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Conversa Brasileira
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A compilation of video scenarios of people interacting with each other in Portuguese. Conversations include dialogs, questions, turn taking exchanges, clarifications, false starts, hugs, laughter, asides. The scenarios are enhanced by transcriptions, translations, content analysis, and notes and discussion blogs.

Subject:
Foreign Language
Material Type:
Activity/Lab
Homework/Assignment
Provider:
University of Texas at Austin
Provider Set:
COERLL
Author:
Kelm, Orlando
Date Added:
06/16/2021
Culminating Activity – Reading/Writing Identity (Open Up Resources - bookworms - Grade 2 ELA Lesson Plans)
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Week 36, Day 1---Day 5
Culminating Activity: Reading and Writing Identity
Memoir: Special memories about a person, place, object or time
"The memoir you will be writing will be a reflection of how you have changed as a reader and writer this year. It’s going to be like a year in review, so you will create a mini book as part of the memoir project.
Some of you may be thinking that this is the same as a personal narrative, but memoirs are more about looking back and thinking about how things have changed over time just like we did at the beginning of class. Narratives tell a story, but memoirs show how the event was meaningful to the author’s life. Also, memoirs are only snapshots. They don’t include the person’s whole life. Now I will add the characteristics of memoirs to the chart.
Use 1st person
Use true descriptions of actual events
Describe any problems faced by the author
Include the author’s feelings about the situation or event
*Narrative Graphic Organizer

Subject:
Composition and Rhetoric
English Language Arts
Language, Grammar and Vocabulary
Speaking and Listening
Material Type:
Homework/Assignment
Lesson Plan
Date Added:
03/15/2022
Deepfakes: Exploring Media Manipulation
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CC BY-NC-SA
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Students examine what deepfakes are and consider the deeper civic and ethical implications of deepfake technology. In an age of easy image manipulation, this lesson fosters critical thinking skills that empower students to question how we can mitigate the impact of doctored media content. This lesson plan includes a slide deck and brainstorm sheet for classroom use.

Subject:
English Language Arts
Material Type:
Activity/Lab
Homework/Assignment
Author:
Shana Ferguson
Date Added:
03/15/2022
Digital Age Skill: How To: Presentation
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This is a lesson using Digital Age Skills in creating a How To presentation. Originial

Subject:
Education
Educational Technology
English Language Arts
Speaking and Listening
Material Type:
Activity/Lab
Assessment
Homework/Assignment
Interactive
Lesson
Lesson Plan
Teaching/Learning Strategy
Author:
Tessa Janssen
Date Added:
03/15/2022
Digital Age Skill: Language Arts - What Makes a Hero
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This is a lesson using Digital Age Skills in Language Arts. The lesson refers to a documentary about Rosa Parks. This lesson could be taught using any documentary as an anchor text. The outcome of the lesson is for students to produce a documentary of their own based on a hero in their lives.

Subject:
English Language Arts
Material Type:
Activity/Lab
Assessment
Homework/Assignment
Interactive
Lesson
Lesson Plan
Teaching/Learning Strategy
Author:
Tina Roberts
Date Added:
03/15/2022
Digital Citizenship - Crusader Jams: Website Creating
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CC BY-NC-SA
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This is a lesson using Digital Age Skills in Digital Citizenship and Web Creation

Subject:
Education
Educational Technology
English Language Arts
Material Type:
Activity/Lab
Assessment
Homework/Assignment
Lesson
Lesson Plan
Teaching/Learning Strategy
Author:
Beth Kabes
Karen Dux
Molly Aschoff
Date Added:
03/15/2022
Digital Literacy Lesson Plan
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CC BY-NC-SA
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Hyperdoc playlist of activities for digital literacy lesson. Teacher will need to populate the "Guided Practice" section with updated links to current events. Check out The Sift from the News Literacy Project to get ides.

Subject:
English Language Arts
Reading Informational Text
Material Type:
Homework/Assignment
Interactive
Lesson
Lesson Plan
Author:
Crystal Hurt
Date Added:
03/15/2022
Digital Survival Skills Module 2: Types of Mis/Disinformation
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CC BY-NC-SA
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The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them.

This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. The modules culminate in a Digital Survival Skills Workshop hosted by students where they teach these skills to their community. If you plan to complete the culminating project, we suggest introducing it briefly at the beginning of Module 1 so students know what the end goal is. See Module 4 for introduction materials.

In this module (2 of 4), students learn to distinguish misinformation from disinformation. They explore examples of each and learn about the variety of motivations that cause people to create and share both types of false information.

Subject:
English Language Arts
Material Type:
Activity/Lab
Homework/Assignment
Author:
Liz Crouse
Shawn Lee
Date Added:
03/15/2022
Does Science Fiction Predict the Future Lesson Plan.pdf
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CC BY
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Students will learn the potential costs and benefits of social media, digital consumption, and our relationship with technology as a society in the three-week lesson. This inquiry based unit of study will answer the following questions:

Essential Question: How can we use science fiction’s ability to predict the future to help humanity?

Supportive Questions 1: What predictions of future development has science fiction accurately made in the past? This can include technology, privacy, medicine, social justice, political, environmental, education, and economic.

Supportive Question 2: What predictions for future development in contemporary science fiction are positive for the future of humanity? What factors need to begin in your lifetime to make these predictions reality?

Supportive Question 3: What predictions for future development in contemporary science fiction are negative for the future of humanity? What factors need to begin in your lifetime to stop these negative outcomes?

Subject:
Applied Science
Career and Technical Education
Composition and Rhetoric
Education
Educational Technology
English Language Arts
Information Science
Reading Informational Text
Reading Literature
Material Type:
Homework/Assignment
Lesson
Reading
Unit of Study
Author:
Morgen Larsen
Date Added:
03/15/2022
Dr. Martin Luther King Jr., Changing America Reading Passage
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Dr. Martin Luther King, Jr. (1929-1968) was a Baptist minister and a leader of the African American Civil Rights Movement. This article shares key details about Dr. King's life and accomplishments, including his belief in equality and non-violence.

As you read, take notes on the problems that African Americans faced during the 1950s and 60s, and the strategies that Dr. King used to create social change.

Subject:
Education
Material Type:
Assessment
Homework/Assignment
Lesson
Reading
Author:
Barbara Radner
Date Added:
01/10/2023
ELA G2:M1:U1:L10 CLOSE READ-ALOUD, SESSION 5: THE INVISIBLE BOY, PAGES 21–26
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This lesson is the fifth in a series of six in which students engage in a close read aloud of The Invisible Boy. In Session 5, students use a Language Dive to see the cause of and change in Brian's feelings. Additionally, students use Justin's kindness toward Brian as an introduction to compassion, a habit of character.

Subject:
English Language Arts
Language, Grammar and Vocabulary
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Date Added:
03/15/2022
ELA G2:M1:U1:L11 UNIT 1 ASSESSMENT AND CLOSE READ-ALOUD, SESSION 6: THE INVISIBLE BOY, PAGES 27–30
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This lesson is the final one in which students engage in a close read-aloud of The Invisible Boy. Students learn that Brian is happier at school because of the new friendship he has built with Justin. This final session allows students to practice recognizing significant events that cause a response in the main character.

Subject:
English Language Arts
Language, Grammar and Vocabulary
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Date Added:
03/15/2022
ELA G2:M1:U1:L6 CLOSE READ-ALOUD, SESSION 1: THE INVISIBLE BOY
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CC BY
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This lesson is the first in a series of six in which students engage in a close read-aloud of The Invisible Boy. This book provides another example of school to help students define and clarify the purpose of school. In this book, students learn that school helps us to appreciate other people's abilities and underscores the importance of treating others kindly. Additionally, students track the main character's change of emotions to better understand the impact of their words and actions on their classmates.

Subject:
English Language Arts
Reading Literature
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Date Added:
03/15/2022
ELA G2:M1:U1:L7 CLOSE READ-ALOUD, SESSION 2: THE INVISIBLE BOY, PAGES 1–8
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CC BY
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This lesson is the second in a series of six in which students engage in a close read-aloud of The Invisible Boy. In Session 2, students focus their attention on a smaller chunk of the text that dives deeper into understanding the main character, Brian, and an example of something that makes him feel invisible.

Subject:
English Language Arts
Language, Grammar and Vocabulary
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Date Added:
03/15/2022
ELA G2:M1:U1:L8 CLOSE READ-ALOUD, SESSION 3: THE INVISIBLE BOY, PAGES 9–14
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CC BY
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This lesson is the third in a series of six in which students engage in a close read-aloud of The Invisible Boy. In Session 3, students begin talking about and tracking Brian's feelings on an anchor chart.

Subject:
English Language Arts
Language, Grammar and Vocabulary
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Date Added:
03/15/2022
ELA G2:M1:U1:L9 CLOSE READ-ALOUD, SESSION 4: THE INVISIBLE BOY, PAGES 15–20
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CC BY
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This lesson is the fourth in a series of six in which students engage in a close read-aloud of The Invisible Boy. In Session 4, students explore the connection between being "invisible," Brian's feelings, and the drawings of Brian throughout the book. Additionally, students use Justin's appreciation for Brian's drawing abilities as an introduction to the habit of character respect in the closing of the Close Read Aloud

Subject:
English Language Arts
Language, Grammar and Vocabulary
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Date Added:
03/15/2022