The weather is getting nicer, which means the flowers are blooming and calling a few animal friends their way. This Read & Seed lesson will focus on pollinators and their very important job. We will read Flowers are Calling by Rita Gray and Kenard Pak and create our own flower bookmarks. Participate in a Movement/Music/Finger Play activity by acting like our favorite pollinators. This lesson is aimed at connecting young learners to their natural world and promote school readiness skills. This Read & Seed activity is presented by The Gardens on Spring Creek by the City of Fort Collins. https://www.fcgov.com/gardens/files/read-seed-website-flower-bookmarks.pdf?1588609594

From the Ground Up is a collection of undergraduate writings on the interplay between health, the environment and community. The chapters range from engaging pieces on life during the Covid Lockdowns of 2020 to the environmental artist and food justice activist Ron Finley who is merging community, art and food security in South Central, Los Angeles. This work also includes an exceptional analysis of the haunting legacy of contaminated waterways in Brazil. The methods of analysis found within the collection include PhotoVoice and visual analysis—methods which have long been utilized within sociology, history, cultural studies, anthropology and community-based participatory research to achieve theories of resilience (via an analysis of community voices and community art forms) that literally emerge from the ground up.

In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes.

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

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 .

In this module, students read, discuss, and analyze literary and informational texts, focusing on how authors use word choice and rhetoric to develop ideas, and advance their points of view and purposes. The texts in this module represent varied voices, experiences, and perspectives, but are united by their shared exploration of the effects of prejudice and oppression on identity construction. Each of the module texts is a complex work with multiple central ideas and claims that complement the central ideas and claims of other texts in the module. All four module texts offer rich opportunities to analyze authorial engagement with past and present struggles against oppression, as well as how an author’s rhetoric or word choices strengthen the power and persuasiveness of the text.

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

In this module, students read, discuss, and analyze literary texts, focusing on the authors’ choices in developing and relating textual elements such as character development, point of view, and central ideas while also considering how a text’s structure conveys meaning and creates aesthetic impact. Additionally, students learn and practice narrative writing techniques as they examine the techniques of the authors whose stories students analyze in the module.|

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

Over the course of Module 12.2, students practice and refine their informative writing and speaking and listening skills through formative assessments, and apply these skills in the Mid-Unit and End-of-Unit Assessments as well as the Module 12.2 Performance Assessment. Module 12.2 consists of two units: 12.2.1 and 12.2.2. In 12.2.1, students first read “Ideas Live On,” a speech that Benazir Bhutto delivered in 2007. Next, students analyze the complex ideas and language in Henry David Thoreau’s essay, “Civil Disobedience.”

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

In this 12th grade module, students read, discuss, and analyze four literary texts, focusing on the development of interrelated central ideas within and across the texts. |The mains texts in this module include|A Streetcar Named Desire|by Tennessee Williams, “A Daily Joy to Be Alive” by Jimmy Santiago Baca, “The Overcoat” by Nikolai Gogol, and|The Namesake|by Jhumpa Lahiri. As students discuss these texts, they will analyze complex characters who struggle to define and shape their own identities. The characters’ struggles for identity revolve around various internal and external forces including: class, gender, politics, intersecting cultures, and family expectations.|

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

This module uses literature and informational text such as My Librarian Is a Camel to introduce students to the power of literacy and how people around the world access books. This module is intentionally designed to encourage students to embrace a love of literacy and reading.

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In this eight-week module, students will learn about poetry and poets through close reading and writing to learn. Throughout the module, they will determine the characteristics of poetry and consider what inspires writers and poets. Students begin in Unit 1 by reading the first half of the novel Love That Dog by Sharon Creech. Students follow the main character, Jack, as he learns about poetry and begins to write his own. Students closely read and analyze poems Jack reads, including “The Red Wheelbarrow” by William Carlos Williams and “Stopping by Woods on a Snowing Evening” by Robert Frost. Throughout this unit, students track what Jack is learning about poetry alongside their own learning though these close readings. They also experiment with writing their own poetry inspired by their reading. Students practice summarizing the events in the novel and discuss how the main character’s attitude toward poetry begins to change in this half of the novel. In Unit 2, students engage in deeper analysis of Jack’s character and his inspiration through extended discussion prompts. They also learn to write informational paragraphs in order to summarize larger portions of the text. For the mid-unit 2 assessment, they write a summary of the entire novel.

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

In this second module, students read and analyze Shakespeare’s A Midsummer Night’s Dream. As with any of Shakespeare’s play, many rich themes are present; in this module, students will focus primarily on the theme of control. Characters in this play are controlled by emotions, other characters, and even magic. They often attempt to manipulate others in a variety of ways. Students will examine why the characters seek control, how they try to control others, and the results of attempting to control others. In Unit 1, students will build background knowledge as they explore the appeal and authorship of Shakespeare. Students will read much of the play aloud in a Drama Circle, and will frequently reread key passages to deepen their understanding. Students will analyze differences between a film version of the play and Shakespeare’s original script.

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

In this module, students will read, discuss, and analyze contemporary and classic texts, focusing on how complex characters develop through interactions with one another and how authors structure text to accomplish that development. There will be a strong emphasis on reading closely and responding to text dependent questions, annotating text, and developing academic vocabulary in context.

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

This course is designed to introduce students to the study, analysis, and interpretation of literature across multiple genres. Key topics include literary genres and conventions; how to read and write about literature; literary analysis; and readings and responses in the genres of poetry, drama, fiction, and creative nonfiction. Primary literary works and critical responses are included, as well as a collection of writing assignments aligned with course content and learning outcomes.

This course was developed by faculty at Ivy Tech Community College, using original materials, as well as materials from NDLA.

Invisible Man follows its unnamed narrator as he journeys from the rural South to bustling Harlem, experiencing the barriers created by the color line in twentieth-century American life. The novel borrows heavily from jazz and blues forms as its narrator encounters fictionalized versions of major African American leaders like Booker T. Washington and Marcus Garvey. Alternately comic and tragic, the novel explores the psychological effects of racism across U.S. social institutions, geographies, and social classes.

(Digital Public Library of America (DPLA) Primary Source Sets are designed to help students develop critical thinking skills by exploring topics in history, literature, and culture through primary sources. Drawing online materials from libraries, archives, and museums across the United States, the sets use letters, photographs, posters, oral histories, video clips, sheet music, and more. Each set includes a topic overview, ten to fifteen primary sources, links to related resources, and a teaching guide.)

Students explore the theme of conflict in literature. They learn the difference between internal and external conflict and various types of conflicts, including self against self, self against other, and self against nature or machine. Stories are used to discuss methods of managing and resolving conflict and interpersonal friction. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.

Textbook covering critical thinking, literary terminology, literary analysis, literary criticism, analyzing short fiction, analyzing poetry, and analyzing plays.

Literature in the Humanities is an introduction to the study of the characteristics, conventions, and socio-historical contexts of the major literary forms, including the analysis and interpretation of literary elements and devices, and the application of literary theory and criticism. This course is designed to encourage a deep appreciation of literature, hone critical thinking skills, and to illustrate the importance of literature as an expression of the human cultural experience.

LIT2000, as well as all Humanities General Education courses, approaches the concept of culture as a system of meanings allowing groups and individuals to give significance to the world and mediate their relationships with each other and their known universe. Humanities courses are distinguished from traditional Liberal Arts disciplines through an emphasis on interdisciplinarity and comparative cultural contexts. Through these approaches to cultural texts and artifacts, the humanities attempt to investigate, contest, analyze, and synthesize the phenomena of human agency and subjectivity both within and between cultures. By pursuing these forms of inquiry we may better understand our world and our places within it. 1

Methods of Discovery by Pavel Zemliansky is an online writing guide with the following features:
- Treats research writing as a rhetorical process
- Teaches use of research in different genres (not just the generic research paper). This approach allows the text to be used in a variety of writing and rhetoric classes.
- Discusses the use of various kinds of research sources (academic ones and others)
- Contains links to resources and multimedia which help students to understand and practice key concepts
- Presents students and instructors with a "menu" of approaches and tasks suitable for different audiences and courses
- Students can download the chapters in PDF format

Metropolis (1927) is a German expressionist science-fiction drama film directed by Fritz Lang with screenplay by Thea von Harbou. It was adapted with Lang from von Harbou's novel (1925) also called Metropolis. It stars Gustav Fröhlich, Alfred Abel, Rudolf Klein-Rogge, and Brigitte Helm. Made in Germany during the Weimar period, Metropolis is set in a futuristic urban dystopia that is sharply divided between the working class and elite. Original Score by Gottfried Huppertz. Freder the son of the wealthy and powerful city master, Joh Fredersen, falls in love with Maria, a prophetic figure to the working class. The film length was cut back after its original German premiere, with restoration efforts finding footage recovered from Argentina and New Zealand to bring it close its original. The film has a fairy tale like plot of uniting the classes with an ending title reading "The Mediator Between the Head and the Hands Must Be the Heart." It is considered to be one of the best 100 films of all time. Visit this link to see a shortened version with the Music score composed by: Giorgio Moroder, Gottfried Huppertz, Thomas Köner, Ronnie Cramer.

This Read & Seed lesson will focus on practicing mindfulness in a fun and nature centered way. We will read A Quiet Place by Douglas Wood and Dan Andreasen, and create our own mindfulness wands. Participate in a Movement/Music/Finger Play activity by practicing some garden yoga. This lesson is aimed at connecting young learners to their natural world and promote school readiness skills. This Read & Seed activity is presented by The Gardens on Spring Creek by the City of Fort Collins. https://youtu.be/MTczG8WcGXg