{"results":"
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Imagining\n\n
\n
\n
\n
\nCurated OER\n
\n

\nImagining Apple Without Steve Jobs\n

\n
\n\nFor Students\n\n7th - 12th\n
\n
\n
\nWho was Steve Jobs and what has he contributed to American culture and technology? Kids ask themselves these questions as they read a New York Times article about Apple and Mr. Jobs. There are seven comprehension questions for learners...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Getting\n\n
\n
\n
\n
\nEngageNY\n
\n

\nGetting the Gist and Determining Word Meaning: Paragraphs 12–14 of Steve Jobs’ Commencement Address (and connecting to Chapter 8)\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nGroups use a Venn diagram to compare the theme of love and loss in Steve Jobs' 2005 commencement address to Stanford University students and Christopher Paul Curtis' Bud, Not Buddy.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Text-Dependent\n\n
\n
\n
\n
\nEngageNY\n
\n

\nText-Dependent Questions and Choosing Details to Support a Claim: Digging Deeper into Paragraphs 6–8 of Steve Jobs’ Commencement Address (and connecting to Chapter 7)\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nReaders learn how to choose specific details drawn from a primary source (Steve Jobs' 2005 Stanford University commencement address) to support an analysis of informative text.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Getting\n\n
\n
\n
\n
\nEngageNY\n
\n

\nGetting the Gist: Steve Jobs Commencement Address (Focus on Paragraphs 6-8, and connecting to Chapter 6)\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nAs part of a unit study of Bud, Not Buddy, readers compare Buddy's list of rules to live by with those that Steve Jobs enumerates in his commencement address to Stanford's 2005 graduating class. \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Getting\n\n
\n
\n
\n
\nEngageNY\n
\n

\nGetting the Gist and Determining Word Meaning: Paragraphs 20–23 of Steve Jobs’ Commencement Address (and connecting to Chapter 10)\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nGroups create a list of the character traits of Steve Jobs and Buddy, the main character of Christopher Paul Curtis' Bud, Not Buddy, and share and select evidence from Jobs' 2005 Stanford University Commencement Address to support their...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Text-Dependent\n\n
\n
\n
\n
\nEngageNY\n
\n

\nText-Dependent Questions Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 12–14 of Steve Jobs’ Commencement Address (and connecting to Chapter 9)\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nReaders draw connections between Bud, Not Buddy and Steve Jobs' 2005 Stanford University commencement address and cite evidence from the two texts to support their analysis.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Text-Dependent\n\n
\n
\n
\n
\nEngageNY\n
\n

\nText-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 20–23 of Steve Jobs’ Commencement Address (and connecting to Chapter 11)\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nIn preparation for the unit exam, groups employ the strategies they have been practicing to formulate an interpretative claim about the connections between Christopher Paul Curtis's \" Bud, Not Buddy, and Steve Jobs' 2005 Stanford...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video9:42
\n
\n
\n
\n\"Steve\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSteve Jobs Documentary\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nYour techies will love the photos of young Jobs and Wozniack in this brief overview of Steve Jobs' trip from garage to grandeur, from millionaire at 24 to ousted at 30. A very positive spin on a mercurial genius.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video4:48
\n
\n
\n
\n\"Apple\n\n
\n
\n
\n
\nCurated OER\n
\n

\nApple Macintosh, 1984\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nWow! Here is a historically important video which shows a very young Steve Jobs introducing the first Macintosh computer. It's amazing to see the little machine, and what it can do is quite impressive. A fantastic video for any course on...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Steve\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSteve Jobs\n

\n
\n\nFor Students\n\n4th - 6th\n
\n
\n
\nIn this famous people worksheet, learners read about the life of Steve Jobs and complete a variety of comprehension activities including but not limited to matching, sequencing, writing and spelling activities. An answer key is included.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Qualities\n\n
\n
\n
\n
\nEngageNY\n
\n

\nQualities of a Strong Literary Argument Essay\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nOne activity, two essays, and one central theme: qualities of an argument essay. Here, scholars first describe the qualities of an argument essay regarding Bud's rules to live by from the novel Bud, Not Buddy by Christopher Paul Curtis....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Researching\n\n
\n
\n
\n
\nEngageNY\n
\n

\nResearching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nIf only life came with an owner's manual. Pupils assemble with their research teams to discuss which of Steve Jobs' rules to live by most resonates with them. Scholars also read informational texts in pursuit of finding the gist and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video15:05
\n
\n
\n
\n\"Stanford\n\n
\n
\n
\n
\nTED-Ed\n
\n

\nStanford University Commencement 2005\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\n\"Much of what I stumbled into by following my curiosity and intuition turned out to be priceless later on.\" In 2005, Steve Jobs looked back on his journey to becoming CEO and Co-Founder of Apple and Pixar, and offered some words of...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Unit Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Making\n\n
\n
\n
\n
\nOdell Education\n
\n

\nMaking Evidence-Based Claims: Grade 6\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nIn order to make evidence-based claims, one must be able to draw explicit information from text. From here, learners take that information, analyze the text to develop a deeper understanding, and connect with the information in order to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Planet Article
\n
\n
\n
\n\"Calling\n\n
\n
\n
\n
\nCurated OER\n
\n

\nCalling All Inventors: Celebrate National Inventors Month\n

\n
\n\nFor Teachers\n\n5th - 7th\n
\n
\n
\nStart off the school year by engaging learners in a creative study of inventors and their inventions.\n
\n
\n
\n\nGo to Resource\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Conceptualizing\n\n
\n
\n
\n
\nNational Wildlife Federation\n
\n

\nConceptualizing Module II - Putting It All Together\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\n\"Creativity is just connecting things.\" - Steve Jobs. After weeks of researching climate change, the ninth instructional activity in a series of 21 combines the data and analysis to address essential questions. It covers natural...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"End\n\n
\n
\n
\n
\nEngageNY\n
\n

\nEnd of Unit 1 Assessment: Analyzing an Excerpt from Barack Obama’s Back-to-School Speech\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nIn order to assess their mastery of the concepts taught in a 12-lesson plan unit study of Christopher Paul Curtis' Bud, Not Buddy, individuals read excerpts from President Barack Obama's 2009 Back-to-School Speech and use the strategies...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"End\n\n
\n
\n
\n
\nEngageNY\n
\n

\nEnd of Unit Assessment: Using Quotes to Explain Relationships and Support an Opinion\n

\n
\n\nFor Teachers\n\n5th\n\nStandards\n
\n
\n
\nThink big! Scholars complete an end of unit assessment using their notes and graphic organizers along with the texts Big Thinkers: Was Steve Jobs This Generation’s Thomas Edison? and Steve \nJobs. To complete the assessment, they answer...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Elementary–Module\n\n
\n
\n
\n
\nWE Charity\n
\n

\nElementary–Module 1: Sustainable Innovation\n

\n
\n\nFor Teachers\n\n4th - 6th\n\nStandards\n
\n
\n
\nWhere would society be without the innovations of Thomas Edison or Steve Jobs? Scholars explore what it means to have an innovative mindset. Working in small groups, pupils design a product or service to help solve a social,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"What's\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWhat's Integrity?\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nStudents explore the trait of integrity. In this character education lesson, students read letters by Steve Williams pertaining to jobs that help others. Students discuss the jobs WilIiams shares as well as integrity in their lives.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"My\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMy Family \n

\n
\n\nFor Students\n\n3rd - 6th\n
\n
\n
\nFor this family tree worksheet, students fill in the blanks about the relations of the family and their occupations and answer true and false questions. Students complete 22 questions about the family tree.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Entrepreneurs\n\n
\n
\n
\n
\nCurated OER\n
\n

\nEntrepreneurs Should Keep Business Simple\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nDelve into the idea of small businesses and get reading to find out how they grow. THe class reads an article about Steve Gotty, a who made his small business grow and discuss the setbacks he faced. They also discuss ways for a company...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Selecting\n\n
\n
\n
\n
\nEngageNY\n
\n

\nSelecting Evidence to Logically Support Claims\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nIt's time to make a rule sandwich! After exploring the writing assignment's rubric and analyzing a model essay, learners are guided through the prewriting phase using the sandwich technique. Pupils create their sandwich addressing the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"What's\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWhat's Integrity?\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nStudents read a letter by Steve Williams to determine why self-discipline and integrity are important attributes for peace corps volunteers. They apply these concepts to their own lives.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}