TASK 1: PLANNING COMMENTARY

Size: px
Start display at page:

Download "TASK 1: PLANNING COMMENTARY"

Transcription

1 TASK 1: PLANNING COMMENTARY Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored. 1. Central Focus a. Describe the central focus and purpose of the content you will teach in the learning segment. [The central focus of this learning segment is on the development of the United States Constitution and the Bill of Rights. The purpose of teaching this unit is to have students build a sound understanding of the new framework for government created under the United States Constitution and the thought, discussion, and debate that took place during its construction at the Constitutional Convention. Students will have several opportunities to work together, share ideas and experiences, and build a conceptual understanding of how this important historical document was composed and eventually ratified. Before beginning each day s lesson, students will take part in variety of activities that will activate their prior knowledge and allow me to identify their strengths, weaknesses, and experiences. Throughout the lessons in this learning segment, students will examine primary and secondary source documents and interpret them. Students will do this by explaining the information in each document in their own words and describing its importance. The documents students will be analyzing include the New Jersey Plan, the Virginia plan, the Great Compromise, the 3/5ths compromise, a script of a skit on the views of the Federalists and Anti-Federalists, and the Bill of Rights. Prior to my learning segment, students will have learned about the flaws of the Articles of Confederation that lead to the decision to replace them with a new and more improved form of government. My five lessons will focus on scaffolding students to forge an understanding of the process that took place to construct the details and structure of this new government. Through several engaging tasks, students will analyze the various perspectives regarding the three key issues that arose during the Constitutional Convention. The key issues include how states will be represented in Congress, how slaves will be counted towards state populations (for representation and tax purposes), and the argument between the Federalists and Anti-Federalists regarding the balance of power between the federal and state governments, and the rights of individuals. In addition, this learning segment will address many 21 st century skills including collaboration, critical thinking, problem solving, creativity and imagination. Furthermore, the central focus is aligned with New York State Social Studies standard 7.4c: Advocates for and against a strong central government were divided on issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Students will examine how key issues were resolved during the Constitutional Convention including state representation in Congress (Great Compromise) and the counting of the enslaved African American community for purposes of congressional representation and taxation (the Three-Fifths Compromise). ] b. Given the central focus, describe how the standards and learning objectives within your learning segment address facts and concepts inquiry, interpretation, or analysis skills building and supporting arguments or conclusions 1 of 9 9 pages maximum

2 [The Learning Objectives from Lesson One address the concept of representation in Congress. Students will use this concept to understand why the smaller states wanted equal representation under the New Jersey Plan, and why the bigger states wanted representation based off population under the Virginia plan. In addition, students will use this concept in Lesson Two to understand the Great Compromise that solved this disagreement between the smaller and larger states. 7.4c Students will examine how key issues were resolved during the Constitutional Convention, including state representation in Congress (Great Compromise). The Learning Objectives from Lesson Three address the concept of state representation and taxation. Students will use this concept to understand the why the Northern States wanted slaves to count for taxes, but not representation and why the Southern States wanted slaves to count for representation, but not taxes. Additionally, students will use the facts they learned about the Northern and Southern states views to understand the 3/5ths Compromise that resolved the dispute. 7.4c Students will examine how key issues were resolved during the Constitutional Convention, including the counting of the enslaved African American community for purposes of congressional representation and taxation (the Three- Fifths Compromise). The Learning Objectives from Lesson Four address the concept of federalism. Students will use the concept of federalism to understand why the Federalists wanted a stronger federal government, and why the Anti-Federalists wanted the states to have more rights and to add a Bill of Rights to the constitution to protect individual liberties. 7.4c Students will examine from multiple perspectives arguments regarding the balance of power between the federal and state governments, the power of government, and the rights of individuals. The Learning Objectives from Lesson Five address the concept of individual rights. Students will use the concept of individual rights to understand the purpose behind the creation of the Bill of Rights. Additionally, students will use the concept of individual rights to identify how each amendment within the Bill of Rights protects people in real world situations. 7.5b Students will identify the individual rights of citizens that are protected by the Bill of Rights. Application of Social Studies through analysis- The Learning Objectives from Lessons Two and Three require students to analyze and interpret diagrams. CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. The Learning Objectives from Lessons One, Two, Three, and Four address the practice of analyzing documents and pulling out key information to support explanations. CCSS.ELA- Literacy.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. Learning Objectives from Lesson One and Two address building and supporting conclusions. In Lesson One, students will also use evidence to support their conclusion on how the Great Compromise is similar and different than the two plans students learned about in the previous class (New Jersey and Virginia plan). In Lesson Two, students will use evidence from the documents they examined to support their conclusion explaining how the Northern states views was different than the Southern states views.] 2 of 9 9 pages maximum

3 c. Explain how your plans build on each other to help students make connections between facts, concepts, and inquiry, interpretation, or analysis skills to build and support arguments or conclusions about historical events, a topic/theme, or a social studies phenomenon. [This learning segment contains lessons that will continuously build on each other through chronology and academic complexity. The amount of scaffolding will be gradually reduced within the documents, as well as within my oral feedback to students. Students will begin with examining two short primary source documents and will receive a graphic organizer to help guide their inquiry. In the next two lessons, students will analyze two compromises through diagrams and will interpret the structure and purpose of each by answering a series of questions. I will provide additional explanation in Lesson Two to ensure students make the connection that the Great Compromise took a part of each of the plans they learned about in Lesson One. The Compromise students will examine in Lesson Three, is more complex because it contains multiple parts, including how slaves would count towards representation and taxes in Congress, and whether or not the slave trade would continue. I will allow for inquiry by asking facilitating questions and letting students brainstorm before providing explanation and clarification. Lesson Four will quiz students on the first half of this unit through a series of multiple choice, short answer, and fill in the blank questions. Lesson Four will also address the third key issue that arose during the Constitutional Convention between the Federalists and Anti-Federalists. Students will need to provide specific information from the script of the skit they will be acting out in order to answer questions in this lesson. Lesson Five will require students to evaluate real world situations by applying what they learned about the first five amendments in order to indentify if the given situation is protecting or violating an amendment.] 2. Knowledge of Students to Inform Teaching For each of the prompts below (2a b), describe what you know about your students with respect to the central focus of the learning segment. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). a. Prior academic learning and prerequisite skills related to the central focus Cite evidence of what students know, what they can do, and what they are still learning to do. [Prior to this learning segment students learned about the flaws of the Articles of Confederation. Specifically, they have examined Shay s Rebellion and pulled out key information to explain how it exposed the weakness of the Articles of Confederation. This sets the foundation for holding the Constitutional Convention and creating a new framework for government. Additionally, students have discussed important terms like federalism and most of the students know that Congress and the Legislative branch are interchangeable terms. Students have written down the three key issues covered during the Constitutional Convention, but have not discussed them. They have not learned about the argument regarding how states should be represented in Congress, the issue of how slaves should be counted towards state populations, or the dispute between the Federalists and Anti-Federalists regarding state, federal, and individual rights. In addition, students have not yet discussed the Bill of Rights and its role in protecting individual liberties and states rights. The lower level students have trouble explaining their answers orally and understanding visuals like political cartoons, but do better with examining short written documents and locating key information. The ENL students and the lower level students both have trouble reading longer written documents. Some students have trouble explaining things in 3 of 9 9 pages maximum

4 their own words and instead copy directly from the documents. In addition, many students can only make direct connections to the text, but struggle to apply previously learned knowledge or make an independent interpretation.] b. Personal, cultural, and community assets related to the central focus What do you know about your students everyday experiences, cultural and language backgrounds and practices, and interests? [Many of the students have siblings and friends and therefore will have likely had to compromise in order to solve a disagreement or conflict at some point in their lives. Students will share their experiences with compromising to put in perspective why the delegates needed to compromise during the Constitutional Convention. In addition, the students filled out a KWL chart before the start of the unit and some students put that they are interested in various religions, hunting, and writing. These everyday experiences will provide them with prior knowledge that I can draw from when explaining how people s rights are protected under the Bill of Rights.] 3. Supporting Students History/Social Studies Learning Respond to prompts below (3a c). To support your justifications, refer to the instructional materials and lesson plans you have included as part of Planning Task 1. In addition, use principles from research and/or theory to support your justifications. a. Justify how your understanding of your students prior academic learning and personal, cultural, and community assets (from prompts 2a b above) guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the learning tasks and students prior academic learning, their assets, and research/theory. [My students have practice analyzing documents and interpreting documents, but struggle at times to pull out the important information and put answers in their own words. Many of the ENL students have trouble orally explaining their understanding of content and reading longer written documents (there is an ENL teacher). In addition, most students fail to comprehend primary source documents because of the unfamiliar vocabulary and awkward sentence structure. For these students I have created a learning segment that provides mainly modified secondary source documents and diagrams that organize information and make it easier for students to interpret. Students will be engaged through inquiry throughout the learning segment, as they explore information and make connections prior to me providing explanations and clarifications. Following the recommendations of the Universal Design for Learning (UDL), I have included the representation of information through various mediums (presenting information and content in different ways- CAST.org, 2015). The first lesson provides students with information through two short primary source documents, the next two lessons incorporate diagrams and a video, the fourth lesson displays information through a skit, and the final lesson presents the content through real life scenarios. Lesson One, is an inquiry-based lesson that provides students with two short primary documents with familiar vocabulary and sentence structure that students are capable of comprehending. This lesson also includes a graphic organizer to help guide students through their inquiry and focus on the main points of the documents. Lesson Four gives students an opportunity to apply what they have learned to real world situations in order to create a deeper understanding of the amendments within the Bill of Rights. In addition, all of the lessons in the learning segment allow students to display their understanding in written and oral format and provide multiple opportunities for students to receive and make use of feedback.] b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs. 4 of 9 9 pages maximum

5 Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). [Whole Class: Given the variety of learners in this class, I provided a diversified set of instructional strategies and planned supports. For instance, in Lesson One, students will use a graphic organizer to help them independently pull out and organize key information from two short and easy to read primary source documents. The short and easy to read primary source documents will support all of the students by assisting everyone with comprehending the information in the documents. The questions in the graphic organizer also will help the whole class and support students with breaking down the information from the two texts by eliciting the essential information. In Lesson Two and Three, students will examine diagrams that are modified in order to organize the important information from the original sources. The original primary source documents are long and contain complex vocabulary, by simplifying the content into diagrams the whole class will be able to interpret the information. In addition, in these lessons students will work in groups and I will provide instructional support to the all of the groups through asking facilitating questions, answer questions, and making clarifications. ENL Students: The ENL students will be provided with modified documents based off the recommendations of the ENL teacher. I will meet with her prior to the lesson and discuss the necessary adjustments to ensure the necessary planned supports are in place. I will also give these students additional instructional support through giving detailed feedback using verbal and non-verbal techniques to explain information and make clarifications. Individual students: In Lesson Two, Four, and Five, students with varying academic abilities will be grouped together. This mixed ability grouping will help the gifted students master the content through aiding the underperforming students, and it will help the underperforming students fill in the gaps in their academic knowledge through collaborating with the gifted students. In Lesson Two, I will provide differentiated instruction to support the needs of different types of learners. I will give a diagram with written information to target those students whose strengths lie in reading comprehension and a video to address those students who learn better visually. In Lesson One, students will be working independently and will be provided with oral scaffolding and feedback that targets each individual students strengths and weaknesses. I will provide more simplified facilitating questions and detailed explanation using basic vocabulary to scaffold the lower level students and I will use more complex language when describing concepts and pose guiding questions that require extended responses for the gifted students.] c. Describe key misconceptions within your central focus and how you will address them. [Students may confuse the motives behind the New Jersey and Virginia plan or simply mix up the two plans. In order to help avoid this problem, I will continuously refer to the New Jersey plan as the small state plan and ask students why the small states wanted this plan to help them understand this is the plan the small states wanted because it called for equal representation in Congress. I will also refer to the Virginia plan as the big state plan, and ask students why the big states wanted this plan to help them understand that this is the plan the larger states wanted because it called for representation in Congress to be based off state population. This lesson also includes a graphic organizer that displays the plans side by side, so students will have a clear visual of the main differences between the two plans. Students may also mix up the compromises, so I will clarify that the Great Compromise is great because it still in place today. I will explain to students that we still have a two house Congress with the House of Representatives based off population and the Senate with equal representation, but the 3/5ths 5 of 9 9 pages maximum

6 Compromise no longer applies to today because there are no longer any slaves. In addition, students may miss the importance of these compromises. I will consistently remind students that if the delegates did not compromise the people would be stuck with the Articles of Confederation (the students know the Articles of Confederation were weak and flawed). Students may not comprehend the purpose or role of each amendment in the Bill of Rights. In order to clarify what each amendment does, students will be given a series of real world situations and must indentify if an amendment is being protected or violated and then describe that amendment.] 4. Supporting History/Social Studies Development Through Language As you respond to prompts 4a d, consider the range of students language assets and needs what do students already know, what are they struggling with, and/or what is new to them? a. Language Function. Using information about your students language assets and needs, identify one language function essential for students to learn the history/social studies content within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment. Analyze Compare/contrast Construct Describe Evaluate Examine Identify Interpret Justify Locate [During the course of this learning segment, students will practice analyzing documents and explaining the main parts and features. The social studies concepts introduced in this unit are new to all of the students, and by providing content in various formats, and giving students multiple opportunities to engage in inquiry, all of the students will be able to construct a sound understanding in the ways that suit their individual learning styles. The most essential language function for students to understand the creation and role of the Constitution is Analyze. Students will be given several historical documents and will be required to carefully read them and identify key information. In Lesson One, students will read both the New Jersey plan and the Virginia plan and will fill out a graphic organizer that breaks down the main points of each plan. In Lesson Two, students will analyze the Great Compromise and will compare that document to the New Jersey and Virginia plan using their graphic organizers as a guide. Also, during Lesson Three, students will analyze the 3/5ths compromise and describe its structure and purpose. Since many of the students have difficulty analyzing long primary source documents, the primary source documents included are short and straight forward, or modified with familiar vocabulary and organized into an easy to read diagram.] b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.) [Analyze: There are many learning tasks from my lesson plans that give students the opportunity to analyze and dissect historical documents. For example, in Lesson One students will be given a packet that contains two primary source documents and a graphic organizer. Students will first analyze each document and then they will interpret them using the graphic organizer as a guide. The graphic organizer contains several short response questions that will help students identify the content that is essential to understanding the development and structure of the United States Constitution during the Constitutional Convention. In Lessons Two and Three, students will collaborate with a partner to analyze diagrams, indentify key 6 of 9 9 pages maximum

7 information, and draw conclusions. In Lesson Five, students will analyze and evaluate real life scenarios to determine if an amendment is being protected or violated.] c. Additional Language Demands. Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need to understand and/or use: Vocabulary/symbols Plus at least one of the following: Discourse Syntax [Vocabulary: Throughout this learning segment, students will learn about several vocabulary terms in order to understand the United States Constitution and how it was developed during the Constitutional Convention. Some of these terms include Congress, the Legislative branch, the Judicial branch, the Executive branch, Ratify, Federalism and Compromise. Students will use these vocabulary terms in their oral and written responses. For example, in Lesson 4 students have a question on the quiz that shows a table dividing power between the federal government and the states governments and students must indicate that the table is displaying Federalism. Prior to the quiz, students will orally explain the definition of Federalism. In Lesson Two and Three, students will write and speak about Compromising. They will talk about their own experiences compromising and write about the structure and purpose of the Great Compromise and the 3/5ths Compromise. In Lessons One, Two, and Four, students will be asked to orally tell me another term for Congress or another term for the Legislative branch. In Lesson One, students will discuss what the Executive branch does and in Lesson Four they will write about the role of the Judicial branch. Discourse: During Lesson Two, students will practice historical discourse, when they compare and contrast the diagram on the Great Compromise to the Virginia and New Jersey plans for government. Also, students will be practicing historical discourse throughout the learning segment as they orally justify their answers, identify key terms, and define the meaning of various social studies concepts.] d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt. Identify and describe the planned instructional supports (during and/or prior to the learning task) to help students understand, develop, and use the identified language demands (function, vocabulary/symbols, discourse, or syntax). [Function: Students practice analyzing documents several times in this learning segment. For example, in Lesson One students analyze two primary source documents and interpret the structure of each using a graphic organizer as a guide. In Lesson Two and Three, students analyze diagrams which display the two compromises that took place during the Constitutional Convention (the Great Compromise and the 3/5ths Compromise). While students are examining documents, I will walk around and help students indentify and explain important information. Vocabulary: Prior to the learning task in Lesson Two, students will complete a Do Now that will require them to describe an experience they had with compromising and explain why it was important that they reached a compromise. I will also share one of my experiences with compromising as a model and students will engage in a critical thinking activity that will help 7 of 9 9 pages maximum

8 them develop an understanding of both what means to compromise, and the consequences of not finding a middle ground. In Lesson Two, students will describe the Great Compromise and discuss its purpose. In Lesson Three, students will examine another Compromise (The 3/5ths Compromise) and explain why it was important. In Lesson Four, students will take part in a role playing activity to foster their understanding of the debate over Federalism and put in perspective the opposing views between Federalists and Anti-federalists. Discourse: Students will practice historical discourse in Lesson Three when they compare and contrast the Great Compromise to the New Jersey and Virginia plan. Prior to this task, I will explain to students how historians often compare and contrast different documents, events or people in order to make connections and build a deeper understanding of history. Through comparing the Great Compromise to the New Jersey and Virginia plan, students will make the connection that Compromises are made by finding a middle ground and see that this Compromise took a piece of each plan to satisfy the opposing proposals. Also, this exercise will help students understand how and why the two-house system of Congress that still exists today was created.] 5. Monitoring Student Learning In response to the prompts below, refer to the assessments you will submit as part of the materials for Planning Task 1. a. Describe how the planned formal and informal assessments provide direct evidence of how students learn and use facts, concepts, and inquiry, interpretation, or analysis skills to build and support arguments or conclusions about historical events, a topic/theme, or a social studies phenomenon throughout the learning segment. [There are several informal assessments and one formal assessment in this learning segment that will provide evidence of how students learn and support conclusions. In Lesson One students will engage with their first informal assessment and will be given the opportunity to collaborate with classmates on this task. Students will work together to examine two primary source documents and interpret them. Students will demonstrate they understand the importance behind the concept of representation in Congress by indentifying why the larger states wanted the Virginia plan and explaining why the smaller states wanted the New Jersey plan. In Lesson Two, students will show they can independently build and support conclusions through describing how the Great Compromise is similar and different than the Virginia plan and the New Jersey plan. In Lesson 3, students will produce evidence that they met the objective through their ability to describe the argument between the Northern and Southern states and explain the importance of the 3/5 th s Compromise that solved this dispute. In Lesson 4, students will take a formal assessment (Quiz). The formal assessment will require students to display their knowledge of several key terms from the unit including Supermajority, Unanimous decision, Compromise, the Legislative branch, Federalism and Ratify. In Lesson five, students will practice recognizing the amendments within the Bill of Rights through analyzing and evaluating real life scenarios.] b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). 8 of 9 9 pages maximum

9 [The design of my assessments gives students with different learning styles and academic abilities an opportunity to demonstrate their learning. For example, Lesson One will provide students with a graphic organizer to help all students organize information and will also serve as an example of how to indentify key information. Lesson Three has an informal assessment based off the content in a diagram to help simplify information and meet the needs of stronger readers, and information in a video to meet the needs of students who are visual learners. In addition, students will work together in all of the lessons, but I will create the groups to ensure that each group is either heterogeneous or contains students with mixed abilities. Heterogeneously grouping students will allow me to easily challenge and scaffold each group, while mixed ability grouping gives gifted students a chance to be leaders by helping the lower level students. In Lesson Four, students who have 504 plans that include extra time on tests and quizzes will be given that extra time and I will clarify any questions about the quiz that any of the students may have. ENL students will receive modified assessments that will give them an equal opportunity to meet the learning objectives. Moreover, all of the assessments besides the quiz in this learning segment give students the opportunity to display their knowledge through written and oral responses. Also, throughout all of the assessments I will provide oral scaffolding through posing facilitating questions and offering feedback that is tailored to meet the needs of each individual student.] 9 of 9 9 pages maximum

TASK 2: INSTRUCTION COMMENTARY

TASK 2: INSTRUCTION COMMENTARY TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or

More information

Secondary English-Language Arts

Secondary English-Language Arts Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.

More information

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started

More information

TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT

TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT NADERER TPA TASK 1, PAGE 1 TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT Part A: Context for Learning Information About the School Where You Are Teaching 1. In what type of school do you teach? Urban

More information

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12 TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com

More information

and secondary sources, attending to such features as the date and origin of the information.

and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015

Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL)  Feb 2015 Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) www.angielskiwmedycynie.org.pl Feb 2015 Developing speaking abilities is a prerequisite for HELP in order to promote effective communication

More information

UDL AND LANGUAGE ARTS LESSON OVERVIEW

UDL AND LANGUAGE ARTS LESSON OVERVIEW UDL AND LANGUAGE ARTS LESSON OVERVIEW Title: Reading Comprehension Author: Carol Sue Englert Subject: Language Arts Grade Level 3 rd grade Duration 60 minutes Unit Description Focusing on the students

More information

NAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment

NAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment GRADE: Seventh Grade NAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment STANDARDS ASSESSED: Students will cite several pieces of textual evidence to support analysis

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards

NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate

More information

Sample from: 'State Studies' Product code: STP550 The entire product is available for purchase at STORYPATH.

Sample from: 'State Studies' Product code: STP550 The entire product is available for purchase at  STORYPATH. Sample from: '' Product code: STP550 STORYPATH The Visitors Center by Margit E. McGuire, Ph.D. Professor of Teacher Education, Seattle University About Storypath 2 Episode 1 The Visitors Center 14 Episode

More information

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards... Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............

More information

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels 5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson

More information

MANAGERIAL LEADERSHIP

MANAGERIAL LEADERSHIP MANAGERIAL LEADERSHIP MGMT 3287-002 FRI-132 (TR 11:00 AM-12:15 PM) Spring 2016 Instructor: Dr. Gary F. Kohut Office: FRI-308/CCB-703 Email: gfkohut@uncc.edu Telephone: 704.687.7651 (office) Office hours:

More information

Exemplary Planning Commentary: Secondary Science

Exemplary Planning Commentary: Secondary Science Exemplary Planning Commentary: Secondary Science! This example commentary is for training purposes only. Copying or replicating responses from this example for use on a portfolio violates TPA policies.

More information

Ohio s New Learning Standards: K-12 World Languages

Ohio s New Learning Standards: K-12 World Languages COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the

More information

Concept Formation Learning Plan

Concept Formation Learning Plan 2007WM Concept Formation Learning Plan Social Contract Racquel Parra [Pick the date] [Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.

More information

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets

More information

PHILOSOPHY & CULTURE Syllabus

PHILOSOPHY & CULTURE Syllabus PHILOSOPHY & CULTURE Syllabus PHIL 1050 FALL 2013 MWF 10:00-10:50 ADM 218 Dr. Seth Holtzman office: 308 Administration Bldg phones: 637-4229 office; 636-8626 home hours: MWF 3-5; T 11-12 if no meeting;

More information

Disciplinary Literacy in Science

Disciplinary Literacy in Science Disciplinary Literacy in Science 18 th UCF Literacy Symposium 4/1/2016 Vicky Zygouris-Coe, Ph.D. UCF, CEDHP vzygouri@ucf.edu April 1, 2016 Objectives Examine the benefits of disciplinary literacy for science

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student

More information

Sectionalism Prior to the Civil War

Sectionalism Prior to the Civil War Sectionalism Prior to the Civil War GRADE 7 This sample task contains a set of primary and authentic sources about how the differences between the North and South deepened the feelings of sectionalism

More information

E-3: Check for academic understanding

E-3: Check for academic understanding Respond instructively After you check student understanding, it is time to respond - through feedback and follow-up questions. Doing this allows you to gauge how much students actually comprehend and push

More information

Teaching a Discussion Section

Teaching a Discussion Section Teaching a Discussion Section Sample Active Learning Techniques: Clarification Pauses: This simple technique fosters active listening. Throughout a lecture, pause to allow students time to think about

More information

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of

More information

Effective Instruction for Struggling Readers

Effective Instruction for Struggling Readers Section II Effective Instruction for Struggling Readers Chapter 5 Components of Effective Instruction After conducting assessments, Ms. Lopez should be aware of her students needs in the following areas:

More information

Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving

Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Minha R. Ha York University minhareo@yorku.ca Shinya Nagasaki McMaster University nagasas@mcmaster.ca Justin Riddoch

More information

Student-led IEPs 1. Student-led IEPs. Student-led IEPs. Greg Schaitel. Instructor Troy Ellis. April 16, 2009

Student-led IEPs 1. Student-led IEPs. Student-led IEPs. Greg Schaitel. Instructor Troy Ellis. April 16, 2009 Student-led IEPs 1 Student-led IEPs Student-led IEPs Greg Schaitel Instructor Troy Ellis April 16, 2009 Student-led IEPs 2 Students with disabilities are often left with little understanding about their

More information

The Indices Investigations Teacher s Notes

The Indices Investigations Teacher s Notes The Indices Investigations Teacher s Notes These activities are for students to use independently of the teacher to practise and develop number and algebra properties.. Number Framework domain and stage:

More information

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

Livermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor

Livermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor Livermore Valley Joint Unified School District DRAFT Course Title: AP Macroeconomics Grade Level(s) 11-12 Length of Course: Credit: Prerequisite: One semester or equivalent term 5 units B or better in

More information

Language Acquisition Chart

Language Acquisition Chart Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people

More information

Characteristics of Functions

Characteristics of Functions Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics

More information

Grade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print

Grade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology

More information

Test How To. Creating a New Test

Test How To. Creating a New Test Test How To Creating a New Test From the Control Panel of your course, select the Test Manager link from the Assessments box. The Test Manager page lists any tests you have already created. From this screen

More information

Implementing the English Language Arts Common Core State Standards

Implementing the English Language Arts Common Core State Standards 1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from

More information

Kelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser

Kelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser Kelli Allen Jeanna Scheve Vicki Nieter Foreword by Gregory J. Kaiser Table of Contents Foreword........................................... 7 Introduction........................................ 9 Learning

More information

Grade 5: Module 3A: Overview

Grade 5: Module 3A: Overview Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright

More information

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

Exams: Accommodations Guidelines. English Language Learners

Exams: Accommodations Guidelines. English Language Learners PSSA Accommodations Guidelines for English Language Learners (ELLs) [Arlen: Please format this page like the cover page for the PSSA Accommodations Guidelines for Students PSSA with IEPs and Students with

More information

Prentice Hall Literature Common Core Edition Grade 10, 2012

Prentice Hall Literature Common Core Edition Grade 10, 2012 A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates

More information

Challenging Texts: Foundational Skills: Comprehension: Vocabulary: Writing: Disciplinary Literacy:

Challenging Texts: Foundational Skills: Comprehension: Vocabulary: Writing: Disciplinary Literacy: These shift kits have been designed by the Illinois State Board of Education English Language Arts Content Area Specialists. The role of these kits is to provide administrators and teachers some background

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

Backwards Numbers: A Study of Place Value. Catherine Perez

Backwards Numbers: A Study of Place Value. Catherine Perez Backwards Numbers: A Study of Place Value Catherine Perez Introduction I was reaching for my daily math sheet that my school has elected to use and in big bold letters in a box it said: TO ADD NUMBERS

More information

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied. Unit Plan 8th Grade Geography Ciara Timothy SOST 450- Professor Johnson 2.22.2012 Contents: 1. Student Handout 2. Day to Day Outline 3. MN Graduation Standards and Benchmarks 4. Differentiated for Content,

More information

REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2012 HISTORY

REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2012 HISTORY CARIBBEAN EXAMINATIONS COUNCIL REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2012 HISTORY Copyright 2012 Caribbean Examinations Council St Michael, Barbados All rights

More information

Austin Community College SYLLABUS

Austin Community College SYLLABUS ARTS 1311 Design I Austin Community College SYLLABUS 1. Course Description Introduction to fundamentals of design: line, color, form, texture, and arrangement. Emphasis on two-dimensional principles. 2.

More information

Multiple Intelligence Teaching Strategy Response Groups

Multiple Intelligence Teaching Strategy Response Groups Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative

More information

SURVIVING ON MARS WITH GEOGEBRA

SURVIVING ON MARS WITH GEOGEBRA SURVIVING ON MARS WITH GEOGEBRA Lindsey States and Jenna Odom Miami University, OH Abstract: In this paper, the authors describe an interdisciplinary lesson focused on determining how long an astronaut

More information

English Language Arts Missouri Learning Standards Grade-Level Expectations

English Language Arts Missouri Learning Standards Grade-Level Expectations A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition

More information

Van Andel Education Institute Science Academy Professional Development Allegan June 2015

Van Andel Education Institute Science Academy Professional Development Allegan June 2015 Van Andel Education Institute Science Academy Professional Development Allegan June 2015 Science teachers from Allegan RESA took part in professional development with the Van Andel Education Institute

More information

Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple

Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple Unit Plan Components Big Goal Standards Big Ideas Unpacked Standards Scaffolded Learning Resources

More information

Universal Design for Learning Lesson Plan

Universal Design for Learning Lesson Plan Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key

More information

"Be who you are and say what you feel, because those who mind don't matter and

Be who you are and say what you feel, because those who mind don't matter and Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and

More information

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme Name Student ID Year of Graduation Start Date Completion Due Date May 1, 20 (or before) Target Language

More information

Extended Common Core Social Studies Lesson Plan Template

Extended Common Core Social Studies Lesson Plan Template Extended Common Core Social Studies Lesson Plan Template Lesson Title: Slavery and the Culture of Colonial America Author Name: Stacy Drum Contact Information: sdrum@washoeschools.net Appropriate for Grade

More information

Indiana Collaborative for Project Based Learning. PBL Certification Process

Indiana Collaborative for Project Based Learning. PBL Certification Process Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702

More information

Teachers response to unexplained answers

Teachers response to unexplained answers Teachers response to unexplained answers Ove Gunnar Drageset To cite this version: Ove Gunnar Drageset. Teachers response to unexplained answers. Konrad Krainer; Naďa Vondrová. CERME 9 - Ninth Congress

More information

The Policymaking Process Course Syllabus

The Policymaking Process Course Syllabus The Policymaking Process Course Syllabus GOVT 4370 Policy Making Process Fall 2007 Paul J. Bonicelli, PhD Assistant Administrator United States Agency for International Development (USAID) 1300 Pennsylvania

More information

AGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016

AGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016 AGENDA Advanced Learning Theories Alejandra J. Magana, Ph.D. admagana@purdue.edu Introduction to Learning Theories Role of Learning Theories and Frameworks Learning Design Research Design Dual Coding Theory

More information

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

Content Teaching Methods: Social Studies. Dr. Melinda Butler

Content Teaching Methods: Social Studies. Dr. Melinda Butler Content Teaching Methods: Social Studies ED 456 P60 2 Credits Dr. Melinda Butler (208) 292-1288 office (208) 666-6712 fax (208) 771-3703 cell Email: mkbutler@lcsc.edu or butlerm2@mac.com Course Description:

More information

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description

More information

A Survey of Authentic Assessment in the Teaching of Social Sciences

A Survey of Authentic Assessment in the Teaching of Social Sciences International Journal of Education and nce www.ijessnet.com Vol. 2 No. 6; June 2015 A Survey of Authentic Assessment in the Teaching of nces Ruby Ann L. Ayo, Ph.D. Associate Professor III Bicol University

More information

Using Proportions to Solve Percentage Problems I

Using Proportions to Solve Percentage Problems I RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by

More information

Student Name: OSIS#: DOB: / / School: Grade:

Student Name: OSIS#: DOB: / / School: Grade: Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards

More information

5. UPPER INTERMEDIATE

5. UPPER INTERMEDIATE Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional

More information

Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses

Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses Thomas F.C. Woodhall Masters Candidate in Civil Engineering Queen s University at Kingston,

More information

United states panel on climate change. memorandum

United states panel on climate change. memorandum United states panel on climate change memorandum Welcome to the U.S. Convention on Climate Change. Each of you is a member of a delegation (interest group) at an upcoming meeting to debate and vote on

More information

Study Group Handbook

Study Group Handbook Study Group Handbook Table of Contents Starting out... 2 Publicizing the benefits of collaborative work.... 2 Planning ahead... 4 Creating a comfortable, cohesive, and trusting environment.... 4 Setting

More information

1 3-5 = Subtraction - a binary operation

1 3-5 = Subtraction - a binary operation High School StuDEnts ConcEPtions of the Minus Sign Lisa L. Lamb, Jessica Pierson Bishop, and Randolph A. Philipp, Bonnie P Schappelle, Ian Whitacre, and Mindy Lewis - describe their research with students

More information

Writing for the AP U.S. History Exam

Writing for the AP U.S. History Exam Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing

More information

Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers

Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Dominic Manuel, McGill University, Canada Annie Savard, McGill University, Canada David Reid, Acadia University,

More information

The Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen

The Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen The Task A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen Reading Tasks As many experienced tutors will tell you, reading the texts and understanding

More information

Collaborative Classroom Co-Teaching in Inclusive Settings Course Outline

Collaborative Classroom Co-Teaching in Inclusive Settings Course Outline Collaborative Classroom Co-Teaching in Inclusive Settings Course Outline Course Description The purpose of this course is to provide educators with a strong foundation for planning, implementing and maintaining

More information

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods

More information

Reading Comprehension Lesson Plan

Reading Comprehension Lesson Plan Reading Comprehension Lesson Plan I. Reading Comprehension Lesson Henry s Wrong Turn by Harriet M. Ziefert, illustrated by Andrea Baruffi (Sterling, 2006) Focus: Predicting and Summarizing Students will

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

Lecturing Module

Lecturing Module Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional

More information

ELS LanguagE CEntrES CurriCuLum OvErviEw & PEDagOgiCaL PhiLOSOPhy

ELS LanguagE CEntrES CurriCuLum OvErviEw & PEDagOgiCaL PhiLOSOPhy ELS Language Centres Curriculum Overview & Pedagogical Philosophy .. TABLE OF CONTENTS ELS Background. 1 Acceptance of ELS Levels. 1 Features of ELS Language Centres Academic Program 2 English for Academic

More information

EDUC-E328 Science in the Elementary Schools

EDUC-E328 Science in the Elementary Schools 1 INDIANA UNIVERSITY NORTHWEST School of Education EDUC-E328 Science in the Elementary Schools Time: Monday 9 a.m. to 3:45 Place: Instructor: Matthew Benus, Ph.D. Office: Hawthorn Hall 337 E-mail: mbenus@iun.edu

More information

Lesson Set. Lesson Title Teacher Janet Moody Grade Level 4th Duration of Lesson 4 days

Lesson Set. Lesson Title Teacher Janet Moody Grade Level 4th Duration of Lesson 4 days Lesson Title Teacher Janet Moody Grade Level 4th Duration of Lesson 4 days Lesson Topic SC Standards and Indicators Academic Vocabulary Lesson Materials Political and economic factor leading to the American

More information

Literature and the Language Arts Experiencing Literature

Literature and the Language Arts Experiencing Literature Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102

More information

Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade)

Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade) Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade) Standards: History and Social Science Standards of Learning

More information

English IV Version: Beta

English IV Version: Beta Course Numbers LA403/404 LA403C/404C LA4030/4040 English IV 2017-2018 A 1.0 English credit. English IV includes a survey of world literature studied in a thematic approach to critically evaluate information

More information

SYLLABUS: RURAL SOCIOLOGY 1500 INTRODUCTION TO RURAL SOCIOLOGY SPRING 2017

SYLLABUS: RURAL SOCIOLOGY 1500 INTRODUCTION TO RURAL SOCIOLOGY SPRING 2017 College of Food, Agricultural, and Environmental Science School of Environment and Natural Resources SYLLABUS: RURAL SOCIOLOGY 1500 INTRODUCTION TO RURAL SOCIOLOGY SPRING 2017 Course overview Instructor

More information

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,

More information

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son? Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has

More information

Grade 6: Module 4: Unit 1: Overview

Grade 6: Module 4: Unit 1: Overview Grade 6: Module 4: Unit 1: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

1. Faculty responsible for teaching those courses for which a test is being used as a placement tool.

1. Faculty responsible for teaching those courses for which a test is being used as a placement tool. Studies Addressing Content-Related Validity Materials needed 1. A listing of prerequisite knowledge and skills for each of the courses for which a test is being used as a placement tool, i.e., identify

More information

Information for Candidates

Information for Candidates Information for Candidates BULATS This information is intended principally for candidates who are intending to take Cambridge ESOL's BULATS Test. It has sections to help them familiarise themselves with

More information

Eastbury Primary School

Eastbury Primary School Eastbury Primary School Dawson Avenue, Barking, IG11 9QQ Inspection dates 26 27 September 2012 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: Requires improvement 3 Achievement

More information