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Lesson Plan
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\n\"Speaking\n\n
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\nEngageNY\n
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\nSpeaking and Listening Skills: Practice\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nAfter reviewing their resources from the unit, scholars participate in multiple group discussions with a World Café activity. During the discussions, they share ideas about their focus questions pertaining to Canada's natural resources...\n
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\n\"Listening\n\n
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\nCurated OER\n
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\nListening and Speaking Strategies\n

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\n\nFor Teachers\n\nPre-K - 5th\n\nStandards\n
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\nEveryone needs help being a good listener! Play a round of \"Have You Ever?\" with your youngsters, letting them walk around the room and find others who have or haven't done things on your self-created sheet. This game can get really...\n
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Unit Plan
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\n\"Effective\n\n
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\nprofitt.gatech.edu\n
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\nEffective Communication: Listening, Speaking, Writing, Interpreting\n

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\n\nFor Teachers\n\n7th - Higher Ed\n\nStandards\n
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\nHelp young learners become active listeners and strong public speakers with a set of activities that range from paraphrasing, to discussions, and self-reflection. Additionally, the lessons address social media skills and non-verbal...\n
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\n\"Your\n\n
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\nCurated OER\n
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\nYour Voice\n

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\n\nFor Teachers\n\n2nd - 6th\n
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\nThis is a very interesting resource that could be a helpful tool in the right context. Learners discuss the appropriate speaking volume needed in given situations. They practice one-on-one discussions, class discussions, and responding...\n
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\n\"Team\n\n
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\nCurated OER\n
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\nTeam Assignment - A Parking Dilemma\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nClass groups are challenged to solve the school’s parking problem. Each team must establish ground rules for their discussion, determine criteria that must be met, and brainstorm possible solutions. Next, they agree on one solution and...\n
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Worksheet
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\n\"Hidden\n\n
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\nSocial Skills Central \n
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\nHidden Rules: Conversation\n

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\n\nFor Students\n\n3rd - 6th\n\nStandards\n
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\nEver spoken with someone who monopolized the conversation? Explain to learners the benefits of giving others a chance to speak and balancing a conversation with this set of worksheets. Pupils discuss the ways in which you can show...\n
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\n\"Life\n\n
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\nCurated OER\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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Lesson Plan
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\n\"Responding\n\n
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\nUS Institute of Peace\n
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\nResponding to Conflict: Active Listening\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nDid I hear you right? You need a great lesson plan on active listening? Through large- and small-group activities, learners differentiate between poor and excellent listening skills. The resource, 7th in a series of 15, focuses on active...\n
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\n\"Speaking\n\n
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\nOvercoming Obstacles\n
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\nSpeaking\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nWords! Words have meaning and power, and using them leads to consequences. The activities in this lesson are designed to remind participants to choose their words wisely when they speak.\n
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Lesson Plan
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\n\"Creating\n\n
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\nCurated OER\n
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\nCreating a PowerPoint Displaying Respectful Behavior\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nRespect is vital to every relationship and every classroom. Here you will find a resource which will help your pupils to create a multimedia presentation on the topic of respect. They relate their personal behavior and experiences with...\n
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Lesson Plan
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\n\"Ancient\n\n
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\nCurated OER\n
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\nAncient Egypt\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nPupils complete a series of activities to discover life in ancient Egypt. They create want ads for pyramid workers, design vocabulary flash cards and dictionaries, and research famous Egyptians. They also research the \"Curse of the...\n
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Lesson Plan
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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\"Active\n\n
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\nEndowment of United States Institute of Peace\n
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\nActive Listening\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nEnsure that your pupils listen to one another in constructive ways by introducing them to active listening skills through discussion, role playing, and partner work.\n
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Lesson Plan
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\n\"Mid-Unit\n\n
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\nEngageNY\n
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\nMid-Unit 3 Assessments, Part 1: Summarizing, Analyzing and Discussing Research\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nSpeak up and listen up. Scholars participate in a speaking and listening mid-unit oral assessment. They discuss whether their rules to live by should be a personal choice or made into a law, and then they complete an exit ticket to...\n
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Unit Plan
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\n\"Social\n\n
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\nCentre for Clinical Interventions \n
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\nSocial Skills Treatment Programme\n

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\n\nFor Teachers\n\n3rd - 12th\n\nStandards\n
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\nEven though they may not be tested on standardized assessments, social skills are vital for students to develop during their years in school. Through a series of discussions, activities, and role-playing exercises,...\n
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Unit Plan
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\n\"Beginning\n\n
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\nCurated OER\n
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\nBeginning Daily Activities Unit\n

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\n\nFor Students\n\n3rd - 5th\n\nStandards\n
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\nBegin each day with a warm-up that has ELLs focusing their minds on a skill that will be taught that day. Focusing on verbs, each daily lesson reinforces study and self-management skills, helps learners become proficient in working with...\n
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\n\"Book\n\n
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\nCurated OER\n
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\nBook Discussions in a Reading Partnership\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nDo you have a lot of different reading levels in your class? Pair kids up by level and have them choose a book to read independently. They will make predictions, ask questions, make connections, etc. Consider creating a general reading...\n
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\n\"Digital\n\n
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\nCurated OER\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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\n\"Solid\n\n
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\nCurated OER\n
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\nSolid Foundation\n

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\n\nFor Teachers\n\n3rd - 5th\n\nStandards\n
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\nYoung community members explore philanthropic foundations. They discuss the work of community foundations, and then they listen to a guest speaker describe the vision and activities of a local foundation. Is there a way they can join the...\n
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\n\"Learning\n\n
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\nCurated OER\n
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\nLearning the Roles in Literature Circles\n

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\n\nFor Teachers\n\n5th\n
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\nI love literature circles! Get your pupils together and have them discuss the book they are reading. They determine and practice their role in the literature circle then discuss the book they are reading. This is a great introduction to...\n
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\n\"Martin\n\n
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\nFreeology\n
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\nMartin Luther King, Jr.'s \"I Have a Dream\"\n

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\n\nFor Students\n\n6th - 8th\n\nStandards\n
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\nDr. Martin Luther King, Jr.'s speech \"I Have A Dream\" is hailed as one of the most eloquent and moving speeches of the 20th century. But what makes his words hit his listeners' ears in just the right ways? Young orators study Dr. King's...\n
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\n\"Final\n\n
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\nEngageNY\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\"Tiger-Tiger,\n\n
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\nTeaching Children Philosophy\n
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\nTiger-Tiger, is it True?\n

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\n\nFor Teachers\n\nPre-K - 5th\n\nStandards\n
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\nScholars take part in a philosophical discussion about truth, thoughts, and feelings following a reading of Tiger-Tiger is it True? by Byron Katie and Hans Wilhelm. \n
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\n\"Tell\n\n
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\nCurated OER\n
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\nTell Me More\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders demonstrate research techniques in addition to endeavoring to display focus and stay on topic. Using books and stories, they gather, organize, and share information about a topic. Additionally, they explain to the class...\n
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