{"results":"
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"LOOKING\n\n
\n
\n
\n
\nCurated OER\n
\n

\nLOOKING DEEPER\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents study trauma, recognize episodes that can produce it, and behaviors it can elicit. They glean an example of a potentially traumatic event. They need to think who might be traumatized and why.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Interactive4:44
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nPBS\n
\n

\nThe Symbolism of Sunflower Seeds in Ghost\n

\n
\n\nFor Students\n\n5th - 7th\n\nStandards\n
\n
\n
\nGhost by Jason Reynolds is a coming-of-age book that resonates with teenagers who have experienced childhood trauma. Explore the novel with an interactive resource that focuses on the author's use of symbolism, particularly with...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Grade\n\n
\n
\n
\n
\nEngageNY\n
\n

\nGrade 10 ELA Module 2: Unit 2, Lesson 4\n

\n
\n\nFor Teachers\n\n10th\n\nStandards\n
\n
\n
\nWhat does it mean to come undone? Scholars consider the author's use of the phrase as they read paragraphs 12–15 from Julia Alvarez's autobiographical essay \"A Genetics of Justice.\" They complete a quick write to analyze how Alvarez...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Grade\n\n
\n
\n
\n
\nEngageNY\n
\n

\nGrade 10 ELA Module 2: Unit 2, Lesson 3\n

\n
\n\nFor Teachers\n\n10th\n\nStandards\n
\n
\n
\nDoes trauma have a lasting effect on people's lives? Scholars dive into the topic as they read paragraphs 9–11 of \"A Genetics of Justice\" by Julia Alvarez, in which the author describes her family's return to the Dominican Republic....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Grade\n\n
\n
\n
\n
\nEngageNY\n
\n

\nGrade 10 ELA Module 2: Unit 2, Lesson 6\n

\n
\n\nFor Teachers\n\n10th\n\nStandards\n
\n
\n
\nHow do authors use rhetorical devices and word choice to emphasize their ideas? Pupils consider the question while reading paragraphs 16–19 from Julia Alvarez's essay \"A Genetics of Justice.\" Readers engage in evidence-based discussion...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video0:10
\n
\n
\n
\n\"How\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHow Does Your Memory Work? Part 3/3\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nThe BBC production on memory continues in part three. Picking up right after the connection between forming memories and ruminating on the future, we follow John and his inability to mentally \"time travel.\" Memory gives you more than...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Dark Side of Family Life\n

\n
\n\nFor Students\n\n11th - Higher Ed\n
\n
\n
\nIn this family life activity, students answer seventeen questions about problems such as domestic violence by constructing short and extended response answers.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Professional Doc
\n
\n
\n
\n\"Psychological\n\n
\n
\n
\n
\nUS Department of Homeland Security\n
\n

\nPsychological First Aide (PFA) for Students and Teachers\n

\n
\n\nFor Teachers\n\nK - 12th\n
\n
\n
\nListen, protect, connect! Using the resource, teachers learn how psychological first aid helps scholars adjust after a crisis or school emergency. They discover how to observe changes in pupils' school performance, listen and offer...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Nurturing\n\n
\n
\n
\n
\nNational Institute of Drug Abuse\n
\n

\nNurturing My Mental and Emotional Health\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nOne exercise does not necessarily work for all! A resource from the National Institutes of Health provides tweens and teens with exercises to help them cope with anxiety and stress. Participants note their stress levels before and after...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Full Bodied Romeo\n

\n
\n\nFor Teachers\n\n10th - 12th\n
\n
\n
\nStudents put physical movement to the word of Romeo's ozymoronic speech in order to explain the trauma that he is experiencing.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Pedestrian\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPedestrian Safety\n

\n
\n\nFor Teachers\n\n4th - 6th\n
\n
\n
\nLearners study velocity and how to cross streets safely. They identify the ten most common causes of childhood trauma, watch movies on pedestrian safety and use the Internet to research the issue of pedestrian safety\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Fertilization\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFertilization to Birth\n

\n
\n\nFor Students\n\n9th - Higher Ed\n
\n
\n
\nIn this fertilization to birth process learning exercise, learners think about the changes a baby faces and complete the table on birthing trauma. They describe what type of trauma the baby might experience during the process of birth...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Fighting\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFighting the War in Your Head\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nYoung scholars analyze the experiences of a fictional soldier in a war and create a mental health profile for that individual. They emulate psychiatrists and propose treatment strategies for their particular soldier's post-traumatic...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Things They Carried: KWHL\n

\n
\n\nFor Teachers\n\n10th - 12th\n
\n
\n
\nBefore beginning The Things They Carried, class members are asked to use a KWHL chart to record what they know about war, what they want to know, and where they might find answers to their questions. Groups then research...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Civil\n\n
\n
\n
\n
\nCivil War\n
\n

\nCivil War Medicine: Fact or Fiction\n

\n
\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
\n
\n
\nYoung historians compare the presentation of medical care during the Civil War in passages from fictional and nonfictional texts. They examine passages from Gone with the Wind by Margaret Mitchell and Soldier's...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"An\n\n
\n
\n
\n
\nPenguin Books\n
\n

\nAn Educator's Guide to the Works of Laurie Halse Anderson\n

\n
\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
\n
\n
\nLaurie Halse Anderson tackles challenging topics for teens. An educator's guide shares activities for many of her novels such as Prom, Shout, and Wintergirls. Questions, perfect to use as either discussion or as essay prompts, accompany...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Health:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHealth: Seat Belt Safety\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStudents discuss the importance of wearing seat belts and why it is one of the most common causes of traffic accident deaths. They also discover the importance of child restraints for younger children. Students examine the myths and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Handout
\n
\n
\n
\n\"Emergency\n\n
\n
\n
\n
\nIowa State University\n
\n

\nEmergency & First Aid Orientation\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nHere you'll find a presentation that covers a wide range of emergency and first aid topics, such as evacuation planning, what to do in the event of a fire or severe weather, and addressing a number of medical emergencies, such as...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Organizer
\n
\n
\n
\n\"Mirrors\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMirrors & Windows: Alice Walker’s “Everyday Use”\n

\n
\n\nFor Students\n\n8th - 10th\n
\n
\n
\n“Mirrors” or aspects from a story that reflect a personal text-to-self connection, and “windows,” an aspect that gives insight into a different way of being, are the focus of an activity designed for Alice Walker’s story. Readers select...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Study Guide
\n
\n
\n
\n\"James\n\n
\n
\n
\n
\nReed Novel Studies\n
\n

\nJames and the Giant Peach: Novel Study\n

\n
\n\nFor Teachers\n\n4th - 6th\n\nStandards\n
\n
\n
\nEveryone wants to feel like they belong. James, in James and the Giant Peach, finds a feeling of belonging in a very odd place—inside a peach! Scholars read the story of James and the Peach and work through vocabulary, language, and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Domestic\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDomestic Violence\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nPupils are introduced to the magitude of domestic violence. In groups, they read articles of real accounts of abuse and answer comprehension quesitons. They develop a piece of art showing how they feel about the issue and organize it...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Visible\n\n
\n
\n
\n
\nCurated OER\n
\n

\nVisible Speech: A Short Course in the Fundamentals of Writing/Lesson 3\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nFocusing on writing an introduction, this presentation provides a variety of techniques for how to begin. Although the question marks on slide six obscure the writing, the other slides are clear and legible and display good examples for...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Touching\n\n
\n
\n
\n
\nPrestwick House\n
\n

\nTouching Spirit Bear: Individual Learning Packet\n

\n
\n\nFor Students\n\n6th - 8th\n
\n
\n
\nWhether using Touching Spirit Bear in the classroom, as an outside reading assignment, or in a homeschool situation, your readers will benefit from this eight-page packet of essay and discussion questions, vocabulary lists, and reading...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Be\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBe Positive - Do Something Day\n

\n
\n\nFor Students\n\n5th - 10th\n
\n
\n
\nIn this Be Positive - Do Something Day activity, students complete activities such as reading a passage, phrase matching, fill in the blanks, correct words, multiple choice, spelling, sequencing, scrambled sentences, writing questions,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}