In this unit, students explore the meaning of family, community, and identity by reading the core text One Crazy Summer. Through the eyes of eleven-year-old Delphine, readers experience life in Oakland, California, in 1968, the height of the Black Panther movement. Delphine and her two younger sisters, Vonetta and Fern, spend a summer in Oakland visiting their estranged mother who sends them to spend their days at a camp run by the Black Panthers. Over the course of the summer, the girls learn about what it means to be part of a revolution, what the Black Panther Party was fighting for, and why the Black Panther Party was important during this time period. Through it all, they build confidence in themselves and their relationships with others as they learn to challenge and respond to social issues in the community. It is our hope that this unit, in conjunction with others in the series, will help students understand the way experiences shape our identities and beliefs, and how children can help bring about change in the community.

In reading, this unit continues to build on reading strategies and skills covered in previous units. It is assumed that students are able to quote or paraphrase accurately from the text, interpret figurative language, and summarize sections of the text. These skills should continue to be spiraled throughout the unit; however, the main focuses for this unit are determining theme and analyzing how it is developed over the course of the novel or poem, analyzing point of view and the impact it has on the way events are portrayed, and comparing characters and their responses to situations.

The OER Toolkit aims to improve equitable access to open learning resources and services to college students by providing a province-wide academic support platform for faculty to use while designing courses and assignments. The Toolkit is a one-stop guide to open educational resources, providing faculty and library staff with tools and information to understand, engage with, create, and sustain OER in their work and practice.

The Toolkit is designed to be used by anyone involved with OER at an academic institution, whether you are part of a team that is collaborating to create OER, a library staff member who is supporting OER development and use, an advocate for OER at your institution, or an instructor seeking to incorporate OER and open pedagogy in the classroom. The primary purpose of this Toolkit is to support faculty and library staff at Ontario colleges; however, it is openly available for use beyond the Ontario college community.

OpenSciEd middle school is NGSS-aligned science curriculum. Designed for all students and teachers, OpenSciEd includes student-facing materials as well as teacher guides. As with most instructional materials, excellent professional learning for teachers should be provided. For more information in Michigan contact the Michigan Mathematics and Science Leadership Network, starrm@mimathandscience.org

This book represents a starting point towards curating and centering marginal voices and non-dominant epistemic stances in open education. It includes the work of 43 diverse authors whose perspectives challenge the dominant hegemony.

Week 24, Day 1---Day 5
Opinion Writing Unit
We often think about making good choices.
Today we are going to use a graphic organizer and the opinion checklist to plan this opinion piece
Book Review Graphic Organizer
Opinion Checklist Sample
Today we are going to write to convince people that either it is easy to make the right choice or that sometimes it is hard to make the right choice.
Strong words:
I strongly believe
From my point of view
It’s my belief
Based on what I know
I am convinced
Speaking for myself
I am confident that
Ways you can end an opinion piece: reinforcement, lasting thought, quotation, question.
Students will work on revising, editing, peer revising and editing, and finishing up their final copy.

Learning to Write Opinions
Students will write about "injustice."
Make a graphic organizer model
Opinion Checklist Sample
Students will work on creating their opinion graphic organizer. They will work with or near peers who share their opinion so that they have peers to share ideas with.
Writing reasons that show strong support for opinion.
Plan the conclusion and begin drafting
Ways to end an opinion piece: reinforcement, lasting thought, quotation, question, humor.
Transition Words for Opinion Texts
Students will work on revising, editing, peer revising and editing, and finishing up their final copy
Sharing

This textbook guides students through rhetorical and assignment analysis, the writing process, researching, citing, rhetorical modes, and critical reading. Guided by Oregon's statewide college writing outcomes, this book collects previously published articles, essays, and chapters released under Creative Commons licenses into one free textbook available for online access or print-on-demand.

This stand-alone module intends to provide some motivation for studying organic chemistry. The topics touch briefly on some basic organic chemistry topics and focus on various organic compounds that readers would encounter in everyday life.

Examines theory and research on the relationship of organizations to each other and to their economic, political, and social environments. Classic and contemporary approaches to complex social systems, the dynamics of inertia and change, the role of legitimacy, and the production of change as an intended or unintended consequence. Considers the relative roles of voluntarism and determinism in the pursuit of organizational agendas and in the shaping of organizational environments, for example, with respect to changing employment relationships and environmentalism. Primarily for doctoral students. The goal of this doctoral course is to familiarize students with major conceptual frameworks, debates, and developments in contemporary organization theory. This is an inter-disciplinary domain of inquiry drawing primarily from sociology, and secondarily from economics, psychology, anthropology, and political science. The course focuses on inter-organizational processes, and also addresses the economic, institutional and cultural contexts that organizations must face. This is an introduction to a vast and multifaceted domain of inquiry. Due to time limitations, this course will touch lightly on many important topics, and neglect others entirely; its design resembles more a map than an encyclopedia. Also, given the focus on theoretical matters, methodological issues will move to the background. Empirical material will be used to illustrate how knowledge is produced from a particular standpoint and trying to answer particular questions, leaving the bulk of the discussion on quantitative and qualitative procedures to seminars such as 15.347, 15.348, and the like.

Students will be able to read a grade level text,  the novel "The Outsiders". As they read they will have to cite information, make inferences and connections, summarize, compare different mediums (book and movie) and learn about the author and how her experiences shaped the novel. Students will also get to write persuasively and creatively during this unit.

Students will use previous knowledge of Ozobots and coding to color code a path in a maze to create a snowman.

Open to all K-12 educators in all subjects, as well as ToSAs, coaches, tech coordinators, media specialists and librarians. Earn certification by completing 8 micro-credentials that help you demonstrate your expertise in teaching K-12 students (or fellow educators) to think critically about their roles as media consumers and creators.

This video is part of the Learn and Grow with WHRO TV series. Watch Alystra Barefoot teach about story elements.

This course is an introduction to modern Indian culture and society through films, documentaries, short stories, novels, poems, and journalistic writing. The principal focus is on the study of major cultural developments and social debates in the last sixty five years of history through the reading of literature and viewing of film clips. The focus will be on the transformations of gender and class issues, representation of nationhood, the idea of regional identities and the place of the city in individual and communal lives. The cultural and historical background will be provided in class lectures. The idea is to explore the "other Indias" that lurk behind our constructed notion of a homogeneous national culture.

During the Pax Romana, the wealthy built huge, lavishly decorated houses and usually had servants or slaves to tend to their every need. The average citizen worked hard and lived reasonably comfortably in modest housing. Despite the riches of the Roman Empire, the largest class lived in what can only be described as poverty.

Yes, the unit covers the reasons the Japanese bombed Pearl Harobr, the planning of Pearl Harbor, the execution of Pearl Harbor and the aftermath of Pearl Harbor.  It includes a plan of the day to day plan, articles, primary sources, secondary sources, digital reviews, and on line assesments.

Using Google Docs as a discussion platform for peer review of written work.

Objectives:

To create a professional Senior Leadership ePortfolio


To collaborate and discuss what makes a successful portfolio


To peer review portfolios using mindful and effective feedback

Essential Question:

What makes a successful portfolio?

What can I do to make my portfolio successful and professional?

PenPal Schools is a global learning community where teachers can foster global awareness and understanding of a variety of cultures. Students are able to practice reading and writing skills, learn more about digital literacy, and gain social and emotional learning skills. PenPal Schools connects students from over 144 countries to learn together through collaborative online projects! The website is a safe environment that only registered students and teachers can take part in.