Composition I focuses on principles of writing, critical reading and essay composition using rhetorical styles common in college-level writing (narrative, example/illustration, compare/contrast, cause-and-effect, argument).

Students who do not know what careers they would like to pursue will be asked to review supplementary career resources such as the Occupational Handbook or the Virginia Wizard or the local employment office or any authoritative resources which could give them information about career pathways. Students will choose at least two occupations that they would be interested in pursuing. For each of the two occupations of interest, all students will review the level of education required, salary information, hiring outlook, and other information regarding the career fields and write a paper including this information comparing and contrasting the two career fields of interest.

This is an excerpt from "Tomb Robbers." Ch’in Shih Huang Ti was the first emperor of China. He had a great fear of his own death. He kept searching for a secret that would let him live forever. He also began to build his own tomb. It took 30 years. There are many legends about what the tomb contains. Some stories say it has 270 small copies of Shih Huang Ti’s palaces. Others say it has rivers of mercury. Still others say it has weapons—crossbows—waiting to shoot anyone who tries to enter. For years, the tomb was covered with earth. Then, in 1974, a peasant was plowing a field. He found a life-sized statue. Many more statues were found later. They were part of the emperor’s “spirit army,” which was supposed to serve the ruler in the next world. No one knows yet if the tomb has been robbed. Chinese archaeologists are still digging up the area. They are working very slowly and carefully. (McDougal Littell The Language of Literature, 2002)

This lesson was created as part of the Anthology Alignment Project, during which teachers created CCSS-aligned lessons for existing literary and information texts in anthologies. All page numbers and unit/week designations found in this lesson relate to the edition of the anthology named above. If you are using a trade book or different edition of this title, the page/unit/week references in this lesson will not match. Consult the content referenced in the body of the lesson to determine appropriate page numbers for your text.

This course was created specifically for the study of music, but the contents can be adapted for internships in most curricula.

Welcome to MUSI 1306, Music Appreciation. I think you’ve made a smart choice to spend some weeks studying some of the greatest music ever written. Consider for a moment how quickly a hit pop song passes from fashionable to forgotten. Those of us that have been out of high school or college more years than we care to remember have certainly had the experience of hearing a favorite anthem of our youth and thinking, “Oh yeah, that song! I’d forgotten that one.” Think about that: the song was totally loved, then completely forgotten within a matter of just a few years. Then consider that many of the composers that we will study have been dead for over two hundred years, and yet their music has never been forgotten and never stopped being performed and loved. That, quite simply, is amazing.

The CK-12 foundation defines a flexbook as a “free and open source textbook platform where one can build and edit collaborative textbooks1.” The FNDH 400 (formerly the HN 400 flexbook, department changed its name from Human Nutrition to Food, Nutrition, Dietetics and Health) Flexbook fits this definition, but I feel the name is particularly accurate due to the flexibility of Google Docs. Students in addition to having access through Google Docs, can download the flexbook as an .odt, .pdf, .rtf, .doc, text, or html file giving them flexibility to use the document how they would like. Students can also choose whether they would like to read the flexbook digitally or print and read it on paper.

Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community.