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  1. Parent & Afterschool Resources | Grades   9 – 12  |  Printout  |  Learning New Skills
    Through the Eyes of the Director
    What makes a movie work or fail? A well-made movie can draw viewers in so completely that they can forget that everything they see and hear was planned out by the filmmakers. This printout prompts teens to look at several distinct elements of a movie and decide on their overall effectiveness.
  2. Classroom Resources | Grades   7 – 12  |  Calendar Activity  |  May 5
    Today is Cinco de Mayo.
    Students choose to research a piece of art, music, dance, literature, or food that suitably represents Mexico and create a presentation for the class.
  3. Classroom Resources | Grades   1 – 12  |  Calendar Activity  |  March 17
    Today is St. Patrick's Day.
    St. Patrick's Day is celebrated by reading Irish folk tales and using the Story Cube tool to create a graphic organizer and see what characteristics are unique to Irish tales.
  4. Professional Development | Grades   4 – 12  |  Strategy Guide
    Using Generative Sentences to Apply Academic Vocabulary
    In this guide, you will learn how to use generative sentences to give students opportunities to apply their knowledge of new words in writing.
  5. Professional Development | Grades   5 – 12  |  Strategy Guide
    Using the RAFT Writing Strategy
    This strategy guide introduces the RAFT technique and offers practical ideas for using this technique to teach students to experiment with various perspectives in their writing.
  6. Professional Development | Grades   K – 8  |  Professional Library  |  Journal
    Violent Red, Ogre Green, and Delicious White: Expanding Meaning Potential through Media
    This article reports on the meaning potential of daily access to drawing/writing media for widening and deepening meaning construction.
  7. Classroom Resources | Grades   1 – 12  |  Calendar Activity  |  November 20
    Where the Sidewalk Ends by Shel Silverstein was published in 1974.
    Students are introduced to a Silverstein verse and asked for their impressions. They then draw that they imagine when they read one of his lines and then write a line or two to continue the passage.

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