Resource Finder

Welcome to the Colorado Professional Learning Network Database

eNetLearning (www.enetlearning.org) provides the Colorado Professional Learning Network (PLN) online searchable database of free and open source resources that were developed and provided by the member BOCES of the Colorado BOCES Association(CBA) and Foundation.
In addition to this searchable database of resources eNetLearning has developed a series of LiveBinder grade level "digital binders" of Colorado BOCES Instructional Resources at https://www.livebinders.com/s/145470.
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.
Resourcesort icon Overview Type Content Area
Be a Practical Designer: Design the World of the Play using Costumes, Props, and Make-up - Grade 6 Drama - Unit 2

Inquiry Questions (Engaging- Debatable):

  • What unifies a theatrical vision? (DTA09-GR.6-S.1-GLE.3) and (DTA09-GR.6-S.2-GLE2) and (DTA09-GR.6-S.3-GLE1,2,3)
  • What can practical designers (make-up artist, costumer, prop master) do to influence the work of an overall production?
  • How is a rendering like a window to view a theatrical vision?
Units Drama
Be a Production Designer: The World of the Play - Grade 8 Drama - Unit 2

Inquiry Questions (Engaging- Debatable):

  • How do we work together to create and present a unified design concept for a performance? 
  • How would a designer describe the fundamental influences of an overall production design?
Curriculum Guide, Units Drama
Be a Singing Star - Grade 1 Music - Unit 2

Inquiry Questions (Engaging- Debatable):

  • What makes a singing voice good? (MU09-GR.1-S.1-GLE.1) and (MU09-GR.1-S.2-GLE.1) and (MU09-GR.1-S.3-GLE.1,3,4) and (MU09-GR.1-S.4-GLE.1,2,3)
  • What makes voices interesting?
  • Why and when do you use different voices?
  • How do different voice qualities contribute to musical experiences?

 

Curriculum Guide, Units Music
Be a Third Eye: Analyzing the Production Process - Grade 8 Drama - Unit 4

Inquiry Questions (Engaging- Debatable):

  • How does artist collaboration enhance a cohesive production concept? 
  • How do performers and designers use personal experiences to enhance or elaborate a scripted play?
  • How do students develop a critical eye that develops both self-analysis and critical response to classmates?
Curriculum Guide, Units Drama
Becoming Researchers - Grade 3 - Read, Write, Communicate - Unit 4

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):

  • What are the characteristics of a researcher?  (RWC10-GR.3-S.4-GLE.1.2)
  • Why research?  (RWC10-GR.3-S.4-GLE.1) and (RWC10-GR.3-S.4-GLE.2-EO.f)
  • Should researchers share their finding with others? Why or why not? (RWC10-GR.3-S.4-GLE.1)
Curriculum Guide, Units Reading, Writing, and Communicating
Becoming Researchers - Grade 3 RWC - Unit 4

Inquiry Questions (Engaging- Debatable):

  • What are the characteristics of a researcher? (RWC10-GR.3-S.4-GLE.1.2)
  • Why research? (RWC10-GR.3-S.4-GLE.1) and (RWC10-GR.3-S.4-GLE.2-EO.f)
  • Should researchers share their finding with others? Why or why not? (RWC10-GR.3-S.4-GLE.1)
Curriculum Guide, Units Reading, Writing, and Communicating
Becoming Researchers - Grade 3 RWC - Unit 4 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):
  • What are the characteristics of a researcher?  (RWC10-GR.3-S.4-GLE.1.2)
  • Why research?  (RWC10-GR.3-S.4-GLE.1) and (RWC10-GR.3-S.4-GLE.2-EO.f)
  • Should researchers share their finding with others?  Why or why not?  (RWC10-GR.3-S.4-GLE.1)
Curriculum Guide, Units Reading, Writing, and Communicating
Becoming the Multi-Tasker: Putting creation (improvisation/composition) and expression together - High School Music - Unit 3 (Performance)

Inquiry Questions (Engaging- Debatable):

  • How can music influence emotion? (MU09-HSGP-S.1-GLE.1,2) and (MU09-HSGP-S.3-GLE.1) and (MU09-HSGP-S.4-GLE.3,4)
  • Why is it important to understand and interpret the expressive elements to music?
  • How can certain musical symbols convey emotions to the performer?
  • How can a performer stay true to the composers intentions?
Curriculum Guide, Units Music
Being Active: A Read4Health Lesson Plan Lesson Plan Comprehensive Health, Reading, Writing, and Communicating
Being Rational in an Irrational World - Grade 7 Math - Unit 1

Inquiry Questions:

What does it mean to “be in the red?” (MA10-GR.7-S.1-GLE.2-RA.1)
Do two negatives always make a positive?

Curriculum Guide, Units Math
Being Rational in an Irrational World - Grade 7 Math - Unit 1

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):

  • What does it mean to “be in the red?” (MA10-GR.7-S.1-GLE.2-RA.1)
  • Do two negatives always make a positive?
Curriculum Guide, Units Math
Being Rational in an Irrational World - Grade 7 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):
  • What does it mean to “be in the red?” (MA10-GR.7-S.1-GLE.2-RA.1)
  • Do two negatives always make a positive?
Curriculum Guide, Units Math
Better Safe Than Sorry: A Read4Health Lesson Plan Lesson Plan Comprehensive Health, Reading, Writing, and Communicating
Better Than You: A Read4Health Lesson Plan Lesson Plan Comprehensive Health, Reading, Writing, and Communicating
Blast From the Past: Can we learn from the past? - Grade 3 Social Studies - Unit 1

Inquiry Questions (Engaging- Debatable):

  • Why is it important to know about the past? (SS09-GR.3-S.1-GLE.2-EO.a, b)
  • Why is trade important to growing and maintaining a community? (SS09-GR.3-S.1-GLE.1-IQ.2)
  • How do people choose where to live? (SS09-GR.3-S.2-RA.1, 2) and (SS09-GR.3-S.1-GLE.2-EO.c)
  • Why do we have rules? Who makes and enforces these rules? (SS09-GR.3-S.4-GLE.2-IQ.4)
Curriculum Guide, Units Social Studies