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\n\"Social\n\n
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\nLesson Planet Curated\n
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\nSocial & Emotional Learning in Middle School: Self-Management\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nSelf-management requires impulse control, stress management, self-disciple, motivation, and the ability to set goals and organize. Browse this collection to boost these skills among sixth through eighth-graders. Included are various...\n
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\n\n14\nItems in Topic\n\n
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\n\"Social\n\n
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\nSocial & Emotional Learning in Elementary School: Self-Management\n

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\n\nFor Teachers\n\nK - 5th\n\nStandards\n
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\nInstill the importance of self-motivation with a collection of curated units, lesson plans, graphic organizers, handouts, printables, and activities that encourage kindergarteners through fifth graders to be their best selves. Resource...\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\n16\nItems in Unit\n\n
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\n\"Lord\n\n
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\nLord of the Flies\n

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\n\nFor Teachers\n\n11th - Higher Ed\n\nStandards\n
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\nPacked with activities, presentations, projects, and assessments, first-time instructors and seasoned veterans will find much to like in this unit based on William Golding's novel Lord of the Flies. An 18-slide presentation includes...\n
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\n\n25\nItems in Assessment Set\n\n
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\n\"Global\n\n
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\nLesson Planet Curated\n
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\nGlobal History and Geography Regents Examinations\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nFinding tests that assess global history and geography knowledge can be challenging, but here's a resource that solves the problem. Last updated in January 2018, the exams ask scholars to analyze charts, primary sources, and graphic...\n
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\n\n25\nItems in Topic\n\n
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\n\"Tools\n\n
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\nLesson Planet Curated\n
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\nTools to Support the Unique Needs of Learners with Autism\n

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\n\nFor Teachers\n\nPre-K - 12th\n\nStandards\n
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\nTools Tools Tools! Here is a collection of printables, templates, graphic organizers, and other classroom tools that support the unique needs of children with autism. From handwriting to hand washing and speaking out to listening, these...\n
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\n\n13\nItems in Topic\n\n
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\n\"Women's\n\n
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\nWomen's History Month Grades Pre-K-2\n

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\n\nFor Teachers\n\nPre-K - 2nd\n\nStandards\n
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\nA collection designed for young scholars in pre-k through second grade celebrates Women’s History Month. Here you will find lists of ideas and activity packets that compile several learning experiences. Lesson plans and worksheets...\n
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\n\n18\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: Self-Awareness\n

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\n\nFor Teachers\n\nK - 5th\n\nStandards\n
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\nInstill the importance of self-awareness with a collection designed to meet the needs of scholars in kindergarten through fifth grade. Resources include activities, lesson plans, units, worksheets, printables, and graphic...\n
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\n\"Mid-Unit\n\n
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\nEngageNY\n
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\nMid-Unit Assessment: Notes and Graphic Organizer for a Letter to a Publisher\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nIt's the halfway point! Scholars complete a mid-unit assessment to showcase their knowledge and skills so far. They create a graphic organizer, write an opinion about how their athlete created a legacy, and then record the best reasons...\n
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\n\"Taking\n\n
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\nTaking Notes Using a Graphic Organizer: Inferring About the Importance of Religion in Colonial America\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nImprove class understanding of colonial times by reading an informational text and filling out the accompanying graphic organizer. Class members work with a partner to read, take notes, make inferences, and synthesize information.The...\n
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\n\"Drafting\n\n
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\nDrafting an Analytical Mini-Essay: Using Partner Talk and Graphic Organizers to Guide Thinking\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nMoving on up ... Scholars take a look at how the author of the model essay Elements of Mythology and Theme of Cronus moved up in the writing process from a graphic organizer to an essay. After walking through the writing process of the...\n
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\n\"Organizing\n\n
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\nEngageNY\n
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\nOrganizing Evidence from Multiple Informational Texts to Prepare for Writing: What Makes an Earthquake a Natural Disaster?\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nFifth graders prepare for their end of the unit essay assessment by continuing to look at what makes an earthquake a natural disaster. They complete a graphic organizer and write a topic sentence. To finish, they view a model essay and...\n
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\n\"Taking\n\n
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\nTaking Notes Using a Graphic Organizer: Inferring About Work and Play in Colonial America\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nWhat was life like in colonial America? Follow this lesson and your pupils will find out what people in colonial times did for work and for fun. Ask learners to compare and contrast the two texts and explain what the reading helped them...\n
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\n\"Planning\n\n
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\nEngageNY\n
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\nPlanning a Historical Fiction Narrative Based on Expert Trades\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nPupils plan for a historical fiction narrative based on their previous research on expert trades from the Colonial Era. Individuals use the four-square graphic organizer to organize the information they want to be detailed in their four...\n
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\n\"Analyzing\n\n
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\nEngageNY\n
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\nAnalyzing the Model Analytical Mini-Essay: “Elements of Mythology and Theme of Cronus”\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nIt's time to make a claim. Scholars learn what it means to make a claim by first looking at a model analytical mini-essay to determine how the author relayed ideas. Pupils then work with partners to discuss how the author might have...\n
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\n\"Planning\n\n
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\nPlanning Content of Informative Consumer Guide: The Issue of Overfishing and Fish Depletion\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nLet's get organized! Pupils organize the information they have gathered about overfishing into a Quote Sandwich graphic organizer in preparation for their informative consumer guides. Next, they engage in a pair share activity to discuss...\n
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\n\"Grade\n\n
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\nEngageNY\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 6\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nCan you tell everything about a character based on their actions? Delve into the prominent characters of Karen Russell's \"St. Lucy's Home for Girls Raised by Wolves\" with helpful reading tips and discussion questions. A thorough lesson...\n
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\n\"Analyzing\n\n
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\nEngageNY\n
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\nAnalyzing a Speaker’s Purpose and Motives of a Media Excerpt\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nMiddle schoolers listen to a media clip of a teacher-selected speech and analyze it for speaker's purpose using a Speaker’s Purpose graphic organizer. Pupils pair up to discuss their completed organizers and add any new information they...\n
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\n\"Writing\n\n
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\nEngageNY\n
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\nWriting an Argument Essay: Introducing the Writing Prompt and Model Essay\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nScholars take a look at the difference between explanatory and argumentative essays by completing graphic organizers. They then determine how this difference applies to the Pygmalion writing prompt. Learners keep track of their writing...\n
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\n\"Grade\n\n
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\nEngageNY\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 15\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nHow much progress has Claudette made at the end of \"St. Lucy's Home for Girls Raised by Wolves\"? Ninth graders note evidence for and against Claudette's successful adaptation into human society with a graphic organizer. Additionally,...\n
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\n\"Drafting\n\n
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\nDrafting a Historical Fiction Narrative: The Wheelwright\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nYoung writers use the four-square graphic organizer to draft their historical fiction narratives' first, second, third, and fourth paragraphs on the wheelwright. The instructional activity promotes discussion and modeling of what makes a...\n
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\n\"Grade\n\n
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\nGrade 9 ELA Module 3, Unit 2, Lesson 11\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nAsking questions often leads to more questions. In a research instructional activity based on Temple Grandin's Animals in Translation, ninth graders formulate claims based on the synthesis and analysis of each of their inquiry paths. A...\n
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\n\"Collecting\n\n
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\nCollecting Details: The Challenges Ha Faces and Ha as a Dynamic Character\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nWhat is a dynamic character? Using an interesting resource, scholars set out to answer the question. They create graphic organizers to collect details about character development as they read the novel Inside Out & Back Again. They...\n
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\n\"Practicing\n\n
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\nPracticing Routines for Discussing A Long Walk to Water and Gathering Textual Evidence\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nWelcome a new teacher (or two)! While most of the class works on the survival anchor chart, one pair begins the Salva/Nya chart and uses it to teach the class. Each day, scholars switch roles, giving every pair a chance to teach their...\n
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