Resource Finder

This tool allows you to search for materials across all groups on the site.
Resourcesort icon Overview Type Content Area Group
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 Colorado's Sample Instructional Units Resource Bank
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 Colorado's Sample Instructional Units Resource Bank
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 Colorado's Sample Instructional Units Resource Bank
Be a Technical Designer: Design the World of the Play Using Sound, Lighting, Scenic and Effects - Grade 7 Drama - Unit 2

Inquiry Questions (Engaging- Debatable):

  • How do we work together to create and present a unified design concept in the areas of lighting, sound, and effects for a performance? (DTA09-GR.7- S.1-GLE.1,3) and (DTA09-GR.7-S2-GLE.2) and (DTA09-GR.7-S.3-GLE. 1,2,3)

  • How do technical designers influence the work of an overall production?

  • How specific and detailed do renderings need to be to effectively communicate mood, setting and texture?

Curriculum Guide, Units Drama Colorado's Sample Instructional Units Resource Bank
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 Colorado's Sample Instructional Units Resource Bank
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 San Luis Valley BOCES Assessments, San Luis Valley BOCES Resources
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 Colorado's Sample Instructional Units Resource Bank
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 Rangely School District/RBBOCES
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 Colorado's Sample Instructional Units Resource Bank
Being Active: A Read4Health Lesson Plan Lesson Plan Comprehensive Health, Reading, Writing, and Communicating Read 4 Health
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 Colorado's Sample Instructional Units Resource Bank
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 San Luis Valley BOCES Assessments, San Luis Valley BOCES Resources
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 Rangely School District/RBBOCES
Better Safe Than Sorry: A Read4Health Lesson Plan Lesson Plan Comprehensive Health, Reading, Writing, and Communicating Read 4 Health
Better Than You: A Read4Health Lesson Plan Lesson Plan Comprehensive Health, Reading, Writing, and Communicating Read 4 Health