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Dear LOR user,

Thank you for being a big part of this community. To better support the initiatives around open educational resources in the state of Michigan, all resources on the Michigan Virtual Learning Object Repository (LOR) are being moved to #GoOpen Michigan (link is external) on September 30th, 2018. During the transition, our LOR will be moved to an archived state, not allowing new user registration or new content to be added. An email with more details was sent to registered users of the LOR in September. To make use of the great resources on the platform, we encourage you to create an account and add your own new resources to the #GoOpen Michigan platform (link is external).

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The following unit is part of the final unit for the Prentice Hall Explorer Astronomy text.  This unit focuses on how the universe formed, the sun, planets, as well as comets, asteriods and meteors.

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This narrative reading unit focuses on historical fiction and emphasizes interaction between readers and text. The readers will learn to connect with the characters, identify the characters’ point of view, and determine the theme of the text. Students will also watch the film in order to analyze literary elements.

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For this lesson, students will learn what theme is, understand what the most common themes are, and analyze the theme of short stories. As a final assessment, students will read a novel and write a 5 paragraph essay analyzing the theme.

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For this assignment, students will learn about the difference between mood and tone in writing. They will watch a video explaining the difference, work through a website with words writers would use to convey tone or mood, and end with an assignment where they will describe the tone or mood in pictures and passages from books.  

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The following unit was created for a tier 3 reading intervention class that typically is 3 or more years below reading level in grades 6-8. This unit is approximately 2 weeks long, although I would revisit main idea throughout the semester since it can be weaved into any topic.

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For this lesson, students will review the different types of figurative language. Then they will watch videos on how figurative language is used in popular movies and music. After they analyze why figurative language is used often in popular media, they will create their own figurative language.

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Grammar works better in conjunction with writing! For this unit, students will work together to review the parts of speech in grammar. They will then take that knowledge to collaboratively research a persuasive paper on why grammar should or should not be taught in school.

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In preparation for research, students will learn the difference between a secondary and primary source through class discussion, a video, and a game. They will analyze why it is often important to have both sources in a research paper. Students will then begin to find quality primary and secondary sources on 9/11.

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The following unit was created for a middle school Reading Intervention class. The class provides intervention strategies for Tier 2 level students who are 1-3 years below reading level in grades 6-8. This unit is a 2 week unit that provides mini lessons, rotating centers with collaborative student work, as well as week end assessments.

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Students will explore the foundational concepts of motion using multimedia presentations, interactive widgets, videos, and other informational science websites. Students will make measurements for distance and time, create graphs to visualize their motion, and compare the average speeds of objects. Students will graph changes in velocity versus time and interpret meaning from their graphs.

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