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Lesson Plan
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\n\"Chunking\n\n
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\nCurated OER\n
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\nChunking Huck Finn\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nRead a designated chapter of the novel, The Adventures of Huckleberry Finn, and discuss the chapter summary in small groups. Groups present their summaries and answer questions specific to their chapter.\n
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Lesson Plan
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\n\"Teaching\n\n
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\nCurated OER\n
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\nTeaching \"A Week in the Woods\"\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nThe book, A Week in the Woods is the focus of the very interesting language arts lesson presented here. After the book has been read, learners engage in study of certain parts of the book in order to gain a better understanding of how...\n
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Worksheet
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\n\"Letter\n\n
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\nLetter from Christopher Columbus to Luis de Sant Angel Announcing His Discovery (1493)\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nWhen Christopher Columbus landed, he found many things to comment on. Have your class read this letter that he wrote to Luis de Sant Angel in 1493. The text is split up into sections. Each section is paired with two to three...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Stolen Smell\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders read the story The Stolen Smell and participate in many language arts based activity connected to the story. They participate in discussions, vocabulary work, analyzing the story, public speaking, illustrating pictures,...\n
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Organizer
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\n\"Study\n\n
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\nMcGraw Hill\n
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\nStudy Guide for Hatchet\n

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\n\nFor Students\n\n4th - 6th\n\nStandards\n
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\nUse this packet as a companion to your study of Hatchet by Gary Paulsen. The resource breaks the novel up into several chunks, and for each chunk provides activities, background information, vocabulary, graphic organizers, and response...\n
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Lab Resource
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\n\"What's\n\n
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\nColorado State University\n
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\nWhat's the Difference Between Blue Light and Red Light?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nFinally, an electromagnetic spectrum lab that will get glowing reviews from your class! Explore the nature of light using red and blue LED sources and fantastic phosphorescent paper. Young scientists compare the effects of blue light...\n
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Lesson Plan
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\n\"Reading\n\n
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\nCurated OER\n
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\nReading Strategies for Decoding Tricky Words\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nHelp primary school pupils learn valuable reading strategies. As they choral read a poster or big book, they predict covered words and learn various reading strategies for figuring out an unknown word. This will help them gain an...\n
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Instructional Video7:23
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\n\"Combustion,\n\n
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\nJFR Science\n
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\nCombustion, Synthesis, Decomposition: How Does a Fire Extinguisher Work?\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nPull the trigger on chemical reaction understanding! Curious chemists discover the three basic reaction types using a video from JFR Science. The resource presents each reaction with written and verbal tips and practice problems. \n
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Website
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\n\"Vietnam\n\n
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\nSmithsonian Institution\n
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\nVietnam\n

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\n\nFor Students\n\n5th - 12th\n\nStandards\n
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\nWhat do Dwight D. Eisenhower, Lyndon B. Johnson, and communism have in common? They all have something to do with the Vietnam War. Scholars engage in readings, view related images, and read about important artifacts on the website.\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Writings of Robert Boyle\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents read the introductory text describing the various sources for the history of Boyle's life. They produce a poster illustrating the sources of Boyle's life and writings.\n
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Lesson Plan
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\n\"Only\n\n
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\nCurated OER\n
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\nOnly the Facts\n

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\n\nFor Teachers\n\n1st - 4th\n
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\nPractice the strategy of summarizing to gain meaning and knowledge from an informational text. Young readers highlight supporting details and main ideas, and then they use this to summarize two articles: \"The Great Quake\" and \"What...\n
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Lesson Plan
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\n\""Masque\n\n
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\nLiteracy Design Collaborative\n
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\n\"Masque of the Red Death\" - Symbolism and the Development of an Allegory\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nAnalyze chunks of Masque of the Red Death to determine Edgar Allan Poe's use of symbolism and development of allegory. Readers learn new vocabulary words, answer comprehension questions, and identify symbols throughout the story....\n
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Lesson Plan
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\n\"Tracing\n\n
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\nEngageNY\n
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\nTracing the Idea of Fish Depletion: Chapter 1\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nWould you, could you? Scholars read World without Fish and focus carefully on the use of the words could and would. They chunk the text into smaller sections and write annotations on sticky notes to help with comprehension. To...\n
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Lesson Plan
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\n\"Gone\n\n
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\nGone to the Dogs\n

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\n\nFor Teachers\n\n3rd\n
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\nApproach vocabulary through decoding and chunking. Your class breaks up words into basic syllables or chunks then engages in a decoding activity. Useful for a variety of language levels and grades, just modify to fit your class.\n
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Organizer
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\n\"Poetry\n\n
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\nPoetry Appreciation – \"The Raven\"\n

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\n\nFor Students\n\n7th - 9th\n
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\nIntroduce your class to \"The Raven\" by Edgar Allan Poe with this series of activities, exercises, and worksheets. Class members examine an image, analyze a movie trailer, read a prose version of the poem, look up vocabulary, and pick out...\n
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Lesson Plan
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\n\"Word\n\n
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\nCurated OER\n
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\nWord Center\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nConstruct spelling words through a Making Words activity. Learners create words at various levels using onsets, rimes, suffixes, long and short vowels, and word families. They write words as they create them and compare the words with...\n
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Lesson Plan
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\n\"The\n\n
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\nThe Mythology of Munich\n

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\n\nFor Teachers\n\nK\n
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\nStudents listen to a story read by their teacher and identify the pictures inside it to be real or make believe. In this fiction and non fiction lesson plan, students also write a real or make believe story of their own.\n
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Lesson Plan
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\n\"Identify\n\n
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\nCurated OER\n
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\nIdentify That Strategy!\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents choose, read,and analyze a text at least one-thousand words long using varied reading strategies. They identify the strategies used in the analysis of their text and explain how they are crucial to comprehension.\n
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Worksheet
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\n\"configuration\n\n
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\nCurated OER\n
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\nconfiguration station #17\n

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\n\nFor Students\n\n2nd - 3rd\n
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\nFor this vocabulary worksheet, students study 5 commonly used words in a word bank. Students complete 30 varied questions and activities with these words.\n
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Lesson Plan
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\n\"Working\n\n
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\nCurated OER\n
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\nWorking With Words\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nIn this vocabulary worksheet, students analyze 8 commonly used words. Students complete 35 activities with these words including sentence writing, alphabetizing, word puzzles and a configuration grid.\n
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Unit Plan
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\n\"Around\n\n
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\nHoughton Mifflin Harcourt\n
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\nAround Town: Neighborhood and Community: Extra Support Lessons (Theme 3)\n

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\n\nFor Teachers\n\n2nd\n\nStandards\n
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\nNeighborhood and community is the theme of a unit comprised of extra support lessons. Following practice pages and a teach, blend, guided practice, practice/apply routine, the series of lessons provide additional reinforcement...\n
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Lesson Plan
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\n\"Roll\n\n
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\nNovelinks\n
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\nRoll of Thunder, Hear My Cry: Question Answer Response Strategy\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nReaders of Mildred D. Taylor's Roll of Thunder, Hear My Cry are introduced to the Question Answer Response Strategy (QAR) as a way to increase their engagement in and comprehension of the novel.\n
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Organizer
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\nPolk Bros Foundation\n
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\nI Can Comprehend a Paragraph, then a Page/Section in a Text\n

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\n\nFor Teachers\n\n6th - 10th\n\nStandards\n
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\nHelp your class tackle chunks of text with a simple graphic organizer. Pupils read three paragraphs and, as they read, draw pictures in the provided boxes that demonstrate what each paragraph says. There are three boxes on the page and...\n
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Worksheet
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\n\"School-Home\n\n
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\nSchool-Home Links: Spelling Longer Words\n

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\n\nFor Students\n\n2nd - 3rd\n
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\nIn this spelling worksheet, students read ten different longer words. Students choose four of the words from the list and write them on the lines and then write a short sentence for each word.\n
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