ELA.10.C.1.4

Using the case study, "A New Shop for Douglas Cabinetry," students will be able to calculate average times from a time study chart, how it relates to a workflow, and use that data to decide if multiple cells or one large production line are a better fit for this business based solely on the data.

Type: Lesson Plan

In this lesson, students will conduct research to answer the research question: How are current trends in education affecting higher education and/or the workforce?

Type: Lesson Plan

The hero's journey is an archetypal plot structure found in modern novels and can also be found in popular poetry. After students have read the novella Anthem by Ayn Rand, they will examine the poem "Invictus" by William Ernest Henley for elements of the Hero's Journey. Students will work collaboratively to decide whether or not all aspects of the hero's journey are demonstrated efficiently in this variety of texts.

Type: Lesson Plan

This lesson will expose students to a collection of primary and secondary sources from the French Revolution and as a culminating assignment, students will draft an expository essay linking the documents to the causes and events of the French Revolution.

Type: Lesson Plan

In this lesson (the third in a three-lesson unit), students will analyze an excerpt from Tim O'Brien's The Things They Carried. Working collaboratively and independently, students will explore the diction, images, details, language and syntax of the text. The summative assessment requires students to write an essay analyzing how the author uses language and literary techniques to convey the experience of the soldiers in the Vietnam War. Supporting handouts and materials are provided.

Type: Lesson Plan

This lesson is part three of a three-part unit that will explore and analyze how different authors convey American Puritanism. In this lesson, students plan to write and then complete an essay to explore how two different authors and texts portray American Puritanism, Jonathan Edwards in “Sinners in the Hands of an Angry God” and Arthur Miller in “The Crucible.”

Type: Lesson Plan

In this lesson, students will compare and contrast the tone and theme of two poems about death. Students will annotate text, complete a directed note taking organizer, and will write a compare/contrast essay.

Type: Lesson Plan

Students will be practicing close reading and literary analysis skills, annotating, and writing an analysis of texts. During the class discussion, students will practice listening skills and use explicit examples from a text to support their analysis in this lesson. Suggested excerpts from Annie Dillard's From an American Childhood, Tim O'Brien's The Things They Carried, and Charles Frazier's Cold Mountain are referenced in this lesson.

Type: Lesson Plan

In this lesson students will read and analyze three texts: Amy Tan's "Mother Tongue," Richard Rodriguez's "Se Habla Espanol," and Zora Neale Hurston's "How it Feels to be Colored Me" looking at how the language in each expresses a specific tone and author’s style. Students will choose one of the three texts and write an analysis of how the author uses language to create tone and style.

Type: Lesson Plan

In this lesson, students will read multiple texts, conduct online research, brainstorm ideas, and analyze and synthesize information. Students will also practice the arts of note-taking, writing concise and informative summaries, and collaborating with peers to learn more about South Africa's Anti-Apartheid (A.A.A.) movement and the hero who saved them.

Type: Lesson Plan

Students will design a Mars rover by selecting the best subsystems based on the pros and cons provided, as well as other influencing factors. The rover must navigate rough terrain, collect soil samples, and take photographs. Teams will evaluate options for terrain adaptability, power sources, and communication systems, making informed decisions on each component. They must justify their choices by explaining how their selections contribute to the rover’s efficiency and overall mission success.

This is an open-ended engineering design lesson where students develop a model to solve a problem. There are no “right” answers as the lesson is focused on the process of developing a solution and the skills and reasoning behind the process.

Type: Model Eliciting Activity (MEA) STEM Lesson

Practice writing different aspects of an expository essay about scientists using drones to research glaciers in Peru. This interactive tutorial is part four of a four-part series. In this final tutorial, you will learn about the elements of a body paragraph. You will also create a body paragraph with supporting evidence. Finally, you will learn about the elements of a conclusion and practice creating a “gift.” 

This tutorial is part four of a four-part series. Click below to open the other tutorials in this series.

• Drones and Glaciers: Eyes in the Sky (Part 1)
• Drones and Glaciers: Eyes in the Sky (Part 2)
• Expository Writing: Eyes in the Sky (Part 3)
• Expository Writing: Eyes in the Sky (Part 4)

Type: Original Student Tutorial

Learn how to write an introduction for an expository essay in this interactive tutorial. This tutorial is the third part of a four-part series. In previous tutorials in this series, students analyzed an informational text and video about scientists using drones to explore glaciers in Peru. Students also determined the central idea and important details of the text and wrote an effective summary. In part three, you'll learn how to write an introduction for an expository essay about the scientists' research. 

This tutorial is part three of a four-part series. Click below to open the other tutorials in this series.

• Drones and Glaciers: Eyes in the Sky (Part 1)
• Drones and Glaciers: Eyes in the Sky (Part 2)
• Expository Writing: Eyes in the Sky (Part 3)
• Expository Writing: Eyes in the Sky (Part 4)

Type: Original Student Tutorial

This resource for the debate classroom will help students with informative speech. Students will examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Type: Teaching Idea

Luis Martínez-Fernández was born at the beginning of the Cuban Revolution. Dr. Martínez-Fernández immigrated to the United States with his family when he was 2 years old after the Bay of Pigs Invasion. His family moved to Lima, Peru after his father was offered employment there. Dr. Martínez-Fernández’s family left Peru after the President of Peru was ousted from power. The new government in Peru concerned Dr. Martínez-Fernández’s father and the family moved to Puerto Rico where they become U.S. Citizens. Dr. Martínez-Fernández moved to the U.S. after graduation from The University of Puerto Rico. He is a Professor of History, an author, and is civically engaged through his nationally syndicated column.

Type: Video/Audio/Animation