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\n\"Overcoming\n\n
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\nLesson Planet Curated\n
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\nOvercoming Obstacles Middle School Curriculum: Communication\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nFocus, confirm, and respond! The games and activities in the Overcoming Obstacles Middle School Curriculum: Communication Module teach middle schoolers how to recognize both non-verbal and verbal communications, be assertive rather than...\n
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\n\n16\nItems in Topic\n\n
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\n\"Social\n\n
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\nLesson Planet Curated\n
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\nSocial & Emotional Learning in Elementary School: Relationship Skills\n

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\n\nFor Teachers\n\nK - 5th\n\nStandards\n
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\nA collection emphasizes the importance of relationship skills including communication, social engagement, relationship-building, and teamwork. Sixteen resources are geared towards scholars in kindergarten through fifth grade. Resource...\n
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\n\n15\nItems in Topic\n\n
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\n\"Peacebuilding\n\n
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\nPeacebuilding Toolkit for Educators - High School Edition\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nEstablished by Congress, the United States Institute of Peace (USIP) is a nonpartisan institution whose goal is to \"increase the nation's capacity to manage international conflict without violence.\" The 15 USIP resources in the...\n
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\n\"Express\n\n
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\nCurated OER\n
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\nExpress Yourself\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nReading with expression excites listeners of any age. They will discuss different ways to change their reading expression as they listen to the teacher read Froggy Goes to the Doctor. Then in small groups, they'll practice reading...\n
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\n\"Simply\n\n
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\nCurated OER\n
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\nSimply Speaking\n

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\n\nFor Teachers\n\n3rd\n
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\nEmerging orators distinguish between effective and ineffective public speaking strategies. They read a text that fits in with a Native Americans unit and speak about the text with both ineffective and effective volume, tone, phrasing,...\n
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\n\"Presenting\n\n
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\nEngageNY\n
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\nPresenting a Research-Based Claim: Effective Speaking Techniques\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nTake note. Scholars receive their claim drafts back to revise and write their claims and three pieces of evidence on notecards. They save the notecards to use when the verbally present their claims to the class. At the end, individuals...\n
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\n\"Narrative\n\n
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\nCurated OER\n
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\nNarrative of the Life of Frederick Douglass an American Slave, Written by Himself\n

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\n\nFor Teachers\n\n7th - 9th\n\nStandards\n
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\n The narrative works of Frederick Douglass engage learners in the topic of slavery. They will experience American history in a new way, a Douglass expresses his thoughts in his own words. Pupils then interpret this literary...\n
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\n\"Explore\n\n
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\nCurated OER\n
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\nExplore your Culture through Storytelling\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nExplore the cultural heritage through of your class through reading, writing, and speaking exercises. They create illustrated mini-books that express their unique cultural and personal experiences. They share their stores with the class...\n
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\n\"Breaking\n\n
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\nCurated OER\n
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\nBreaking News: English Athlete's Hairstyles\n

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\n\nFor Teachers\n\n4th - 12th\n
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\nPractice vocabulary and speaking skills in this ESL reading comprehension lesson. Middle and high schoolers participate in a number of before, during, and after reading activities based on an article entitled \"Footballer Sent Off for...\n
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\n\"Reading\n\n
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\nCurated OER\n
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\nReading Strategies: Main Idea\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nIdentify the main idea and the supporting details of a story in a literacy resource from Discovery Education. Complete with procedures, vocabulary, and assessment activities, this is a great way for pupils to practice their outlining...\n
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\n\"Happy,\n\n
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\nHappy, Sad, Scared and Mad: All Belong To Me\n

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\n\nFor Teachers\n\nK\n\nStandards\n
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\n\"What are feelings?\" and \"Why are feelings important to understand?\" are the essential questions of a lesson that boosts self-awareness. Scholars discuss the four basic emotions—happy, sad, scared, and mad—in preparation...\n
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\n\"Classroom\n\n
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\nCurated OER\n
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\nClassroom Capers: Creating a Magazine\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders build language skills in the context of creating a classroom magzine. They participate in activities which help students communitcate ideas and information for a variety of purposes and for specific audiences using the...\n
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\n\"Who's\n\n
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\nWho's Better? Who's Best?\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents practice their reading and speaking skills by expressing their opinions of characters.\n
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\n\"Sally’s\n\n
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\nSally’s Super Day\n

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\n\nFor Teachers\n\n2nd\n\nStandards\n
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\nAfter having a bad day, Sally took scholars' suggestions and had a super day. Pupils listen to her newest short story then discuss the events that occurred. They sort each event by what was in her control and what was not. Participants...\n
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\n\"My\n\n
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\nMy Problem…Your Problem…Our Problem\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nEncourage sixth graders to take responsibility for their actions and become a problem solver. Pupils discuss new problems faced in sixth grade then identify ones that involve other people. A worksheet guides their practice in conflict...\n
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\n\"Depression:\n\n
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\nNemours KidsHealth\n
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\nDepression: Grades 6-8\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nOver two lessons, scholars examine depression—what it is, signs of it, and ways to cope. Through discussion, reading articles, writing a resource, and completing worksheets, participants make their way through the learning process,...\n
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\n\"The\n\n
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\nMissouri Department of Elementary\n
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\nThe Many Roles I Play in My Community\n

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\n\nFor Teachers\n\n2nd\n\nStandards\n
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\nSmall groups brainstorm their roles in the community. Then, individually, complete a community roles web worksheet. Peers share their completed product and extend the conversation to include the feelings and character traits that go...\n
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\n\"Keep\n\n
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\nKeep Finding the Positive\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nGroup members take on roles to create a positive classroom community. Learners perform their role—leader, recorder, presenter, timekeeper, encourager, and collector—in preparation for a formal presentation of their positive thinking...\n
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\n\"Bullying:\n\n
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\nBullying: Grades K-2\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nTwo activities for young scholars explore the concept of bullying. The first activity examines scenarios to point out bullying behavior. The second activity encourages positive peer relationships by identifying kind and respectful...\n
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\n\"Magazine\n\n
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\nMagazine Production\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nAnalyze magazines as a class, looking carefully for the target audience, advertisements, and topics presented. Small groups then work as a publication team and receive a magazine that they have to \"sell.\" Each individual has a different...\n
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\n\"Nine\n\n
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\nNine Planets\n

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\n\nFor Teachers\n\n3rd\n
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\nWhat are characteristics of a planet? With this plan, learners investigate the characteristics of the planets in our solar system. They gather research of the nine planets by using the Internet and other research tools. Then they create...\n
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\n\"Final\n\n
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\nFinal Performance Task: Fishbowl Discussion about Editorial Essay\n

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\nUsing the resource, learners share their essay revisions with a partner. Afterward, they participate in a Fishbowl discussion, receiving peer feedback about their editorial essays. \n
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\n\"Life\n\n
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\nLife Box\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nStudents display themselves using a small box decorated inside and out. They describe themselves on the outside of the box and describe how others see them on the inside. They share the boxes in an oral presentations.\n
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\n\"Digital\n\n
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\nDigital Storytelling\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nScholars of all ages can use the various tools of technology to construct and illustrate a story. Utilizing this resource, learners work with a partner to brainstorm and draft a story based on personal experience. They use computer...\n
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