These video segments examine the integration of domain-specific vocabulary in technical education course, a construction core class. The teacher demonstrates how to introduce the new vocabulary in the first segment via a complex course text [7:22], and the second segment shows the teacher's use of graphic organizers to enhance the students' understanding the text's vocabulary. L.9-10.6 Vocabulary, L.11-12. 6 Vocabulary CCSS.ELA-Literacy.CCRA.L.6, L.11-12. 6 Vocabulary

The most effective vocabulary instruction teaches word meanings as concepts; it connects the words being taught with their context and with the students' prior knowledge. Six techniques have proven especially effective: Concept Definition Maps, Semantic Mapping, Semantic Feature Mapping, Possible Sentences, Comparing and Contrasting, and Teaching Word Parts. RI.9-10.4 word meanings/impact of choice

What are the benefits and drawbacks of online tracking? Many of us are aware that we're being tracked when we go online. It's one of the ways our favorite websites and apps know how to recommend content just for us. But how much information are companies actually collecting? And what are they doing with it? Digging into the details can help us make smart decisions about our online privacy and how to protect it. Approximately 50 mins.

LESSON OBJECTIVES: Define online tracking and describe how companies use it. Identify the benefits and drawbacks of online tracking to both companies and users. Analyze specific examples of online tracking and take a position for or against them.

Are we addicted to our devices, and, if so, are companies to blame? The word "addiction" packs a heavy punch, and the research is inconclusive on whether it's truly accurate when it comes to digital device use. What's certain, however, is that as people use devices and apps more, profits increase for the companies who make them. Help your students recognize how most of the technology they use is designed to keep them hooked, and help them use this as an opportunity to find more balance in their digital lives. Approximately 60 mins.

LESSON OBJECTIVES: Analyze and draw conclusions about a series of photos depicting device use. Use online resources to track arguments for and against whether we are addicted to our devices. Complete a short writing assignment analyzing one or more aspects related to the device addiction debate.

How can we challenge our own confirmation bias? Our brains are great at using past experiences to make quick decisions on the fly, but these shortcuts can also lead to bias. "Confirmation bias" is our brain's tendency to seek out information that confirms things we already think we know. Help your students learn to recognize this when they encounter news online, as a way to examine competing opinions and ideas and to avoid drawing questionable conclusions. Approximately 45 mins.

LESSON OBJECTIVES: Define confirmation bias and identify why it occurs. Explore examples of confirmation bias, particularly related to news and online information. Identify strategies for challenging their own confirmation biases.

How can you tell when an online relationship is risky? Having conversations online, without nonverbal cues or being able to see people, can be awkward and sometimes even risky -- with drawbacks from simple misunderstandings to manipulation or inappropriate messages. Help students navigate and avoid these situations before they go too far. Approximately 45 mins.

LESSON OBJECTIVES: Identify the types of messages that might cause a red flag feeling for someone. Use the Feelings & Options thinking routine to analyze and respond to a situation involving a red flag feeling.

How does internet advertising contribute to the spread of disinformation? Well-crafted headlines benefit everyone. They help readers digest information and publishers sell news stories. But what if the headline is misleading? What if it's crafted just to get clicks or even to spread disinformation? "Clickbait" headlines may benefit advertisers and publishers, but they don't benefit readers. Help students recognize and analyze clickbait when they see it. Approximately 45 mins.

LESSON OBJECTIVES: Describe how advertisers and publishers make money through online advertising. Describe how clickbait can contribute to the spread of fake news and disinformation. Use the Take a Stand thinking routine to consider different perspectives about whose responsibility it is to fight fake news and disinformation.

This modular ELA collection for grades 6–12 invites students to explore the complexity of identity and develop a sense of agency as they reflect on what it means to grow up in the world today.

The collection includes:
- Back to School Toolkit
- Introductory lesson
- Multi-genre text sets
- Unit Guide for teaching Jacqueline Woodson’s Brown Girl Dreaming
- Unit Planning Guide for developing a unit on a book of your choice
- Book Club Guide
- Whole School Read Planning Guide

The resources in this collection help you diversify the range of stories that students read and combine reading, writing, listening, and speaking skills with ethical and empathic reflection.

This video lesson focuses on the word connotation. It defines the term and discusses the impact connotation can have on an audience. It looks at the dictionary definitions of three words: course, class, and field, and uses their synonyms in sentences to show the varying connotations. This shows that writers should be specific in their word choices in order to convey the desired meanings. [6:51]

How can we counter online hate speech and xenophobia? As humans, we thrive on social connections and group associations. But this tendency can also lead us to be suspicious of people outside our group. This fear -- xenophobia -- can be overcome by more exposure to people who are different from us. However, the internet can often make this more difficult. Help students recognize this challenge and find strategies for navigating content online. Approximately 50 mins.

LESSON OBJECTIVES: Describe the relationship between hate speech and xenophobia. Analyze how the internet has contributed to an increase in hate speech and extremist views. Describe one way to use the internet to combat one type of hate speech.

How can I create a social media presence that represents the real me? Social media gives us a chance to choose how we present ourselves to the world. We can snap and share a pic in the moment or carefully stage photos and select only the ones we think are best. When students reflect on these choices, they can better understand the self they are presenting and the self they aim to be. Approximately 50 mins.

LESSON OBJECTIVES: Describe how their curated self may or may not represent their real self. Analyze the benefits and drawbacks of representing different parts of their real self online. Create an avatar that represents both their real and curated selves.

This lesson focuses on evaluating the connotation of a vocabulary word. It defines connotation and gives an example. It details three steps: read the word in context, determine the tone of the overall reading, and compare the tone with the way the author uses the word; it then provides a literary example. This information is presented in both text and audio. [3:07] CCSS.ELA-Literacy.CCRA.R.4, RL.11-12.4 Words/Context/Story, RI.11-12.4 Word meaning

In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

An excellent resource for a writer struggling to come up with the exact words for which they are looking. Includes very helpful advice and information. Aimed at writers of children's literature, but can also apply to other genres.

In this lesson students build their knowledge base and learn to read and summarize informational texts. Students will be able to read and summarize informational text, identify key details from surprising details, and recognize the main ideas/concepts presented in articles. They will also be able to listen, take notes, and discuss the issues presented in informational texts with a small group.

Rhetorical terms are defined on this site by the Kentucky Division of Classics. With sentence examples of each in English and Greek. Also related links to Perseus.

Annotate page 56 from A Lesson Before Dying focusing on details that develop humor and/or sarcasm to deepen our understanding of the tone of the chapter.

Read chapter eleven from A Lesson Before Dying independently and examine the development of tone.

Students will read chapters 28- 31 of A Lesson Before Dying. They participate in a whole-class discussion about the changes that occur in the main characters and how these changes relate to lessons being learned. Students will analyze how the author develops tone in the last chapters of the book and how this tone relates to "If We Must Die" by Claude McKay and make connections between the themes that are developed in the poems and in the last four chapters of the novel.

React to chapter thirty from A Lesson Before Dying to explore the author's purpose and tone.