This course expands skills in speaking, reading, listening, and writing. Students develop analytic and interpretative skills through the reading of a full-length drama as well as short prose and poetry (Biermann, Brecht, DĚ_rrenmatt, Tawada and others) and through media selections on contemporary issues in German-speaking cultures. Coursework includes discussions and compositions based on these texts, and review of grammar and development of vocabulary-building strategies. It is recommended for students with two years of high school German.

Expansion of basic communication skills and further development of linguistic competency. Review and completion of basic grammar, building of vocabulary, and practice in writing short essays. Reading of short literary texts. Exposure to history and culture of German-speaking countries through audio, video, and Web materials. In this course students are exposed to history and culture of German-speaking countries through audio, video, and Web materials. It focuses on the expansion of basic communication skills and further development of linguistic competency, and includes the review and completion of basic grammar, building of vocabulary, and practice in writing short essays. Students will also read short literary texts.

Detailed examination of the grammar of a language whose structure is significantly different from English, with special emphasis on problems of interest in the study of linguistic universals. A native speaker of the language assists when possible. From the course home page Course Description This course is designed to allow participants to engage in the exploration of the grammatical structure of a language that is unknown to them (and typically to the instructors as well). In some ways it simulates traditional field methods research. In terms of format, we work in both group and individual meetings with the consultant. Each student identifies some grammatical construction (e.g. wh questions, agreement, palatalization, interrogative intonation) to focus their research: they elicit and share data and write a report on the material gathered that is to be turned in at the end of the term. Ideally, we can put together a volume of grammatical sketches. The first three to four weeks of the term, our group meetings will explore the basic phonology, morphology and surface syntax for a first pass overview of the language, looking for interesting areas to be explored in more detail later. During this period individual sessions can review material from the general session as well as explore new areas. At roughly the fifth meeting, individual students (typically two to three per session) guide the group elicitations to explore their research topic.

The goal of this course is to review grammar and develop vocabulary building strategies to refine oral and written expression. Speaking and writing assignments are designed to expand communicative competence. Assignments are based on models and materials drawn from contemporary media (newspapers and magazines, television, web). The models, materials, topics and assignments vary from semester to semester.

Students research the items listed in the song ŕWe Didn't Start the FireĚŇ by Billy Joel, noting their historical relevance, and then document their findings using an online chart.

Early Literacy Specialists and Educators may use this power point individually or with staff for development of literacy practices K -2. This tool was designed by the Early Literacy Wisconsin State Reading Association Leadership team. This tool has been used with with teams wishing to deepen their early literacy understanding by reading, discussing the book. The use of the power point will enable educators to strengthen individual and team practices. This tool enables educators to dynamically dig into I am Reading by Kathy Collins and Matt Glover generating close reading and conversation of educators.

Dr. Seuss's "The Cat in the Hat" is used as a primer to teach students how to analyze a literary work using plot, theme, characterization, and psychoanalytical criticism.

Students work in small groups to examine Margaret AtwoodŐs use of and observations about language in The HandmaidŐs Tale. Through this activity, students discover and articulate overarching thematic trends in the book and then can extend their observations about official or political language to examples from their own world.

In this lesson, students use blogs to hold discussions about the effect of the factors of culture, history, and environment on Latino poetry.

This online textbook represents materials that were used in the first four semesters (two years) of the Mandarin program at MIT. They eventually formed the basis of a print textbook of the same name, published by Yale University Press; information and supplemental materials for the Yale edition are available at the companion website. The OCW course materials were extensively revised, and at times reordered, before publication, but the general principles of the original remain: to provide a comprehensive resource for the foundation levels of Chinese language that separates the learning of oral skills from literary (the former being transcribed in pinyin, and the latter in characters). This resource contains the complete online version of the text and accompanying audio recordings.

This video segment from Between the Lions uses a line of laughing Lions to help build vocabulary and illustrate the meaning of words that typically challenge young children.

8th Grade Science teacher Peter Hill from King Middle School in Maine shares a quick strategy tool and strategy he refers to as "word cloud". The "word cloud" is generated by a computer program that takes words from an article and generates a "cloud" with different sizes of words with the size emphasizing the frequency of the word. Mr. Hill uses this as a quick pre-reading activity to increase curiosity and engagement and to have students anticipate what the article or essay is about and what the main idea is. Teachers might also consider a twist to this idea and have student groups create their own word cloud after reading a selected text.11

Here at MagiKids, our mission is simple:

TO SUPPORT THE INTELLECTUAL HEALTH OF YOUNG ADULTS WITH MAGIC: THE GATHERING
We give kids access to the card game Magic: The Gathering, by giving teachers and mentors the cards and resources they need to teach the game.

But why teach kids Magic: The Gathering?

We believe that teaching Magic builds skills such as critical thinking, math, and reading. Magic also helps encourage socialization and engagement. At our local MagiKids groups, there’s not a phone in sight. Our Sort, Build, Play curriculum gets kids to engage with the game in a way that not only keeps them focused on the learning in that moment, but makes it more likely they will stick with it down the road.

How do we accomplish this?

MagiKids collects unwanted Magic cards, which we provide to teachers and mentors for free. We also supply them with deckboxes, sleeves, dice, and other accessories- anything that helps kids with taking ownership of their cards has a positive effect on their engagement. We also give teachers and mentors a number of teaching resources, from quick-reference cards for the kids, to information on our Sort, Build, Play curriculum.

We have shipped kits to dozens of teachers and mentors across the US, as well as working with local organizations and the Boys and Girls Clubs in our region. We have brought Magic: The Gathering to hundreds of kids so far, and we hope to spread this opportunity to many more.

Students prepare an already published scholarly article for presentation, with an emphasis on identification of the author's thesis and argument structure.

Madeline Noonan starts every class day with a morning meeting. Students use vocabulary to describe how they're feeling, practice speaking in front of peers, and gain trust by sharing a little about themselves. A daily "greeting" adds a bit of fun.

By exploring myths and truths surrounding Abraham LincolnŐs Gettysburg Address, students think critically about commonly believed stories regarding this famous speech from the Civil War era.

Students name unnamed chapters in a novel they are reading. They discuss possible chapter names, considering accuracy, word choice, and connotation, before settling on a choice.

Using Beloved as a model of a work with multiple narrative perspectives, students use a visualizing activity and close reading to consider ways in which subjective values shape contradictory representations.

Students read and listen to biographies. Students will conduct a research project on a biography of their choosing, make a timeline, write a report and use it to create a seven slide presentation in Google Slides about the Native American person of their choosing.

In this lesson designed to enhance literacy skills, an early astronaut's experiences teach students that Newton's third law of motion—for every action, there is an equal and opposite reaction—applies both on Earth and in outer space.