of them (Prince--charming, Snowwhite-beautiful, etc.) preparing them to work next with more in-depth vocabulary in the form of a Fairytale infographic.  The infographic contains several charts, descriptions and information pertaining to the top 10 most popular Gebrüder Grimm Fairytales for students to discover after preparing first with a pre-reading activity to front-load the vocabulary they will encounter in the infographic.  

Students will work with simple Fairytale character vocabulary and descriptions of them (Prince--charming, Snowwhite-beautiful, etc.) preparing them to work next with more in-depth vocabulary in the form of a Fairytale infographic.  The infographic contains several charts, descriptions and information pertaining to the top 10 most popular Gebrüder Grimm Fairytales for students to discover after preparing first with a pre-reading activity to front-load the vocabulary they will encounter in the infographic. 

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.

The GoOpen National Network is disseminating this letter to state leads of broadband, IT and digital equity to consider OER in their Digital Equity Plans during 2022-2023.

The letter can be copied and customized for those interested in communicating and advocating with state leaders about OER awareness and the potential benefits of OER integration into state plans.

Read the accompanying GUIDANCE document: https://www.oercommons.org/courses/goopen-guidance-maximizing-the-impact-of-digital-access-and-inclusion-by-using-oer?__hub_id=97

BACKGROUND: The Infrastructure Investment and Jobs Act (“IIJA”, P.L. 117-58) requires State Digital Equity Plans to identify barriers to broadband and device equity and accessibility. The plans must also feature objective measures of educational, workforce, health, and other benefits derived from closing connectivity gaps. Requiring or encouraging open licensing of digital materials, such as high-quality educational materials, is a powerful policy strategy for magnifying the educational and other social impacts of broadband access and inclusivity. With this goal as our guide, the #GoOpen National Network encourages you to work with the education leaders in your state to make open educational resources and other openly licensed materials a key element of your state’s Digital Equity Plan.

In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Image source: "Writing" by Ramdlon at https://pixabay.com/en/writer-writing-paper-letter-author-605764/Unit Overview: The Writers on Writing Unit engages students in reading, analyzing, and creating literacy narratives, or stories about learning to read and write. The unit begins by asking students to view and read literacy narratives, and to analyze author’s literacy narratives through annotation, discussion, and writing a formal analysis essay. As students go through the narratives, they are asked to analyze author technique and purpose, paying close attention to style, syntax, and organization in preparation for writing their own authentic literacy narratives and ultimately creating digital storytelling projects about those narratives. By the end of this unit, students will have composed analysis writing, creative nonfiction, and multimedia stories. They will have had the ability to select certain reading assignments, to work in groups and with partners to brainstorm, edit, and revise, and they will have had guided writing lessons on composing strong sentences. Day 2 Overview:  These plans are for Day 2 of the Writers on Writing Unit. On Day 2, students focus on strong sentences and paragraphs, beginning with student rewriting of mentor sentences, and culminating in analysis of a basic vs. elaborate paragraph from a literacy narrative. Students discuss how description improves meaning in narratives, and look at successful authors to prepare for their own work.Source Citation:  Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave. Boston: Anti-Slavery Office, 1849.

Image source: "Writing" by Ramdlon at https://pixabay.com/en/writer-writing-paper-letter-author-605764/Unit Overview: The Writers on Writing Unit engages students in reading, analyzing, and creating literacy narratives, or stories about learning to read and write. The unit begins by asking students to view and read literacy narratives, and to analyze author’s literacy narratives through annotation, discussion, and writing a formal analysis essay. As students go through the narratives, they are asked to analyze author technique and purpose, paying close attention to style, syntax, and organization in preparation for writing their own authentic literacy narratives and ultimately creating digital storytelling projects about those narratives. By the end of this unit, students will have composed analysis writing, creative nonfiction, and multimedia stories. They will have had the ability to select certain reading assignments, to work in groups and with partners to brainstorm, edit, and revise, and they will have had guided writing lessons on composing strong sentences.  

Unit Overview:  The Writers on Writing Unit engages students in reading, analyzing, and creating literacy narratives, or stories about learning to read and write. The unit begins by asking students to view and read literacy narratives, and to analyze author’s literacy narratives through annotation, discussion, and writing a formal analysis essay. As students go through the narratives, they are asked to analyze author technique and purpose, paying close attention to style, syntax, and organization in preparation for writing their own authentic literacy narratives and ultimately creating digital storytelling projects about those narratives. By the end of this unit, students will have composed analysis writing, creative nonfiction, and multimedia stories. They will have had the ability to select certain reading assignments, to work in groups and with partners to brainstorm, edit, and revise, and they will have had guided writing lessons on composing strong sentences.  Days 11 to 15 Overview:  These plans are for Days 11 to 15 of the Writers on Writing Unit. In this lesson, students expand their written literacy narratives into digital storytelling skills, drawing on all previous lessons and professional videos and narratives to compose their own multimedia videos for presentation. Image source:  "Be creative" by Ramdlon on Pixabay.com

Unit Overview:  The Writers on Writing Unit engages students in reading, analyzing, and creating literacy narratives, or stories about learning to read and write. The unit begins by asking students to view and read literacy narratives, and to analyze author’s literacy narratives through annotation, discussion, and writing a formal analysis essay. As students go through the narratives, they are asked to analyze author technique and purpose, paying close attention to style, syntax, and organization in preparation for writing their own authentic literacy narratives and ultimately creating digital storytelling projects about those narratives. By the end of this unit, students will have composed analysis writing, creative nonfiction, and multimedia stories. They will have had the ability to select certain reading assignments, to work in groups and with partners to brainstorm, edit, and revise, and they will have had guided writing lessons on composing strong sentences.  Days 3 to 5 Overview:   These plans are for Days 3 to 5 of the Writers on Writing Unit. On day 3, students listen to podcasts about different perspectives on struggling to read. They then complete a pre-assessment, reading and analyzing a literacy narrative with guided style analysis notes. Students will then review the pre-assessment activity in preparation for reading their own selections of professional literacy narratives on day 2. The lesson will culminate with students writing an analysis of a professional literacy narrative. Image source: "Idea" from Pxhere.com