# Resource Finder

## Welcome to the Colorado Professional Learning Network Database

##### eNetLearning also provides online professional development opportunities that can be accessed at: https://www.enetlearning.org/course-catalog-and-descriptions/.
This tool allows you to search for materials across all groups on the site.
Resource Overview Type Content Area
Vital Vegetables: A Read4Health Lesson Plan Lesson Plan Comprehensive Health, Reading, Writing, and Communicating
Video ideas for classroom use

Use this site to find videos to enrich all daily activities and lessons.

Teacher Tube
Reading & Vocabulary, Technology Integration Career & Technical Education, Comprehensive Health, Dance, Drama, Math, Music, Physical Education, Reading, Writing, and Communicating, Science, Social Studies, STEM, Visual Arts, World Languages
Very Variable - Grade 6 Math - Unit 2

The SLVBOCES has "enhanced" this curriculum overview sample by prioritizing the Learning Objectives students should learn during this unit. They are prioritized "to help teachers know how much time they should be devoting to a sparticular objective. Learning objective prioroties are color coded as follows: red - most important, blue - next most important, and black - least critical.

Inquiry Question (Engaging - Debatable):

• Why do we call letters meant to symbolize unknown quantities variables, do they always vary?  (MA10-GR.6-S.2-GLE.2-EO.b)
Curriculum Guide, Units Math
Very Variable - Grade 6 Math - Unit 2

Inquiry Questions:

Why do we call letters meant to symbolize unknown quantities variables, do they always vary? (MA10-GR.6-S.2-GLE.2-EO.b

Curriculum Guide, Units Math
Very Variable - Grade 6 Math - Unit 1 Enhanced
The Rangely School District has "enhanced" the sample instructional units by citing text referenced by the coding in the Critical Content and Key Skills sections

Inquiry Questions (Engaging-Debatable):
• Why do we call letters meant to symbolize unknown quantities variables, do they always vary? (MA10-GR.6-S.2-GLE.2-EO.b)
Curriculum Guide, Units Math
Veggies of All Colors: A Read4Health Lesson Plan Lesson Plan Comprehensive Health, Reading, Writing, and Communicating
Using Improvisation to Create Who, What, Where, When, Why - Grade 6 Drama - Instructional Unit 3

Enhanced and Updated - March 31, 2014 - This updated instructional unit includes learning experiences, teacher and student resources, assessment ideas, and differentiation options. The storyboard document provides a roadmap of teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging- Debatable):

• How does the improvisation lead to discovering the who, what, where, when, and why of a devised scene?
• What makes a character believable?
• How do relationships between characters dictate believability?
Curriculum Guide, Units Drama
Using Improvisation to Create a Scripted Scene - Grade 8 Drama - Instructional Unit 3

Enhanced and Updated - March 31, 2014 - This updated instructional unit includes learning experiences, teacher and student resources, assessment ideas, and differentiation options. The storyboard document provides a roadmap of teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging- Debatable):

• How do performers use personal experiences to enhance a scene and still connect to universal themes?
• How does the improvisation lead to successful (innovative and engaging) writing?
• How does improvisation inspire details in writing?
Curriculum Guide, Units Drama
Understanding Characters - Grade 4 RWC - Unit 2 Enhanced
The Rangely School District has "enhanced" the sample instructional units by citing text referenced by the coding in the Critical Content and Key Skills sections

Inquiry Questions (Engaging‐Debatable):
• How are you similar or different from the character in the text? (RWC10-GR.4-S.2-GLE.1-IQ.3)
• Does understanding character traits ever help to support/inform relationships? (RWC10-GR.4-S.2-GLE.1-RA.2)
• What are the differences between fiction and nonfiction? (RWC10-GR.4-S.2-GLE.1-EO.b.iii; c.ii)
Curriculum Guide, Units Reading, Writing, and Communicating
Understanding Characters - Grade 4 - Read, Write, Communicate - Unit 2

The SLVBOCES has "enhanced" this curriculum overview sample by prioritizing the Learning Objectives students should learn during this unit. They are prioritized "to help teachers know how much time they should be devoting to a sparticular objective. Learning objective prioroties are color coded as follows: red - most important, blue - next most important, and black - least critical.

Inquiry Questions (Engaging - Debatable):

• How are you similar or different from the character in the text? (RWC10-GR.4-S.2-GLE.1-IQ.3)
• Does understanding character traits ever help to support/inform relationships? (RWC10-GR.4-S.2-GLE.1-RA.2)
• What are the differences between fiction and nonfiction? (RWC10-GR.4-S.2-GLE.1-EO.b.iii; c.ii)
Curriculum Guide, Units Reading, Writing, and Communicating
Uncrossing Your Wires - Grade 10 RWC - Unit 2 Enhanced
The Rangely School District has "enhanced" the sample instructional units by citing text referenced by the coding in the Critical Content and Key Skills sections

Inquiry Questions (Engaging‐Debatable):
• How does media influence the questions we ask about an issue? (RWC10‐GR.10‐S.2‐GLE.1‐EO.b.e) and (RWC10‐GR.10‐S.2‐GLE.2‐EO.c) and (RWC10‐ GR.10‐S.4‐GLE.1‐EO.e)
• What is the value in seeking out arguments different from our own? (RWC10‐GR.10‐S.1‐GLE.2‐EO.a.b) and (RWC10‐GR.10‐S.3‐GLE.2‐EO.a.c)\
• What questions are shared across cultures? (RWC10‐S.1.GLE.2‐EO.a) and (RWC10‐S.2‐GLE.1‐EO.d) and ) RWC10‐S.2‐GLE.2‐EO.c)
• How do we know which of our values are most important? (RWC10‐GR.10‐S.2‐GLE.2‐EO.d) and (RWC10‐GR.10‐S.4.GLE.1‐EOg)
Curriculum Guide, Units Reading, Writing, and Communicating
Uncrossing Your Wires - Grade 10 RWC - Unit 2

Inquiry Questions (Engaging- Debatable):

• How does media influence the questions we ask about an issue? (RWC10-GR.10-S.2-GLE.1-EO.b.e) and (RWC10-GR.10-S.2-GLE.2-EO.c) and (RWC10- GR.10-S.4-GLE.1-EO.e)
• What is the value in seeking out arguments different from our own? (RWC10-GR.10-S.1-GLE.2-EO.a.b) and (RWC10-GR.10-S.3-GLE.2-EO.a.c)
•  What questions are shared across cultures? (RWC10-S.1.GLE.2-EO.a) and (RWC10-S.2-GLE.1-EO.d) and ) RWC10-S.2-GLE.2-EO.c)
• How do we know which of our values are most important? (RWC10-GR.10-S.2-GLE.2-EO.d) and (RWC10-GR.10-S.4.GLE.1-EOg)
Curriculum Guide, Units Reading, Writing, and Communicating
Uncrossing Your Wires - Grade 10 - Read, Write, Communicate - Unit 2

The SLVBOCES has "enhanced" this curriculum overview sample by prioritizing the Learning Objectives students should learn during this unit. They are prioritized "to help teachers know how much time they should be devoting to a sparticular objective. Learning objective prioroties are color coded as follows: red - most important, blue - next most important, and black - least critical.

Inquiry Questions (Engaging - Debatable):

• How does media influence the questions we ask about an issue? (RWC10-GR.10-S.2-GLE.1-EO.b.e) and (RWC10-GR.10-S.2-GLE.2-EO.c) and (RWC10- GR.10-S.4-GLE.1-EO.e)
• What is the value in seeking out arguments different from our own? (RWC10-GR.10-S.1-GLE.2-EO.a.b) and (RWC10-GR.10-S.3-GLE.2-EO.a.c)
• What questions are shared across cultures? (RWC10-S.1.GLE.2-EO.a) and (RWC10-S.2-GLE.1-EO.d) and ) RWC10-S.2-GLE.2-EO.c)
Curriculum Guide, Units Reading, Writing, and Communicating
Uncovering Context* - Grade 9 - Read, Write, Communicate - Unit 3

The SLVBOCES has "enhanced" this curriculum overview sample by prioritizing the Learning Objectives students should learn during this unit. They are prioritized "to help teachers know how much time they should be devoting to a sparticular objective. Learning objective prioroties are color coded as follows: red - most important, blue - next most important, and black - least critical.

Inquiry Questions (Engaging - Debatable):

• Which of the elements of context are more important for writers to consider: subject, purpose, audience, or situation?
• Are appeals based on logic, emotion, and ethics equally effective?
• Why have some genres existed the test of time and others haven’t? Why and how are new genres developed?
• Why are some means of communication effective and other means of communication ineffective?

* Note: This curriculum overivew sample was translated by a team of Colorado eductors "into a full instructional unit, with learning experiences, teacher and student resources, assessment ideas and differentiation options." Uncovering Context Instructional Unit and Unit Storyboard

Curriculum Guide, Units Reading, Writing, and Communicating
Uncovering Context - Grade 9 RWC - Unit 3 Enhanced
The Rangely School District has "enhanced" the sample instructional units by citing text referenced by the coding in the Critical Content and Key Skills sections

Inquiry Questions (Engaging‐Debatable):
• Which of the elements of context are more important for writers to consider: subject, purpose, audience, or situation?
• Are appeals based on logic, emotion, and ethics equally effective?
• Why have some genres existed the test of time and others haven’t? Why and how are new genres developed?
• Why are some means of communication effective and other means of communication ineffective?
Curriculum Guide, Units Reading, Writing, and Communicating