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English Language Arts, Grade 12
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The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

Subject:
English Language Arts
Material Type:
Full Course
Provider:
Pearson
Date Added:
11/02/2020
English Language Arts, Grade 12, Global Issues
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Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?

ACCOMPLISHMENTS

Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Provider:
Pearson
English Language Arts, Grade 12, Global Issues, Report of Information, Report Feedback
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In this lesson, you'll join a small group to share your report and receive more feedback. Group members will choose one report to be presented in Lesson 28 to the whole class. You'll revise, proofread, and prepare the final draft of your report.In this lesson, students will join small groups to share their reports and receive more feedback. Group members will choose one report to be presented in Lesson 28 to the whole class. Students will revise, proofread, and prepare the final draft of their report.

Subject:
English Language Arts
Material Type:
Lesson Plan
Author:
Pearson
Date Added:
11/02/2020
English Language Arts, Grade 12, Project: Self-Portrait
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This project unit—a multimedia self-portrait published in digital form—is the capstone of your students' high school careers. It is a chance for them to pause and reflect on where they've been, where they're going, and who they are as a person. Students will reflect on what they want others to know about them: what they want their message to be and what types of media they might use to convey that message. Students will have the opportunity to express themselves in many different formats—through writing, of course, but also through other media of their choosing. Students will be able to convey your message through visual art, photography, a graphic novel, audio, poetry, or video—practically any type of media they want!

ACCOMPLISHMENTS

Students will complete a multimedia self-portrait, capturing important aspects of the essence of themselves.
Students will contribute one chapter from their multimedia self-portrait to a class anthology.
Students will present one chapter from their multimedia self-portrait to the class.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

How is late adolescence a moment of internal and external change?
What are the most important qualities of your character—past, present, and future?
How can you portray these key aspects of yourself using multimedia?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Provider:
Pearson
English Language Arts, Grade 12, Project: Self-Portrait, What "Self" to Portray?, Conveying The Truth Through Self-Portraits
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What is an artist’s responsibility to truth? What is the role of truth and facts in poetry, nonfiction, and fiction? Students will explore these questions as they consider the truths they want to convey in their self-portraits. They’ll also start interviewing people who know them well.

Subject:
English Language Arts
Material Type:
Lesson Plan
Author:
Pearson
Date Added:
11/02/2020
How Do We Learn About the Past: A 1st Grade Blended Learning Social Studies Unit
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This Blended Learning Unit about how we learn about the past is designed to intentionally integrate technology into each lesson while maintaining the integrity of a Social Studies unit created by Oakland Schools, Unit 4: How Do We Learn About the Past.  The 30-45 minute lessons are structured so the classroom teacher can balance whole group instruction (Face to Face) with technology (Online) to enhance or provide new learning.  Academic Vocabulary is a school initiative in the district this unit was created for, so this is also integrated throughout the unit.  This blended unit was also designed for students to use individual iPads, but other devices could be used as well.

Subject:
Social Studies
Material Type:
Unit of Study
Provider:
Michigan Virtual
Author:
Megan Reilly
Date Added:
10/28/2016
Myself and Others
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Kindergarten students are encouraged to gain an increased awareness of themselves and the world around them in our entry level text in the series.

Subject:
Social Studies
Material Type:
Textbook
Provider:
MIOpenBook
Provider Set:
Michigan Open Book Project
Author:
Abramowski, Lisa
Bacak-Egbo, Carol
Frakes, Cyndi
Freeland, Sandy
Gutowski, Lisa
Whitlock, Annie
Date Added:
08/15/2017
Personal Stabilty and Change
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This module describes different ways to address questions about personality stability across the lifespan. Definitions of the major types of personality stability are provided, and evidence concerning the different kinds of stability and change are reviewed. The mechanisms thought to produce personality stability and personality change are identified and explained.

Subject:
Psychology
Social Studies
Material Type:
Module
Provider:
Diener Education Fund
Provider Set:
Noba
Author:
David Watson
Date Added:
07/31/2019
T4T Problem Solving (Change Unknown)
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This resource is from Tools4NCTeachers.  This is a set of nine (9) tasks, which may be used for instruction or assessment. Each attachment contains a separate task, rubric, and student recording sheet. The word problems in these tasks involve 'adding to' or 'taking from' a quantity. In these specific problems, the change is unknown. For example:There were 17 ducks in the pond.  Some flew away, and now there are 8 ducks in the pond.  How many ducks flew away?Remix this resource to include student work samples or addtional tasks.

Subject:
Mathematics
Material Type:
Activity/Lab
Assessment
Formative Assessment
Author:
DAWNE COKER
Date Added:
06/10/2020
T4T Sorting Problem Types
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This resource is from Tools4NCTeachers.In this lesson, students use their understanding of word problems to sort problems based on type.  The focus for students in this lesson shifts from solving word problems to analyzing word problem structures in order to group like problems.  The purpose is to help students understand and visualize problems so they will know how to write equations that match and know what operation is needed to solve.  This lesson focuses on sorting addition and subtraction word problems with a specific focus on Take Apart and Put Together types.  The lesson, however, can be adjusted to use with any problem types you notice students need more experience with.  You could also adjust the number size in the problems to use this lesson at different times in the year. 

Subject:
Mathematics
Material Type:
Lesson
Lesson Plan
Author:
DAWNE COKER
Date Added:
06/14/2020
T4T Sorting Problem Types
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This resource is part of Tools4NCTeachers.

In this lesson, students use their understanding of word problems to sort problems based on type. The focus for students in this lesson shifts from solving word problems to analyzing word problem structures in order to group like problems. The purpose is to help students understand and visualize problems so they will know how to write equations that match and know what operation is needed to solve. This lesson focuses on sorting addition and subtraction word problems with a specific focus on Take Apart and Put Together types. The lesson, however, can be adjusted to use with any problem types you notice students need more experience with. You could also adjust the number size in the problems to use this lesson at different times in the year.

Subject:
Mathematics
Material Type:
Lesson
Lesson Plan
Date Added:
07/10/2019
Unit 3, Lesson 20: What model can we make to connect everything we have learned so far to explain how trees can reverse climate change?
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A summative model of the processes involved in trees taking carbon out of the atmosphere and storing it as wood and in the soil and a scientific explanation to explain how trees can reverse climate chage.

Subject:
Biology
Science
Material Type:
Lesson
Provider:
iHub
Date Added:
08/19/2019