1 | [-[ | Benchmark | Timeline earliest time frame a student will demonstrate knowledge | Assessment (Students will be able to... by...) | Responsibilities (where, what-introduce, reinforce, master) | Scoring (#.#.4.4) (numbers correspond to 6+1 writing rubric) | Frequency (#.#.10.10) | Technology/Resources (Writing #.#.6.6) | Monitoring | |||||||||||
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2 | 6.4.1.1 (ELA Lit) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | Q4 | ...cite textual evidence...writing a sentence explaining a text using author and page references. | Engl 6 - introduce | ||||||||||||||||
3 | 6.5.1.1 (ELA Info) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | End of Q4 | ...cite textual evidence...writing a sentence explaining a text using author and page references. | Grade level teachers - reinforce | ||||||||||||||||
4 | 6.7.1.1 (ELA Writing) 6.14.1.1 (Social, Science, Math, Technical) Write arguments focused on discipline specific content | a. Introduce claims about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, organize the reasons and evidence logically. | End of 2nd Semester | ...argues a point sucessfully using comparison and/or contrasting elements... writing a body paragraph | Engl 6-introduce Grade level teachers-reinforce | English 1-6 Science 1, 2, 4, 6 Social 1, 2, 4, 6 all others 1, 2, 4, 6 | At least once per quarter, starting third quarter. Preferably within each chapter and/or unit. | |||||||||||||
5 | b. Support claim(s) with logical reasoning and relevant, accurate data and credible evidence that demonstrate an understanding of the topic or text using credible sources. | |||||||||||||||||||
6 | c. Use words, phrases, and clauses to create cohesion and clarify the relationship among claims, counterclaims, reasons, and evidence. | |||||||||||||||||||
7 | d. Establish and maintain a formal style. | |||||||||||||||||||
8 | e. Provide a concluding statement or section that follows from and supports the argument presented. | |||||||||||||||||||
9 | 6.9.1.1 (ELA SVLML) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. | a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. | End of 4th Qtr | ....standard details... participate in literature circles | Eng. 6 intro Grade level teachers reinforce | |||||||||||||||
10 | b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. | |||||||||||||||||||
11 | c. Pose and respond to specific questions with elaboratioon and detail by making comments that contribute to the topic, text, or issue under discussion. | |||||||||||||||||||
12 | d. Review the key ideas expressed and demonstrate understanding of multiiple perespectives through reflection and paraphrasing. | |||||||||||||||||||
13 | e. Cooperate, mediate, and problem solve to make decisions as appropriate for productive group discussions. | |||||||||||||||||||
14 | 6.11.1.1 (ELA Lang) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | a. Ensure that pronouns are in the proper case (subjective, objective, possessive). | End of 4th Qtr | ...standard details... | Eng. 6 intro Grade level teachers reinforce | |||||||||||||||
15 | b. Use intensive pronouns (e.g., myself, ourselves). | |||||||||||||||||||
16 | c. Recognize and correct inappropriate shifts in pronoun number and person. | |||||||||||||||||||
17 | d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). | |||||||||||||||||||
18 | e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use stragies to improve expression in conventional language. | |||||||||||||||||||
19 | 6.13.1.1 (Science) Cite specific textual evidence to support analysis of science and technical texts. | a. Cite specific textual evidence to support analysis of science and technical texts. | By end of 2nd Semester | ...using facts from the text... writing a conclusion | Introduce-Using text to formulate conclusions and answers to hypothesis. | 1, 2, 4, 6 | ||||||||||||||
20 | ||||||||||||||||||||
21 | 6.4.2.2 (ELA Lit) Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements. | Q4 | ... write a summary and develop a one-word theme covering one of the ideas from the text....writing a supporting paragraph. | Eng 6 introduce | ||||||||||||||||
22 | 6.5.2.2 (ELA Info) Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements. | Q4 | ...provide a central idea...providing a one-paragraph summary based on facts. | Eng, Science, Social introduce and reinforce | ||||||||||||||||
23 | 6.7.2.2 ELA Writing 6.14.2.2 (Social, Science, Math, Technical) Write informative/explanatory text | a. Introduce a topic clearly, previewing what is to follow, organize ideas, concepts, and information into broader categories as appropriate to achieving purpose. | Q3 | ...write body paragraph...writing a topic sentence, 3 suppporting detail sentences, and a concluding sentence. | 6th English-introduce Grade-level teachers will reinforce concept through their assignments and assessments | English 1-6 Science 1, 2, 4, 6 Social 1, 2, 4, 6 all others 1, 2, 4, 6 | At least once per quarter. Preferably within each chapter and/or unit. | Utilize Google docs or Microsoft Office to produce written work. Use the internet to research topics for writing. | ||||||||||||
24 | b. Develop the topic with relevant, credible, sufficient and well-chosen facts, definitions, concrete details, or other information and examples. | |||||||||||||||||||
25 | d. Use precise language and domain-specific vocabulary to inform about or explain the topic. | |||||||||||||||||||
26 | e. Establish and maintain a formal style and objective tone. | |||||||||||||||||||
27 | f. Provide a concluding statement or section that follows from and supports the information or explanation presented. | |||||||||||||||||||
28 | 6.9.2.2 (ELA SVLML) Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. | Social Studies introduce | ||||||||||||||||||
29 | 6.11.2.2 (ELA Lang) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. | Ongoing starting first quarter | ...write sentences using correct conventions. | All grade level teachers reinforce moving towards mastery | |||||||||||||||
30 | b. Spell correctly. | |||||||||||||||||||
31 | 6.12.2.2-(Social) 6.13.2.2 (Science, Math) Determine the central idea of a source; provide an accurate summary of the source. | a. Determine the central ideas or information of a primary or secondary source; | By the end of Sept. | (Social & Science)...identify the topic sentence in a paragraph by re writing. | Engl 6-introduce & reinforce. Social 6-reinforce concepts. Science 6- Reinforce Concepts. | 1,2,4,6 | once per quarter. Minimum of four times per year. | Google docs, smart documents, relevant video and internet sources. | ||||||||||||
32 | b. provide an accurate summary of the source distinct from prior knowledge or opinions. | By the end of Sept. | (Social & Science) ...summariziea text for facts... writing a paragraph. (i.e-a section in the textbook, an article, etc.) | Social-reinforce Science-Reinforce | 1,2,4,6 | once per unit. | Google docs, Senteo, Moddle | |||||||||||||
33 | a. Determine the central ideas or conclusions of a text. b. Provide an accurate summary of the text distinct from prior knowlege or opinions. | Q3 | (Math)...determine the central ideas and conclusions in mathematics word problems...filling in a KLOSE graphic organizer. | (Math) - reinforce | 1, 2, 4, & 6 | once per quarter | ||||||||||||||
34 | ||||||||||||||||||||
35 | 6.4.3.3 (ELA Lit) Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution. | End of 3rd Qtr. | ...identify plot and character development... writing a summary | Eng 6 intro and reinforce | ||||||||||||||||
36 | 6.5.3.3 (ELA Info) Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes) | End of 1st Qtr. | ...explain how the event is introduced, developed, and portrayed... writing a summary with a topic sentence | Eng 6 introduce | ||||||||||||||||
37 | 6.7.3.3 (ELA Writing) Write narratives & other creative texts to develop real or imagined experiences or events using effectivetechnique, relevant descriptive details, & well-structured event sequences. | a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. | Staring 1st quarter- ongoing throughout the year. | 6th grade students will write a one to two page story | 6th English-introduce/teach the process Grade-level teachers will reinforce concept through their assignments and assessments | English 1-6 Social 1,2,4,6 | Once per quarter | |||||||||||||
38 | b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, rhyme and description, to develop experiences, events and/or characters. | |||||||||||||||||||
39 | c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. | |||||||||||||||||||
40 | d. Use precise language and domain-specific vocabulary to inform about or explain the topic. | |||||||||||||||||||
41 | e. Provide a conclusion that follows from the narrated experiences or events. | |||||||||||||||||||
42 | 6.9.3.3 (ELA SVLML) Delineate a speaker's argument, specific claims, and intended audience, distinguishing claims that are supported by reasons and evidence from claims that are not. | |||||||||||||||||||
43 | 6.11.3.3 (ELA Lang) Use knowledge of language and its conventions when writingk, speaking, reading, or listening. | a. Vary sentence patterns for meaning, reader/listener interest, and style. | ||||||||||||||||||
44 | b. Maintain consistency in style and tone. | |||||||||||||||||||
45 | 6.12.3.3-(Social) Identify key steps in a text's description of a process related to history/social studies. | a. Identify key steps in a text's description of a process related to history/social studies. (e.g.-how individuals become noteworthy) | By the end of 2nd Semester | ...summarize the accomplishments of historically important individuals and ideas.... writing a paragraph | Social 6-introduce that historic events happen as a linked process not as individual occurrences. | 1,2,4,6 | Once per unit | Google docs, Senteo, Presi, PowerPoint | ||||||||||||
46 | 6.13.3.3 (Science & Math) Follow precisely a multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks. | a. Follow precisely a multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks. | (Science) By end of 2nd Semester (Math) Q3 | (Science)...perform an experiment... following written directions. (Math)...precisely follow a multistep proceduce when evaluating using the order of operations and solving mathematical equations...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | The Order of Operations will be taught/assessed in Chapter 1.4. Also assess in applicable sections throughout the year. | |||||||||||||
47 | ||||||||||||||||||||
48 | 6.4.4.4.(ELA Lit) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. | |||||||||||||||||||
49 | 6.5.4.4 (ELA Info) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | |||||||||||||||||||
50 | 6.7.4.4 (ELA Writing) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | |||||||||||||||||||
51 | 6.9.4.4 (ELA SVLML) Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | |||||||||||||||||||
52 | 6.11.4.4 (ELA Lang) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of reading strategies. | a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of the word or phrase. | ||||||||||||||||||
53 | b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). | |||||||||||||||||||
54 | c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precisse meaning or its part of speech. | |||||||||||||||||||
55 | d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). | |||||||||||||||||||
56 | 6.12.4.4 (Social) Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. | Immediately | (Social)...show understanding of vocabulary on a unit by unit basis by writing that shows understanding. | Vocabulary will be presented and assessed regularly through writing which clearly shows understanding. | 1,2,4,6 | Once per Unit | ||||||||||||||
57 | 6.13.4.4 (Math & Science) Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grade level texts and topics. | a. Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a mathematical context. | Q3 | (Math)...recognize and know the meaning of symbols, equations, graphical representations, and other key terms relevant to mathematics...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | once per chapter | |||||||||||||
58 | (Science)...recognize and know the meaning of symbols, equations, graphical representations, and other key terms relevant to mathematics and science by creating and writing accurate graphs and equations... filling in a graphic organizer. | (Science) teach students to use, read, and create graphs. Teach students to use equations, symbols, and measurements as it applies to science. | 1, 2, 4, & 6 | Once per chapter. | ||||||||||||||||
59 | 6.14.4.4 (Social, Science, Math, Technical) Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | a. Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | Q2 | (Math)...work through mathematical problems in a sequencial step-by-step form...completing a vertical sequence graphic organizer or a KLOSE graphic organizer.(Social).....Create a fact based, opinion free peice of writing and site the source. (Science)...Write clear and coherent conclusions to activities and experiments. | (Math 6) Q1 - introduce, Q2-Q4 - reinforce (Social) Introduce resarch ideas and writing for facts. | 1, 2, 4, & 6 | once per quarter | |||||||||||||
60 | ||||||||||||||||||||
61 | 6.4.5.5 (ELA Lit) Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. | |||||||||||||||||||
62 | 6.5.5.5 (ELA Info) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. | |||||||||||||||||||
63 | 6.7.5.5 (ELA Writing) With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | Continuation throughout the year | Require brainstorming, rough drafts, revision(s), and crafting final draft. | 6th grade ELA teacher-introduce the process Grade-level teachers will reinforce concept through their assignments and assessments | ?? | At least once per quarter. Preferably within each chapter and/or unit. | ||||||||||||||
64 | 6.9.5.5 (ELA SVLML) Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. | |||||||||||||||||||
65 | 6.11.5.5 (ELA Lang) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness. | a. Interpret figures of speech (e.g., personification) in context. | ||||||||||||||||||
66 | b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. | |||||||||||||||||||
67 | c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). | |||||||||||||||||||
68 | ||||||||||||||||||||
69 | 6.4.6.6 (ELA Lit) Explain how an author develops the point of view of the narrator or speaker in a text, including those by or about Minnesota American Indians. | |||||||||||||||||||
70 | 6.5.6.6 (ELA Info) Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. | |||||||||||||||||||
71 | 6.7.6.6 (ELA Writing) 6.14.6.6 (Social, Science, Math, Technology) Use technology, including the Internet, to produce and publish writing (and multi-media texts) as well as to interact and collaborate with others; (other half in 7th grade) | |||||||||||||||||||
72 | ... and present the relationships between information and ideas clearly and efficiently. | end of year | (Math)...do standard details...writing a short research paper on math in real-life world. (Science)...Each student will research and present a presentation on atoms. | (Math 6) Q4 - reinforce (Science)-Reinforce | 1,2,4 & 6 | (Math 6) once per year | ||||||||||||||
73 | 6.9.6.6 (ELA SVLML) Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. | |||||||||||||||||||
74 | 6.11.6.6 (ELA Lang) Acquire and suse accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | |||||||||||||||||||
75 | ||||||||||||||||||||
76 | 6.4.7.7 (ELA Lit) Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the texts to what they perceive when they listen or watch. | |||||||||||||||||||
77 | 6.5.7.7 (ELA Info) Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. | |||||||||||||||||||
78 | 6.7.7.7 (ELA Writing) 6.14.7.7 (Social, Science, Math, Technical) Conduct short research projects to answer a question, drawing on several sources, refocusing the inquiry when appropriate, and generating additional related, focused questions that allow for multiple avenues of exploration. | |||||||||||||||||||
79 | a. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. | end of year | (Math)...do standard details...writing a short research paper on math in real-life world. (Social).....Generate a research project requireing mutliple resources and a bibliography. | (Math 6) Q4 - reinforce (Social)...provide research oppertunities and options. | 1,2,4,& 6 | (Math 6) once per year | ||||||||||||||
80 | 6.9.7.7 (ELA SVLML) Understand, analyze, and use different types of print, digital, and multimodal media. | a. Evaluate mass media with regard to quality of production (e.g., film, television, radio, advertisements). | ||||||||||||||||||
81 | b. Evaluate mass media with regard to accuracy of information, bias, stereotype, pupose, message and target audience (e.g., film, television, radio, video games, print and digital media, advertisements). | |||||||||||||||||||
82 | c. Recognize ethical standards and safe practices in social and personal media communications. | |||||||||||||||||||
83 | 6.12.7.7 (Social) Integrate visual information. (e.g., in charts, graphs,photographs, videos, maps) with other information in print and digital texts. | Immediately | ...use and analyze visual information to supplement teaching... using graphic organizers. | Social teacher will implement visual supplements. With special attention paid to timlines and graphic organizes. | Once per Unit. | |||||||||||||||
84 | 6.13.7.7 (Science & Math) Compare and integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g.-in a flowchart, diagram, model, graph, table, map). | (Science) Compare and integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g.-in a flowchart, diagram, model, graph, table, map). | By end of 2nd Semester | (Science) ...use data from an experiment... writing a conclusion. | (Science) introduce lab report formats and writing process. | |||||||||||||||
85 | (Math) Compare and integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually in diagrams, bar graphs, line graphs, pictographs, circle graphs, box-and-whisker plots, stem-and-leaf plots, and frequency tables. | Q3 | (Math)...display data and information in an appropriate diagram, bar graph, line graph, pictograph, circle graph, box-and-whisker plot, stem-and-leaf plot, or frequency table...filling in a graphic organizer. | (Math) Q1-Q4 - introduce | 1, 2, 4, & 6 | Frequency tables, line plots, bar graphs, line graphs, and circle graphs are taught/assessed in Chapter 2. Stem-and-Leaf plots, box-and-whisker plots, and data displays are taught/assessed in Chapter 13. Also assess in applicable sections throughout the year. | ||||||||||||||
86 | ||||||||||||||||||||
87 | 6.4.8.8 (ELA Lit) not applicable to literature | |||||||||||||||||||
88 | 6.5.8.8 (ELA Info) Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. | |||||||||||||||||||
89 | 6.7.8.8 (ELA Writing) 6.14.8.8 (Social, Scieence, Math, Technical) Gather relevant information from multiple print and digital sources; assess the credibility of each sources; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. | a. Gather relevant information from multiple data, print, physical (e.g., artifacts, objects, images), and dgiital sources, using search terms effectively. b. Assess the credibility and accuracy of each source. c. Quote or paraphrase the data and conclusions of others while avoiding plagarism and following a standard format for citation. | ||||||||||||||||||
90 | End of 2nd Semester | (Math)...do standard details...writing a short research paper on math in real-life world. (Science) Research and present on an element. | (Math 6) Q4 - reinforce (Science) - Reinforce | 1,2,4,& 6 | (Math 6) once per year | |||||||||||||||
91 | 6.9.8.8 (ELA SVLML) As an individual or in collaboration, create an informative multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose. | a. Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. b. Publish the work and share with an audience. | ||||||||||||||||||
92 | 6.12.8.8 (Social) Distinguish among fact, opinion, and reasoned judgment in a text. | End of 2nd semester | 6th grade students will understand the difference between fact and opinion by citing specificity examples. | Social teacher will point out different examples of fact and opinion and why they are different. | Twice a year. | |||||||||||||||
93 | ||||||||||||||||||||
94 | 6.4.9.9 (ELA Lit) Compare and contrast texts in different forms or genres including those by and about Minnesota American Indians (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. | |||||||||||||||||||
95 | 6.5.9.9 (ELA Info) Compare and contrast one author's presentation of events, including events related to Minnesota American Indians, with that of another (e.g., a memoir written by and a biography of the same person). | |||||||||||||||||||
96 | 6.7.9.9 ELA Writing 6.14.9.9 (Social, Science, Math, Technical) Draw evidence from literary or informational texts to support reflection. | a. Draw evidence from literary or informational texts to support reflection. | End of 1st Semester | (Engl 6) ...write a body paragraph... providing accurate detailed information and identify where that information is located in the text. | (Engl 6) introduce Grade-level teachers-reinforce | English 1-6 Science 1, 2, 4, 6 Social 1, 2, 4, 6 all others 1, 2, 4, 6 | At least once per quarter, starting second quarter. Preferably within each chapter and/or unit. | |||||||||||||
97 | end of 2nd semester | (Math)...do standard details...writing a short research paper on math in real-life world. (Science) Research and present on an element. | (Math 6) reinforce | 1,2,4,& 6 | (Math 6) once per year | |||||||||||||||
98 | 6.12.9.9 (Social) Analyze the relationship between a primary and secondary source on the same topic. | end of 2nd semester | ...understand that there are different types of information sources and distinguish between the two by grouping them into their respective catagories. | Social teacher will introduce and provide examples of primary and secondary sources. | several times a year. or as relevant. | |||||||||||||||
99 | ||||||||||||||||||||
100 | 6.4.10.10 (ELA Lit) By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range. | a. Self-select texts for personal enjoyment, interest, and academic tasks. b. Read widely to understand multiple perspectives and pluralistic viewpoints. | ||||||||||||||||||
101 | 6.5.10.10 (ELA Info) By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. | a. Self-select texts for personal enjoyment, interest, and academic texts. | ||||||||||||||||||
102 | 6.7.10.10 (ELA Writing) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frams (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks. |
1 | Standard | Benchmark | Timeline earliest time frame a student will demonstrate knowledge | Assessment (Students will be able to... by...) | Responsibilities (where, what-introduce, reinforce, master) | Scoring (#.#.4.4) (numbers correspond to 6+1 writing rubric) | Frequency (#.#.10.10) | Technology/Resources (Writing #.#.6.6) | Monitoring | |||||||||||
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2 | 7.4.1.1 (ELA Lit) 7.5.1.1 (ELA Info) 7.12.1.1 (Social) 7.13.1.1 (Science) Cite several pieces of textual evidence to support analysis of what the texts say explicitly as well as inferences drawn from the text. | All year(By quarter 4) | ...write a body paragraph... including correct & inferred details from texts | Engl 7/JH Lit - introduce Non-core courses - (music, art, PLTW, Phy Ed, ramp-up, Native American history, keyboarding) reinforce | rubric 1-6 | |||||||||||||||
3 | ||||||||||||||||||||
4 | (social) Cite specific textual, visual or physical evidence to support analysis of primary and secondary sources | End of 2nd semester | ...cite research sources... following the format described by the teacher | US history 7 will assign a project which requires content specific research. | 1,2,4,6 | once per semester | ||||||||||||||
5 | (science) Cite specific textual evidence to support analysis of science and technical texts. | End of 2nd Semester | ...write a conclusion... using facts from the text | 7th grade students will be able to write a a conclusion utilizing examples from the text. | 1, 2, 4 & 6 | Weekly | None | 7th grade teacher will share examples during collaborative grading. | ||||||||||||
6 | 7.7.1.1 (ELA Writing) 7.14.1.1 (Social, Science, Technical) Write arguments focused on discipline specific content | a. Introduce claims about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, organize the reasons and evidence logically. | End of 7th Grade | (English,Social)...argue a point successfully using comparison and/or contrasting elements... writing a body paragraph/ short response answers. (Science) During the drawing conclusions portion of an experiment, they will support or refute a hypothesis utilizing facts. | JH Lit 7 introduce Grade-level teachers reinforce concept through assignments & assessments (Science) 7th grade teacher will assess the students ability to compare and contrast.l | English/JH lit 1-6 Science 1, 2, 4, 6 Social 1, 2, 4, 6 all others 1, 2, 4, 6 | At least once per quarter, starting second quarter. Preferably within each chapter and/or unit. | Utilize Google docs or Microsoft Office to produce written work. Use the Internet to research topics for writing. | 7th grade teacher will share examples during collaborative grading. | |||||||||||
7 | b. Support claim(s) with logical reasoning and relevant, accurate data and credible evidence that demonstrate an understanding of the topic or text using credible sources. | |||||||||||||||||||
8 | c. Use words, phrases, and clauses to create cohesion and clarify the relationship among claims, counterclaims, reasons, and evidence. | |||||||||||||||||||
9 | d. Establish and maintain a formal style. | |||||||||||||||||||
10 | e. Provide a concluding statement or section that follows from and supports the argument presented. | |||||||||||||||||||
11 | 7.9.1.1 (ELA SVLML) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. | a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to prove and reflect on ideas under discussion. | October | ...prepare for and participate in an effective discussion... reflecting on and referring to the topic at hand | JH Lit 7 introduce. reinforce All courses reinforce | teacher observation based on 'observation chart' rubric | weekly | |||||||||||||
12 | b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. | |||||||||||||||||||
13 | c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. | |||||||||||||||||||
14 | d. Acknowledge new information expressed by others and, when warranted, modify their own views. | |||||||||||||||||||
15 | e. Cooperate, mediate, and problem solve to make decisions as appropriate for productive group discussion. | |||||||||||||||||||
16 | 7.11.1.1 (ELA Lang) Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. | a. Explain the function of phrases and clauses in general and their function in specific sentences. | End of 1st Semester | ...use phrases and clauses... writing complex and compound sentences that are grammatically correct | ||||||||||||||||
17 | b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. | End of 2nd Semester | ...identify various sentence structures... writing a variety of sentences that are grammatically correct | |||||||||||||||||
18 | c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. | Not applicable in 7th grade skill set | ||||||||||||||||||
19 | ||||||||||||||||||||
20 | 7.4.2.2 (ELA Lit) 7.5.2.2 (ELA Info) 7.12.2.2 (Social) 7.13.2.2-(Math) Determine a theme or central idea or conclusions of a text and analyze its development over the course of the text; provide an objective summary of the text distinct from prior knowledge or opinions. | February | ...write a summary... following body paragraph format, including theme/central idea/details from texts | JH Lit 7: Sept\Jan introduce; Engl/content area teachers Oct/Feb reinforce | rubric 1-6 | |||||||||||||||
21 | February | Engl 7/JH Lit 7: introduce Non-core courses (music, art, PLTW, Phy Ed, ramp-up, Native American history, keyboarding): reinforce | ||||||||||||||||||
22 | (Social) Determine the central ideas or information of a primary or secondary source; | By the end of Sept. | ...identify main idea of a paragraph... highlighting underlining and going back through the material. | US history 7 will assign H.U.G. work that requires paragraph summary. | 1,2,4,6 | once per quarter. Minimum of four times per year. | Google docs, smart documents, relevant video & Internet sources. | |||||||||||||
23 | (Social) Provide an accurate summary of the source distinct from prior knowledge or opinions. | By the end of Sept. | ...write a paragraph summarizing a text for facts. (i.e-a section in the textbook, an article, etc.) | Social studies will reinforce through summative writing. | 1,2,4,6 | once per unit. | Google docs, Senteo, Moodle | |||||||||||||
24 | (Math) a. Determine the central ideas or conclusions of a text. b. Provide an accurate summary of the text distinct from prior knowledge or opinions. | Q3 | ...determine the central ideas and conclusions in mathematics word problems...filling in a KLOSE graphic organizer. | (Math) - reinforce | 1, 2, 4, & 6 | once per quarter | ||||||||||||||
25 | 7.9.2.2 (ELA SVLML) Analyze the main ideas and supporting details presented in diverse media formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. | towards the end of the quarter | ...determine the central ideas of the processes in a body paragraph with a topic sentence, 3 supporting detail sentences, and a concluding sentence. | Art - introduce main ides of various media with writing summary explanation as part of the testing process for each media. PE 7 will introduce units, demonstrate skills and allow time to practice. They will then reinforce what they learned by writing a summary | 1, 2, 4, & 6 | Art-once per quarter PE-Every unit | ||||||||||||||
26 | 7.11.2.2 (ELA Lang) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | b. Spell correctly. | Q3 | ...proper writing conventions... writing polished paragraph(s) | (Engl 7) introduce, reinforce through revision and editing phases of writing process | 6 | ||||||||||||||
27 | 7.7.2.2 (ELA Writing) 7.14.2.2 (Social, Science, Technical) Write informative/explanatory text | a. Introduce a topic clearly, previewing what is to follow, organize ideas, concepts, and information into broader categories as appropriate to achieving purpose. | Semester 2 | ...write body paragraph with a topic sentence, 3 suppporting detail sentences, and a concluding sentence (Social)....will write paragraphs to describe people, places or events through history. (Science) Students will write conclusions to their experiments that explain what happened referencing portions of the experiment. | 7th grade-introduce Grade-level teachers will reinforce concept through their assignments and assessments | English/JH lit 1-6 Science 1, 2, 4, 6 Social 1, 2, 4, 6 all others 1, 2, 4, 6 | At least once per quarter. Preferably within each chapter and/or unit. | Utilize Google docs or Microsoft Office to produce written work. Use the internet to research topics for writing. | 7th grade teacher will share examples during collaborative grading. | |||||||||||
28 | b. Develop the topic with relevant, credible, sufficient and well-chosen facts, definitions, concrete details, or other information and examples. | |||||||||||||||||||
29 | d. Use precise language and domain-specific vocabulary to inform about or explain the topic. | |||||||||||||||||||
30 | e. Establish and maintain a formal style and objective tone. | |||||||||||||||||||
31 | f. Provide a concluding statement or section that follows from and supports the information or explanation presented. | |||||||||||||||||||
32 | ||||||||||||||||||||
33 | 7.4.3.3 (ELA Lit) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters/plot). | Q4 | ...write a body paragraph... analyzing how elements interact in texts | JH Lit 7: Sept\Jan introduce; Engl teachers Oct/Feb reinforce | rubric 1-6 | |||||||||||||||
34 | 7.5.3.3 (ELA Info) Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). | Q4 | (Math) research project; (Social) ...examine how historical events would differ had specific individuals not participated...writing body paragraph(s) | Engl 7/JH Lit 7: introduce using 7.4.3.3 Non-core courses (music, art, PLTW, Phy Ed, ramp-up, Native American history, keyboarding): reinforce | ||||||||||||||||
35 | 7.7.3.3 (ELA Writing) Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. | a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. | Q4 | (Engl 7)...write creative texts... following the writing process creating a story from a picture (US Hist 7) ...write creative text... creating a Colonial advertisement | (Engl 7) introduce (US Hist 7) reinforce | English 1-6 Social 1,2,4,6 | ||||||||||||||
36 | b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, rhyme, and description, to develop experiences, events and/or characters. | |||||||||||||||||||
37 | c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. | |||||||||||||||||||
38 | d. Use precise words and phrases, relevant descriptive details, figurative and sensory language to capture the action and convey experiences and events. | |||||||||||||||||||
39 | e. Provide a conclusion that follows from the narrated experiences or events. | |||||||||||||||||||
40 | 7.9.3.3 (ELA SVLML) Delineate a speaker's argument, specific claims, and intended audience, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. | ??? | ||||||||||||||||||
41 | 7.11.3.3 (ELA Lang) Use knowledge of language and its conventions when writing, speaking, reading, or listening. | a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. | Q3 | ...proper writing conventions... writing polished paragraph(s) | Engl 7 - introduce, reinforce through revision and editing phases of writing process | 6 | ||||||||||||||
42 | 7.12.3.3-(Social) Identify key steps in a text's description of a process related to history/social studies. | a. Identify key steps in a text's description of a process related to history/social studies. (e.g.-how individuals become noteworthy) | End of 2nd Semester | ..... will be able to write a paragraph summarizing the accomplishments of historically important individuals and ideas. | US history 7 will assign graphic organizers that show cause and effect actives as well as chronological order of events. | 1,2,4,6 | Once per unit | Google docs, Senteo, Presi, PowerPoint | ||||||||||||
43 | 7.7.2.2 (ELA Writing) 7.14.2.2 (Social, Science, Technical) Write informative/explanatory text. | (Math) a. Follow precisely a multi-step procedure when using the order of operations and begin solving equations for unknowns. | Q3 | ...precisely follow a multistep procedure when evaluating using the order of operations and solving mathematical equations...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | The Order of Operations will be taught/assessed in Chapter 1.4. Solving equations with unknowns will be taught/assessed in Chapter 7. Also assess in applicable sections throughout the year. | |||||||||||||
44 | (Science) Follow precisely a multi-step procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks. | End of 2nd Semester | 7th grade students will be perform an experiment by following written directions. | 7th grade science Students will follow directions when conducting laboratory experiments. | 1, 2, 4 & 6 | Bi-weekly | None | Check on students during experiments to see if they are following directions. | ||||||||||||
45 | ||||||||||||||||||||
46 | 7.4.4.4 (ELA Lit) 7.5.4.4 (ELA Info) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative (and technical) meanings; analyze the impact of (specific word choice on meaning and tone) rhymes and other repetition of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. | Q3 | ...determine meanings of words in context... completing at least six units of level appropriate vocabulary, earning a grade of at least 75% by completing pre/post-tests along with practice ...analyze the impact of repitition of sounds in poetry... completing a graphic organizer delineating rhyme schemes | JH Lit 7: Sept/Feb introduce; Engl 7: Q4 introduce | rubric - plus, check, minus | |||||||||||||||
47 | Q3 | ...determine standard details... completing a graphic organizer w/4 sections | Engl 7/JH Lit 7: introduce using 7.4.4.4 Non-core courses (music, art, PLTW, Phy Ed, ramp-up, Native American history, keyboarding): reinforce | |||||||||||||||||
48 | 7.7.4.4 (ELA Writing) 7.14.4.4 (Social, Science, Math, Technical) Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | a. Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | Q2 | ...achieve mastery of the craft of paragraph and essay writing... continual practice and reinforcement using 6+1 Rubric. (Social) write for purpose in short answer. (Math) ...work through mathematical problems in a sequencial step-by-step form...completing a vertical sequence graphic organizer or a KLOSE graphic organizer. (Science) Students will be able to write clear and coherent conclusions to experiments (PE) demonstrate a skill successfully and write a detailed description explaining the proper technique and sequence | All classes: Q1 introduce rubric; Q2-3: reinforce; Q4: mastery. (Math 7) Q1 - introduce, Q2-Q4 - reinforce PE 7 will introduce units, demonstrate skills and allow time to practice. They will then reinforce what they learned by writing a summary | refer to 7.9.4.4 1, 2, 4, & 6 | (Math 7) once per quarter (Science) Bi-weekly PE Per Unit | (Science) None | 7th grade teacher will share examples during collaborative grading. | |||||||||||
49 | 7.9.4.4 (ELA SVLML) Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | ??? | ||||||||||||||||||
50 | 7.11.4.4 (ELA Lang) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. | identify unknown words through context clues...using PAWS, HUGS, or foldables | All Courses | ||||||||||||||||
51 | b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). | |||||||||||||||||||
52 | c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. | |||||||||||||||||||
53 | d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). | |||||||||||||||||||
54 | 7.12.4.4 (Social) Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. | Immediately | ...... will be able to show understanding of vocabulary on a unit by unit basis through writing that shows understanding. | US History 7 will present and assess vocab regularly through writing which clearly shows understanding. | 1,2,4,6 | Once per Unit | ||||||||||||||
55 | 7.13.4.4 (Math, Science) Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grade level texts and topics. | a. Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a mathematical context. | Q3 | 7th grade students will be able to recognize and know the meaning of symbols, equations, graphical representations, and other key terms relevant to science by producing correctly written/formatted lab reports. (Math)...recognize and know the meaning of symbols, equations, graphical representations, and other key terms relevant to mathematics...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce 7th grade science - review previously learned and also introduce new symbols and key terms. | 1, 2, 4, & 6 | once per chapter | None | ||||||||||||
56 | ||||||||||||||||||||
57 | 7.4.5.5 (ELA Lit) Analyze how a drama's or poem's structure (e.g., soliloquy, sonnet) contributes to its meaning. | Engl 7: Q4 introduce | ...write an analytical essay... using the 5-paragraph essay format and Frost Poetry | Engl 7: Q4 introduce | rubric 1-6 | |||||||||||||||
58 | 7.5.5.5 (ELA Info) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. | Science 7: Sept introduce/reinforce | ...determine standard details... using the PAWS method | Engl 7: introduce using 7.4.5.5 Non-core courses (music, art, PLTW, Phy Ed, ramp-up, Native American history, keyboarding): reinforce | ||||||||||||||||
59 | 7.7.5.5 (ELA Writing) 7.14.5.5 (Social, Science, Technical) With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, reviewing, or trying a new approach focusing on how well purpose and audience have been addressed. | Semester two | ...use the writing process... prewriting, drafting, revision(s), editing, and publishing. | English 7-teach/review the process Grade-level teachers will reinforce concept through their assignments and assessments | ?? | At least once per quarter. Preferably within each chapter and/or unit. | ||||||||||||||
60 | 7.9.5.5 (ELA SVLML) Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. | When class is offerred | ...clarify important points of visual presentations | Art - introduce and reinforce in each new art media | ||||||||||||||||
61 | 7.11.5.5 (ELA Lang) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness. | a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. | ??? | |||||||||||||||||
62 | b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. | |||||||||||||||||||
63 | c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). | |||||||||||||||||||
64 | 7.12.5.5 (Social) Describe how a text presents information.(e.g.,9.12.5.5 sequentially, comparatively, casually). | End of 2nd semester | .... can identify the process used to present information including whether it is compare and contrast chronological or factual. | Students will organize information into different formats through graphic representation. | 1,2,4,6 | Once per semester | ||||||||||||||
65 | 7.13.5.5 (Science)(Social)(Electives) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole to an understanding of the topic. | a. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole to an understanding of the topic. | By the end of 1st quarter. | 7th grade students will read text using a variety of methods, preferrably the following: HUG, Previewing and Using Text Structure | 7th grade science will use previewing and using text structure. 7th grade social will use HUG strategy. | |||||||||||||||
66 | ||||||||||||||||||||
67 | 7.4.6.6 (ELA Lit) Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures. | Q4 | The House on Mango Street | JH Lit 7: Q1/Q3introduce; Q2/Q4 reinforce/mastery | rubric 1-6 | |||||||||||||||
68 | 7.5.6.6 (ELA Info) Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. | Q4 | ...determine point of view/purpose of two distinct perspectives... completing comparison/contrast (Venn Diagram/??) graphic organizer | Engl 7/JH Lit 7: introduce using 7.4.6.6 Non-core courses (music, art, PLTW, Phy Ed, ramp-up, Native American history, keyboarding): reinforce | ||||||||||||||||
69 | 7.7.6.6 (ELA Writing) 7.14.6.6 (Social, Science, Math, Technical) Use technology, including, but not limited to, the Internet, to produce and publish writing and link to/cite sources as well as to interact and collaborate with others, includiing linking to and citing sources. | a. Use technology, including, but not limited to, the Internet, to produce and publish writing and multi-media texts. b. Present the relationships between information and ideas clearly and effectively. | Semester 2 (Math) end of year | (Math)...do standard details...writing a 5 paragraph essay on using math in different careers. | All instructors responsible for production/publishing of writing using technology (see technology/resources column). (Math 7) Q4 - reinforce | 1, 2, 4, & 6 | (Math 7) once per year | |||||||||||||
70 | (6.7.6.6) demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. | end of 7th grade. | Students will be able to type a minimum of 25 gwam. Students will be able to type 3 pages of double spaced, font 10 text in 40 minutes or less, margins of 1". | Business Education-Keyboarding 7 | GWAM chart/errors | By the end of Keyboarding 7. | ||||||||||||||
71 | 7.9.6.6 (ELA SVLML) Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicted or appropriate. | |||||||||||||||||||
72 | 7.11.6.6 (ELA Lang) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | |||||||||||||||||||
73 | 7.12.6.6 Identify aspects of a text that reveal an author's or creator's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts or ideas, use of color, formatting). | End of 2nd semester | 7th grade students will understand that facts presented in text may be exaggerated or ignored according to author or situation through writing that shows understanding. | US History 7 will have students describe in writing why authors may add or ignore information according to purpose. | 1,2,4,6 | once per semester. | ||||||||||||||
74 | 7.13.6.6 (Science) Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiement in a text. | a. Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiement in a text. | By the end of 1st quarter. | 7th grade students will read text using a variety of methods, preferrably the following: Previewing and Using Text Structure | 7th grade science use previewing and using text structure. | |||||||||||||||
75 | ||||||||||||||||||||
76 | 7.4.7.7 (ELA Lit) Compare and contrast a written story, drama, or poem to its audio, filmed, STAGED, or multimedia version, analyzing the effects of techniques unique to each medium. | Q4 | ...write a compare/contrast essay... using "Alice's Adventures in Wonderland" novel and film versions | Engl 7: Q3 introduce | rubric 1-6 | |||||||||||||||
77 | 7.5.7.7 (ELA Info) Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). | Social 7: Sem1 introduce-Sem2 reinforce | ...determine the similarities/differences between a text version and audio/visual version of the same content... using (??) graphic organizer | Engl 7/JH Lit 7: introduce using 7.4.7.7 Non-core courses (music, art, PLTW, Phy Ed, ramp-up, Native American history, keyboarding): reinforce | ||||||||||||||||
78 | 7.7.7.7 (ELA Writing) 7.14.7.7 (Social, Science, Math, Technical) Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. | a. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. | not applicable to grade 7 skill set. Will be addressesd in 8th grade. (Math) end of year | (Math)...do standard details...writing a 5 paragraph essay on using math in different careers. | (Math 7) Q4 - reinforce | 1, 2, 4, & 6 | (Math 7) once per year | |||||||||||||
79 | 7.9.7.7 (ELA SVLML) Understand, analyze, and use different types of print, digital, and multi-modal media. | a. Evaluate mass media with regard to quality of production, accuracy of information, bias, stereotype, purpose, message, and target audience (e.g., film, television, radio, video games, and advertisements). | US Hist | |||||||||||||||||
80 | b. Analyze the messages and points of view employed in different media (e.g., advertising, news programs, websites, video games, blogs, documentaries). | |||||||||||||||||||
81 | c. Recognize ethical standards and safe practices in social and personal media communications. | |||||||||||||||||||
82 | 7.12.7.7 (Social) 7.13.7.7 (Math, Science) Compare and integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, table, map). | (Social) ...in photographs and videos... | Q3 | ...use and analyze visual information to supplement teaching... using graphic organizers. | US Hist 7 will implement visual supplements. With special attention paid to timelines and graphic organizers. | Once per Unit. | ||||||||||||||
83 | (Math) a. Compare and integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually in a bar graph, line graph, stem-and-leaf plot, box-and-whisker plot, or histogram. | Q3 | ...display data and information in an appropriate bar graph, line graph, stem-and-leaf plot, box-and-whisker plot, or histogram...filling in a graphic organizer. | (Math) Q1-Q4 - introduce | 1, 2, 4, & 6 | Data & statistics will be taught/assessed in Chapter 3. Also assess in applicable sections throughout the year. | ||||||||||||||
84 | (Science) | By end of 2nd Semester | ...use data from an experiment ... writing a conclusion. | grade level teachers reinforce | 1,2,4,6 | About every two weeks. | ||||||||||||||
85 | ||||||||||||||||||||
86 | 7.5.8.8 (ELA Info) Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. | Not applicable to grade 7 skill set | ||||||||||||||||||
87 | 7.7.8.8 (ELA Writing) 7.14.8.8 (Social, Science, Math, Technical) Gather relevant information from multiple (data) print (physical) and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. | a. Gather relevant information from multiple data, print, physical (e.g., artifacts, objects, images), and digital sources, using search terms effectively. b. Assess the credibility and accuracy of each source. c. Quote or paraphrase the data and conclusions of othes while avoiding plagiarism and following a standard format for citation. | Not applicable to grade 7 skill set (Math) end of year | (Math)...do standard details...writing a 5 paragraph essay on using math in different careers. (Social)....create research project and bibliography using multiple resources and sources. | (Math 7) Q4 - reinforce | 1, 2, 4, & 6 | (Math 7) once per year | |||||||||||||
88 | 7.9.8.8 (ELA SVLML) As an individual or in collaboration, create an artistic or entertaining multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose. | a. Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. | ??? | |||||||||||||||||
89 | b. Publish the work and share with an audience. | |||||||||||||||||||
90 | 7.12.8.8 (Social) Distinguish among fact, opinion, and reasoned judgment in a text. | End of 2nd semester | ..... will understand that bias exist in historical text by comparing and contrasting two different text on the same event and compare them. | US history 7 will show text presenting differing viewpoints and examine why if any bias exists.Work will be assessed with a graphic organizer. | 1,2,4,6 | Twice a year. | ||||||||||||||
91 | 7.13.8.8 (Science) Distinguish among claims, evidence, reasoning, facts, and reasoned judgement based on research findings, and speculation in a text. | a. Distinguish among claims, evidence, reasoning, facts, and reasoned judgement based on research findings, and speculation in a text. | By the end of 2nd Semester | 7th grade students will be able to make judgements according to differing theories in science by arguing a point of view in a written paper. | 7th grade science will ntroduce conflicting data regarding theories. | 1,2,4,6 | 3rd quarter | |||||||||||||
92 | ||||||||||||||||||||
93 | 7.4.9.9 (ELA Lit) Compare and contrast a fictional portrayal, including those in stories, poems, and historical novels of Minnesota American Indians, of a time, place, or a character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. | Q4 | ...compare/contrast the fictional events of "The Birchbark House" with a historical account (??) ...using a graphic organizer to outline their information | JH Lit 7: Q2/Q4 introduce | rubric - plus, check, minus | |||||||||||||||
94 | 7.5.9.9 (ELA Info) Analyze how two or more authors writing about the same topic including topics about Minnesota American Indians; shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. | Q4 | ...analyze multiple perspectives of the same topic... using a comparison/contrast graphic organizer | Engl 7/JH Lit - introduce using 7.4.9.9 Non-core courses - (music, art, PLTW, Phy Ed, ramp-up, Native American history, keyboarding) reinforce | ||||||||||||||||
95 | 7.7.9.9 ELA Writing 7.14.9.9 (Social, Science, Math, Technical) Draw evidence from literary or informational texts to support analysis and reflection. | a. Draw evidence from literary or informational texts to support analysis and reflection. d. Establish and maintain a formal style. | Semester two (Math) end of year | ...use evidence from the text to prove ideas correct... writing analytical reflective body paragraph(s). (Math)...do standard details...writing a 5 paragraph essay on using math in different careers. | JH Lit 7: Q1/Q3 - introduce process; Q2/Q4 - reinforce process. (Math 7) Q4 - reinforce | 1, 2, 4, & 6 | (Math 7) once per year | |||||||||||||
96 | 7.12.9.9 (Social) Analyze the relationship between a primary and secondary source on the same topic. | End of 2nd semester | ..... will be able to locate and distinguish between primary and secondary sources by separating them into categories. | US history 7 introduce and provide examples of primary and secondary sources. Students will need to categorize them into proper categories. | 1,2,4,6 | Once a year. or as relevant. | ||||||||||||||
97 | b. provide an accurate summary of the source distinct from prior knowledge or opinions. | End of Sept. | 7th grade students will be able to write a paragraph summarizing a text (i.e-a section in the textbook, an article, etc.) | Students will summarize through writing content specific text. | 1, 2, 4 & 6 | Weekly | ||||||||||||||
98 | 7.13.9.9 (Science) Compare and contrast the information gained from experiements, simulations, video, or multimedia sources with that gained from reading a text on the same topic. | a. Compare and contrast the information gained from experiements, simulations, video, or multimedia sources with that gained from reading a text on the same topic. | End of 1st quarter. | 7th grade students will compare and contrast information on a topic through written lab reports and/or by using the preview text strategy, or through written paragraph(s). | 7th grade sceince - introduce and reinforce lab report formats and writing process. John will use previewing and using text structure. | 1,2,4,6 | Every unit. | |||||||||||||
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100 | 7.4.10.10 (ELA Lit) By the end of the year, read and comprehend literature and other texts; including stories, dramas, poems, and the grades 6-8 text complexity band, proficiently and independently with appropriate scaffolding for texts at the high end of the range. | a. Self-select texts for personal enjoyment, interests, and academic tasks. | Q2 | ...deliver a presentation... selecting, reading, comprehending and analyzing a novel at grade/reading level independently | Engl 7: Q1-introduce; Q2-4 reinforce | speech rubric | once per quarter | |||||||||||||
101 | b. Read widely to understand multiple perspectives and pluralistic viewpoints. | |||||||||||||||||||
102 | 7.5.10.10 (ELA Info) 7.12.10.10 (Social) 7.13.10.10 (Science) By the end of the year, read and comprehend literary nonfiction,/technical texts and history/social studies texts in the grades 7 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range. | Q2 | ...deliver a presentation... selecting, reading, comprehending and analyzing a novel at grade/reading level independently | Engl 7 - introduce, teach, implement grade level teachers reinforce. | speech rubric | once per quarter | ||||||||||||||
103 | 7.7.10.10 (ELA Writing) 7.14.10.10 (Social, Science, Technical) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks. | (Social)....Do multiple short research projects | (Social)....reinforce research practices and bibliography writing. |
1 | ? | Benchmark | Timeline earliest time frame a student will demonstrate knowledge | Assessment (Students will be able to... by...) | Responsibilities (where, what-introduce, reinforce, master) | Scoring (#.#.4.4) (numbers correspond to 6+1 writing rubric) | Frequency (#.#.10.10) | Technology/Resources (Writing #.#.6.6) | Monitoring | |||||||||||
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2 | 8.4.1.1 (ELA Lit) 8.5.1.1 (ELA Info) 8.13.1.1 (Science) 8.12.1.1(Social) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. | Oct | ...write reflective paragraph(s)... analyzing the written texts they read. | Engl8/JH Lit8 introduce; content area teachers will reinforce. | 1-6 | |||||||||||||||
3 | a. (Social) Cite specific textual, visual or physical evidence to support analysis of primary and secondary sources | End of 2nd semester | 8th grade students will be able to cite research sources in the format assigned by the teacher. | 8th grade social will assign a project which requires content specific research. | 1,2,4,6 | once per semester | Smart board, Easy Bib, Ipads, Son of citation. | |||||||||||||
4 | b. (Science) Cite specific textual evidence to support analysis of science and technical texts. | By the end of Sept. | 8th grade students will be able to write a conclusion to laboratory experiments using facts from the text. | 8th grade science -Students will use concepts fromt the text when writing conclusions to laboratory experiments. | 1,2,4,6 | Weekly | none | mix of formative/assumptive assessment | ||||||||||||
5 | 8.7.1.1 (ELA Writiing) Write arguments to support claims with clear reasons and relevant evidence. | a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. | December | ...write persuasive paragraph(s)...using evidence from text(s) read to support argument. | Engl8/JH Lit8 introduce; content area teachers will reinforce. | 1-6 | ||||||||||||||
6 | b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. | |||||||||||||||||||
7 | c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. | |||||||||||||||||||
8 | d. Establish and maintain a formal style. | |||||||||||||||||||
9 | e. Provide a concluding statement or section that follows from and supports the argument presented. | |||||||||||||||||||
10 | 8.9.1.1 (ELA SVLML) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. | a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. | October | ...prepare for and participate an effective discussion... reflecting on and referring to the topic at hand | Engl8 introduce. reinforce All courses reinforce | teacher observation based on 'observation chart' rubric | weekly | |||||||||||||
11 | b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. | |||||||||||||||||||
12 | c. Pose questions that connect the ideas of several speakers and rspond to others' questions and comments with relevant evidence, observations, and ideas. | |||||||||||||||||||
13 | d. Acknowledge new information expressed by others, and, when warrented, qualify or justify their own views in light of the evidence presented. | |||||||||||||||||||
14 | e. Cooperate, mediate, and problem solve to make decisions or build consensus as appropriate for productive group discussion. | |||||||||||||||||||
15 | 8.11.1.1 (ELA Lang) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking | a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. | End of Sem2 | ...identify verbals as used in sentences...using them appropriately in written sentences. | Engl8 will introduce | 6 | ||||||||||||||
16 | b. Form and use verbs in the active and passive voice. | End of Sem1 | ...write sentences in active and passive voice...using verbs correctly. | Engl8 will introduce and reinforce | 6 | |||||||||||||||
17 | c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. | End of Sem2 | ...write sentences in a variety of moods...using verbs correctly. | Engl8 will introduce | 6 | |||||||||||||||
18 | d. Recognize and correct inappropriate shifts in verb voice and mood. | End of Sem1 | ...identify inappropriate shifts in verb voice and mood...editing writing to correct tense/voice shifts. | Engl8 will introduce | 6 | |||||||||||||||
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20 | 8.4.2.2 (ELA Lit) 8.5.2.2 (ELA Info) 8.12.2.2-(Social) 8.13.2.2-(Math, Science) Determine a theme or central idea of a text, including those by and about Minnesota Native Americans, and analyze its development over the course of the text. | a.(Lit) including its relationship to the characters, setting, and plot; provide an objective summary of the text. | October | ...write body paragraph(s) determining and analyzing the theme of texts they read...objectively summarizing the text. | JH Lit8 will introduce; Engl8 will reinforce. | Rubric 1-6 | ||||||||||||||
21 | b.(Info) including its relationship to supporting ideas; provide an objective summary of the text. | October | ...write body paragraph(s) ...objectively summarizing the text including the central idea and supporting details. | Engl8 and content area teachers will reinforce | Rubric 1-6 | |||||||||||||||
22 | c.(Social) Determine the central ideas or information of a primary or secondary source; | By the end of Sept. | 8th grade students will be able to interpret summarize and find main idea of primary and secondary sources and show it through writing. | 8th grade social will assign a map project that requires reading, and interpreting direction to or from a location. Showing it through writing the directions out. | 1,2,4,6 | once per quarter. Minimum of four times per year. | Google docs, smart documents, relevant video and internet sources.Google maps. | |||||||||||||
23 | d.(Social) (Science) provide an accurate summary of the source distinct from prior knowledge or opinions. | By the end of Sept. | 8th grade students will be able to write a paragraph summarizing a text for facts. (i.e-a section in the textbook, an article, etc. | Social studies will reinforce through summative writing. | 1,2,4,6 | once per unit. | Google docs, Senteo, Moddle | |||||||||||||
24 | a. Determine the central ideas or conclusions of a text. b. Provide an accurate summary of the text distinct from prior knowledge or opinions. | Q3 | ...determine the central ideas and conclusions in mathematics word problems and summarize word problems...filling in a KLOSE graphic organizer. | (Math) - reinforce | 1, 2, 4, & 6 | once per quarter | Google Docs | Formative assesment | ||||||||||||
25 | 8.7.2.2 (ELA Writing) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. | a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories, include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful on aiding comprehension. | January | ....effectively write to inform...crafting an informative/explanatory 5+ paragraph essay that examines a topic to convey information | Engl8 will teach; content area teachers will reinforce | 1-6 | ||||||||||||||
26 | b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. | |||||||||||||||||||
27 | c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. | |||||||||||||||||||
28 | d. Use precise language langauge and domain-specific vocabulary to inform about or explain the topic. | |||||||||||||||||||
29 | e. Establish and maintain a formal style. | |||||||||||||||||||
30 | 8.9.2.2 (ELA SVLML) Analyze the purpose of information present in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. | End of Sem2 | ...determine the purpose of information presented....evaluating it in body paragraph(s). | Engl8 will introduce | 1-6 | |||||||||||||||
31 | 8.11.2.2 (ELA Lang) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. | October | ...indicate pauses and breaks in writing...writing sentences/body paragraph(s) that utilize punctuation correctly. | Engl8 will introduce | 1-6 | ||||||||||||||
32 | b. Use an ellipsis to indicate an omission. | February | ....indicate omissions...writing sentences/body paragraph(s) that utilize ellipsis correctly. | Engl8 will introduce; content areas will reinforce | 1-6 | |||||||||||||||
33 | c. Spell correctly. | September | ...spell all words correctly...practicing writing often and learning the rules of correct spelling | Engl8 and content area teachers will reinforce | 6 | |||||||||||||||
34 | 8.4.3.3 (ELA Lit) Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. | January | ... analyze the dialogue of "The Diary of Anne Frank"... writing body paragraph(s) that explore how the dialogue reveals aspects of character. | JH Lit8 will introduce; Engl8 will reinforce | 1-6 | |||||||||||||||
35 | 8.5.3.3 (ELA Info) Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). | November | ...understand how text(s) make connections among ideas and events...writing body paragraph(s) that analyze these connections. | Engl8 will introduce | 1-6 | |||||||||||||||
36 | 8.7.3.3 (ELA Writing) Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. | a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. | End of Sem2 | ...sucessfully craft a personal (reflective) narrative 5+ paragraph essay... incorporating literary writing elements. | Engl8 will introduce | 1-6 | Final writing will be published in a formal final draft through Google Docs/Microsoft Word. | |||||||||||||
37 | b. Use literary and narrative techniques, such as dialogue, pacing, description, rhythm, repetition, rhyme, and reflection, to develop experiences, events, and/or characters. | |||||||||||||||||||
38 | c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. | |||||||||||||||||||
39 | d. Use precise words and phrases, relevant descriptive details, figurative and sensory language to capture the action and convey experiences and events. | |||||||||||||||||||
40 | e. Provide a conclusion that follows from and reflects on the narrated experiences or events. | |||||||||||||||||||
41 | 8.9.3.3 (ELA SVLML) Delineate and respond to a speaker's argument, specific claim, and intended audience, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identfying when irrelevant evidence is introduced. | End of Sem2 | ...identify the central idea, audience, and argument of a speech...writing body paragraph(s) to analyze the speech. | Engl8 will introduce | 1-6 | |||||||||||||||
42 | 8.11.3.3 (ELA Lang) Use knowledge of language and its conventions when writing, speaking, reading, or listening. | a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). | End of Sem2 | ...write sentences in active and passive voice...using verbs correctly. ...write sentences in a variety of moods...using verbs correctly. | Engl8 will introduce and reinforce | 6 | 8.11.1.1 | |||||||||||||
43 | 8.12.3.3-(Social) Identify key steps in a text's description of a process related to history/social studies. | a. Identify key steps in a text's description of a process related to history/social studies. (e.g.-law process) | By the end of 2nd Semester | ....will be able to write a paragraph summarizing the various proceses of human and phisical geography or by creating a visual representation of an earth procces. (ie, hydrological cycle, climate effects, plate tectonics, etc. | 8th grade social will assign graphic organizers as well as demenstrate and assign visual representations of these proceses. | 1,2,4,6 | Once per unit | Google docs, Senteo, Presi, PowerPoint | ||||||||||||
44 | 8.13.3.3 (Science) (Math) Follow precisely a multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks. | a. Follow precisely a multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks. | By the end of Sept. | 8th grade students will be perform an experiment by following written directions. | 8th grade sceince: Students will follow directions when conducting laboratory experiments. | 1, 2, 4 & 6 | Bi-weekly | |||||||||||||
45 | (Math) a. Follow precisely a multistep procedure when using the order of operations and solving mathematical equations. | Q3 | ...precisely follow a multistep procedure when evaluating using the order of operations and solving mathematical equations...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | The Order of Operations will be taught/assessed in Pre-Algebra in Chapter 1.3. Solving equations for unknowns will be taught/assessed in Pre-Algebra in Chapter 3. The Order of Operations will be taught/assessed in Algebra 1 in Chapter 1.2. Solving equations for unknowns will be taught/assessed in Algebra 1 in Chapter 3. Also assess in applicable sections throughout the year. | lab materials/virtual labs | Lab reports | ||||||||||||
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47 | 8.4.4.4 (ELA Lit) 8.5.4.4 (ELA Info) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. | January | ... successfully complete level appropriate vocabulary curriculum...passing unit tests at 75% or better. ...prove they've learned words in context...using new vocabulary words correctly in written body paragraph(s). ...analyze the specific word choices of authors, determining how meaning and tone were affected with the specific language used...writing analytical body paragraph(s). | JH Lit 8 - vocabulary in context will be reinforced and emphasized; English 8 - literary terminology will be introduced and reinforced. | 1-6 | |||||||||||||||
48 | 8.7.4.4 (ELA Writing) 8.14.4.4 (Social, Science, Math, Technical) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | a. produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience | Q2 | ...achieve mastery of the craft of paragraph and essay writing... continual practice and reinforcement using 6+1 Rubric. (Math) ...work through mathematical problems in a sequential step-by-step form...completing a vertical sequence graphic organizer or a KLOSE graphic organizer. (Social) Correct labeling of maps and or graphs as well as appropriate paragraph writing as needed. (PE) demonstrate a skill successfully and write a detailed description explaining the proper technique and sequence | All classes: Q1 introduce rubric; Q2-3: reinforce; Q4: mastery. (Math) Q1 - introduce, Q2-Q4 - reinforce (science) mastery Q4 PE 8 will introduce units, demonstrate skills and allow time to practice. They will then reinforce what they learned by writing a summary | Rubric 1-6 (Math) 1, 2, 4, & 6 (PE) 1,2,4,6 | (Math) once per quarter (Science) bimonthly (PE) Per Unit | refer to 7.9.4.4 | ||||||||||||
49 | 8.9.4.4 (ELA SVLML) Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye-contact, adequate volume, and clear pronunciation. | |||||||||||||||||||
50 | 8.11.4.4 (ELA Lang) Determine or clarify meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. | End of Sem2 | ...determine the meaning of new/unknown words through context ... completing level-appropriate vocabulary units at 75% or better. | JH Lit8 will reinforce; content area teachers will also reinforce but not assess. | Weekly through semester course | ||||||||||||||
51 | b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). | |||||||||||||||||||
52 | c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. | |||||||||||||||||||
53 | d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). | |||||||||||||||||||
54 | 8.12.4.4 (Social) Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. | Immediately | ... show understanding of vocabulary on a unit by unit basis through writing that clearly shows understanding(s) accurately. ... Exhibit comprehension of vocabulary on a lesson by lesson basis.... | 8th grade social - will present and assess vocab regularly through writing which clearly shows understanding. Health 8 - will present vocabulary each lesson. Assessment will be writing which clearly shows understanding, using students own meaning, not the book definition. | 1,2,4,6 | Once per Unit Once per Lesson | ||||||||||||||
55 | 8.13.4.4-(Science) Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. | a. Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a mathematical context. | End of 1st Quarter | .... will be able to recognize and know the meaning of symbols, equations, graphical representations, and other key terms relevant to science by producing correctly written/formatted lab reports. 8th grade students will be able to recognize and know the meaning of symbols, equations, graphical representations, and other key terms relevant to science by producing correctly written/formatted graphs and equations and explaining solutions in written form. | 8th grade science - Review previously learned and also introduce new symbols and key terms. | 1,2,4 & 6 | Weekly | Lab reports (w/ graphical interpretation) | written lab reports | |||||||||||
56 | 8.13.4.4 (Math) Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grade level texts and topics. | a. Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a mathematical context. | Q3 | ...recognize and know the meaning of symbols, equations, graphical representations, and other key terms relevant to mathematics...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | once per chapter | |||||||||||||
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58 | 8.4.5.5 (ELA Lit) Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. | January | ... successfully use a Venn Diagram to analyze the structure of the Bunny Tales ... transforming that information into written body paragraph(s). | English 8 - will reinforce prior teaching of Venn Diagram; will introduce how structures differ between texts. | Rubric 1-6 | |||||||||||||||
59 | 8.5.5.5 (ELA Info) Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. | October | ... identify structural details of paragraphs...writing body paragraph(s) analyzing how the concepts are developed. | Engl8 will reinforce prior teaching; content areas will also reinforce | Rubric 1-6 | |||||||||||||||
60 | 8.7.5.5 (ELA Writing) With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, reviewing, or trying a new approach. | Continuation throughout the year | Require brainstorming, rough drafts, revision(s), and crafting final draft. | 8th grade English will review the process Grade-level teachers will reinforce concept through their assignments and assessments | Observation chart; self-tracking of process | At least once per quarter. Preferably within each chapter and/or unit. | ||||||||||||||
61 | 8.9.5.5 (ELA SVLML) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. | |||||||||||||||||||
62 | 8.11.5.5 (ELA Lang) Demonstrate understanding of figurative language, word relationships, and nuances in word meanngs to extend word consciousness. | a. Interpret figures of speech (e.g. verbal irony, puns) in context. | End of Sem2 | ...understand how figures of speech work...appropriately interpreting meanings of sentences in written analysis body paragraph(s). | JH Lit8 will reinforce prior knowledge and introduce new kinds of figures of speech; Engl8 will reinforce | 1-6 | ||||||||||||||
63 | b. Use the relationship between particular words to better understand each of the words. | October | ...understand how words relate to one another...by writing sentences and body paragraph(s) that use parts of speech accurately. | Engl8 will reinforce prior knowledge of parts of speech and their relationship to writing; content area instructors will reinforce by expecting students to write grammatically correct sentences. | 1-6 | |||||||||||||||
64 | c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). | October | ...improve their written vocabulary...using a thesaurus to identify more accurate connotations of common words and using those chosen words correctly in sentences and body paragraph(s). | Engl8 will reinforce prior knowledge of parts of speech and their relationship to writing; content area instructors will reinforce by expecting students to write grammatically correct sentences. | 1-6 | |||||||||||||||
65 | 8.12.5.5 (Social) Describe how a text presents information.(e.g.,9.12.5.5 sequentially, comparatively, casually). | End of 2nd semester | ....students can identify how information is organized through written explanation. | Students can navigate a text to answer written or verbal questions. | 1,2,4,6 | Once per year | ||||||||||||||
66 | 8.13.5.5 (Science) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole to an understanding of the topic. | a. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole to an understanding of the topic. | By the end of 1st quarter. | 8th grade students will read text using previewing and using text structure | 8th grade science will use previewing and using text structure. | 1,2,4 & 6 | Weekly | textbooks/assorted science resources | section review/chapter reviews | |||||||||||
67 | ||||||||||||||||||||
68 | 8.4.6.6 (ELA Lit) Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. | Quarter Four | ... analyze how point of view creates effect in "The Adventures of Tom Sawyer"...writing analytical body paragraph(s). | Engl8 - introduce point of view and dramatic irony through shorter writings; reinforce when reading Tom Sawyer. | Rubric 1-6 | |||||||||||||||
69 | 8.5.6.6 (ELA Info) Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. | End of Sem2 | ... analyze how point of view creates effect in "The Adventures of Tom Sawyer"...completing three-column graphic organizer identifying sections of text, point of view used, and effect created.. | Engl8 - reinforce prior knowledge of point of view and purpose | Plus, Check, Minus Rubric | |||||||||||||||
70 | 8.7.6.6 (ELA Writing) Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficeintly as well as to interact and collaborate with others. | Continuous throughout the year | (see Scoring column) | (see Scoring column) | ||||||||||||||||
71 | 8.9.6.6 (ELA SVLML) Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. | End of Sem2 | ...demonstrate their ability to speak in formal English...identifying how their speech should be adapted for audience and purpose needs. | Engl8 will reinforce prior knowledge | Speech rubric | |||||||||||||||
72 | 8.11.6.6 (ELA Lang) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | End of Sem1 | ...demonstrate their knowledge of grade-appropriate vocabulary...writing and speaking using grade-level vocabulary accurately. | Engl8 and content area teachers will reinforce prior knowledge by expecting students to write using appropriate terminology | 1,2,4,6 | |||||||||||||||
73 | 8.12.6.6 (Social) Identify aspects of a text that reveal an author's or creator's point of view or purpose (e.g., loaded language, inclusion or avoidence of particular facts or ideas, use of color, formatting). | End of 2nd semester | .... students will understand that facts presented in text may be exaggerated or ignored according to author or situation by giving examples and locating bias. | 8th grade social - will have students describe in writing why authors may add or ignore information according to purpose. (Declaration of independence). | 1,2,4,6 | once per semester. | ||||||||||||||
74 | 8.13.6.6 (Science) Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiement in a text. | a. Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiement in a text. | By the end of 1st quarter. | 8th grade students will read and analyze text using a variety of methods, preferrably the following: Previewing and Using Text Structure | 8th grade science will use previewing and using text structure. | 1,2,4 & 6 | Weekly | textbooks/labs/science resources | written lab reports/section reviews/ chapter reviews | |||||||||||
75 | 8.14.6.6 (Social, Science, Math, Technical) Use technology, including, but not limited to, the Internet, to produce and publish writing and multi-media texts, and present the relationships between information and ideas clearly and effectively. | a. Use technology, including, but not limited to, the Internet, to produce and publish writing and multi-media texts, and present the relationships between information and ideas clearly and effectively. | end of year | (Math Pre-Algebra)...do standard details...writing a research paper on furnishing a room. (Math Algebra I)...do standard details...writing a research paper on conducting a survey and analyzing the survey outcomes. (Comp Apps 8) produce documents, correctly formatted, with graphics. (Science) writing a formal lab report | (Math) Q4 - reinforce Computer Apps 8 (science) reinforce | 1, 2, 4, & 6 | (Math) once per year Science (weekly/bimonthly) | Google Docs | Written assignments | |||||||||||
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77 | 8.4.7.7 (ELA Lit) Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. | English 8: Taught Quarter Two; reinforced through rest of year. | ...effectively evaluates a media production.... writing a five-paragraph essay that compares and contrasts a story to its film version... | English 8 will reinforce prior learning of five-paragraph essay and comparison/contrast writing | Rubric 1-6 | |||||||||||||||
78 | 8.5.7.7 (ELA Info) Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. | End of Sem2 | evaluate multiple mediums of presentation...effectively using a comparison/contrast graphic organizer. | JH Lit8 will reinforce prior knowledge | Plus, Check, Minus Rubric | |||||||||||||||
79 | 8.7.7.7 (ELA Writing) Conduct short research projects to answer a question (including a self-generated question) drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. | End of Sem1 | ...write a 5+paragraph researched essay...using multiple sources to answer their questions about a topic. | Engl8 will introduce skills; all content area teachers will reinforce correct research techniques/process | 1-6 | |||||||||||||||
80 | 8.14.7.7 (8.7.7.7 ELA) Research Paper 8.14.7.7 (Social, Science, Math, Technical) Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. | a. Conduct short research paper(s) to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused question that allow for multiple avenues of exploration. | End of 1st semester (Math) end of year | 8th grade students will be able to write a five + paragraph essay and cite sources correctly.(Social).....students will create progects that answer and explain questions citing sources correctly. (Math Pre-Algebra)...do standard details...writing a research paper on furnishing a room. (Math Algebra I)...do standard details...writing a research paper on conducting a survey and analyzing the survey outcomes. | 8th grade English-writing time. Geography -research time. 8th grade science Earth Science -research project.-Health Research project. Ramp up - career Research project. (Math) Q4 - reinforce | 1 through 6 (Math) 1, 2, 4, & 6 | Notebook/power point presentations, Google Docs | written/oral presentations | ||||||||||||
81 | 8.9.7.7 (ELA SVLML) Understand, analyze, and use different types of print, digital, and multimodal media. | a. Evaluate mass media with regard to quality of production, accuracy of information, bias, stereotype, purpose, message and target audience (e.g., film. television, radio, video games, advertisements). | End of Sem2 | ...utilize multiple source types when completing research ...finding, analyzing, and using multi-media sources ... | Engl8 will introduce skills; all content area teachers will reinforce correct research techniques/process | |||||||||||||||
82 | b. Critically analyze the messages and points of view employed in different media (e.g., advertising, news programs, websites, video games, blogs, documentaries). | |||||||||||||||||||
83 | c. Analyze design elements of various kinds of media productions to observe that media messages are constructed for a specific purpose. | |||||||||||||||||||
84 | d. Recognize ethical standards and safe practices in social and personal media communciations. | |||||||||||||||||||
85 | 8.12.7.7 (Social) Integrate visual information. (e.g., in charts, graphs,photographs, videos, maps) with other information in print and digital texts. | Immediately | .... will use and analyze visual information to supplement teaching. specifically in the form of graphic organizers. | 8th grade social -will implement visual supplements. With special attention paid to timlines and graphic organizes. | Once per Unit. | |||||||||||||||
86 | 8.13.7.7 (Science) Compare and integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g.-in a flowchart, diagram, model, graph, table, map). | a. Compare and integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g.-in a flowchart, diagram, model, graph, table, map). | By end of 1st Semester | 8th grade students will be able to use data from an experiment when writing a conclusion. | 8th grade science - introduce and reinforce lab report formats and writing process. | 1,2,4,6 | About every two weeks. | |||||||||||||
87 | 8.13.7.7 (Math) Compare and integrate quantitative or technical information expressed in words in a text with a version of that informaton expressed visually (e.g., in a flowchart, diagram, model, graph, table, map). | a. Compare and integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually in a stem-and-leaf plots, histograms, and box-and-whisker plots. | Q3 | ...display data and information in an appropriate stem-and-leaf plot, histogram, or box-and-whisker plot...filling in a graphic organizer. | (Math) Q1-Q4 - introduce | 1, 2, 4, & 6 | Stem-and-leaf plots, histograms, and box-and-whisker plots are taught/assess in Pre-Algebra in Chapter 11. Stem-and-leaf plots, histograms, and box-and-whisker plots are taught/assessed in Algebra 1 in Chapter 13. Also assess in applicable sections throughout the year. | |||||||||||||
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89 | 8.5.8.8 (ELA Info) Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. | End of Sem2 | ...identify the central idea, audience, and argument of a text...writing body paragraph(s) to analyze the argument. | Engl8 will introduce | 1-6 | |||||||||||||||
90 | 8.7.8.8 (ELA Writing) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. | End of Sem2 | ...craft an effective 5+ paragraph researched essay...finding and analyzing multiple sources, summarizing, paraphrasing, and/or quoting material accurately and with citations, and avoiding plagiarism while proving a central thesis. | Engl8 will introduce skills; all content area teachers will reinforce correct research techniques/process | ||||||||||||||||
91 | 8.9.8.8. (ELA SVLML) As an individual or in collaboration, create a persuasive multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose. | a. Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. | End of Sem2 | ...participate effectively in a group...working together (utilizing Google Docs) to create a persusasive multi-media work. | Engl8 will introduce skills; content area teachers will reinforce. | 1-6; Speech Rubric | ||||||||||||||
92 | b. Publish the work and share with an audience. | |||||||||||||||||||
93 | 8.12.8.8 (Social) Distinguish among fact, opinion, and reasoned judgment in a text. | End of 2nd semester | .... will understand that political opinions differ and why they differ through comparing and contrasting with graphic organizers. | 8th grade social - will present students with compare and contrast graphs for political parties. | 1,2,4,6 | Twice a year. | ||||||||||||||
94 | 8.13.8.8 (Science) Distinguish among claims, evidence, reasoning, facts, and reasoned judgement based on research findings, and speculation in a text. | a. Distinguish among claims, evidence, reasoning, facts, and reasoned judgement based on research findings, and speculation in a text. | By the end of 1st Semester | 8th grade students will be able to make judgements according to differing theories in science by arguing a point of view in a written paper. | 8th grade science - introduce conflicting data regarding theories. | 1,2,4,6 | 2nd quarter | |||||||||||||
95 | 8.14.8.8 (Social, Science, Math, Technical) Gather relevant information from multiple data, print, physical (e.g., artifacts, objects, images), and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. | a. Gather relevant information from multiple data, print, physical (e.g., artifacts, objects, images), and digital sources, using search terms effectively. b. Assess the credibility and accuracy of each source. c. Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. | end of year | (Math Pre-Algebra)...do standard details...writing a research paper on furnishing a room. (Math Algebra I)...do standard details...writing a research paper on conducting a survey and analyzing the survey outcomes. (science) be able to write a comprehensive lab report, students will be able to write detailed reports/presentations on elements | (Math) Q4 - reinforce(Science) reinforce | 1, 2, 4, & 6 | (Math) once per year (Science) 2x a quarter | |||||||||||||
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97 | 8.4.9.9 (ELA Lit) Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, including stories, poems, and historical novels of Minnesota American Indians, or religious works such as the Bible, including describing how the material is rendered new. | October | ...write analytical body paragraph(s) ...comparing traits of modern writing to those of traditional writing. | English 8 will introduce the analysis of fiction, along with the traits of traditional writing. | Rubric 1-6 | |||||||||||||||
98 | 8.5.9.9 (ELA Info) Analyze a case in which two or more texts, including one text by or about Minnesota American Indians or other diverse cultures, provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. | April | ...analyze multiple perspectives on the same topic...completing a comparison/contrast graphic organizer. | Engl8 will reinforce skill | Plus, Check, Minus Rubric | |||||||||||||||
99 | 8.7.9.9 (ELA Writing) Draw evidence from literary or informational texts to support analysis, reflection, and research. | a. Apply grade 8 Reading standards to literature. | Immediately | ...back up their arguments when writing analytical, reflective, or researched writing...deriving evidence from the texts read | Engl8 will reinforce skill | Rubric 1-6 | ||||||||||||||
100 | b. Apply grade 8 Reading standards to literary nonfiction. | |||||||||||||||||||
101 | 8.12.9.9 (Social) Analyze the relationship between a primary and secondary source on the same topic. | end of 2nd semester | ....will be able to locate and distinguish between primary and secondary sources by categorizing specific examples into there proper group. | 8th grade social - will introduce and provide examples of primary and secondary sources. | 1,2,4,6 | Once a year. or as relevant. | ||||||||||||||
102 | b. provide an accurate summary of the source distinct from prior knowledge or opinions. | By the end of Sept. | 8th grade students will be able to write a paragraph summarizing a text (i.e-a section in the textbook, an article, etc.) | 8th grade science - Students will use preview and summarizing stragtegies before and after reading the text. | 1, 2, 4 & 6 | Weekly | ||||||||||||||
103 | 8.13.9.9 (Science) Compare and contrast the information gained from experiements, simulations, video, or multimedia sources with that gained from reading a text on the same topic. | a. Compare and contrast the information gained from experiements, simulations, video, or multimedia sources with that gained from reading a text on the same topic. | By the end of 1st quarter. | 8th grade students will compare and contrast information on a topic through written lab reports and/or by using the preview text strategy, or through written paragraph(s). | 8th grade science - introduce and reinforce lab report formats and writing process. John will use previewing and using text structure. | 1,2,4,6 | Every unit. | |||||||||||||
104 | 8.14.9.9 (Social, Science, Math, Technical) Draw evidence from literary or informational texts to support analysis, reflection, and research. | a. Draw evidence from literary or informational texts to support analysis, reflection, and research. | end of year | (Math Pre-Algebra)...do standard details...writing a research paper on furnishing a room. (Math Algebra I)...do standard details...writing a research paper on conducting a survey and analyzing the survey outcomes. (science) comprehensive lab reports | (Math) Q4 - reinforce (science) reinforce | 1, 2, 4, & 6 | (Math) once per year (science) biomthly | |||||||||||||
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106 | 8.5.10.10 (ELA Info) By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 complexity band independently and proficiently. | a. Self-select texts for personal enjoyment, interest, and academic tasks. | End of Sem2 | ...improve their reading skills to grade level or higher...choosing a variety of books at or above their reading level, reading them independently (or with scaffolding), and successfully completeing accelerated reader assignments... | Engl8 will reinforce skills; JH Lit8 will reinforce. | Accelerated reader; improved lexile scores on NWEA and STAR reading tests | ||||||||||||||
107 | 8.7.10.10 (ELA Writing) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks. | Continuous through the year |
1 | Standard | Benchmark | Timeline earliest time frame a student will demonstrate knowledge | Assessment (Students will be able to... by...) | Responsibilities (where, what-introduce, reinforce, master) | Scoring (#.#.4.4) (numbers correspond to 6+1 writing rubric) | Frequency (#.#.10.10) | Technology/Resources (Writing #.#.6.6) | Monitoring | |||||||||||
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2 | 9.4.1.1 (ELA Lit) 9.5.1.1 (ELA Info) 9.13.1.1 (Science) Cite several pieces of textual evidence to support analysis of what the texts say explicitly as well as inferences drawn from the text. | Q1 | ...write a body paragraph... including correct & inferred details from texts | Engl 9 - reinforce Non-core courses - (music, art, PLTW, Phy Ed, ramp-up, Native American history, keyboarding) reinforce (science) conclusion paragraphs on lab reports | rubric 1-6 | |||||||||||||||
3 | (science) Cite specific textual evidence to support analysis of science and technical texts. | End of first Quarter | ...write a conclusion... using facts from the text | Physical Science - Assessments will apply to conclusions at the end of laboratory exercises. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
4 | 9.7.1.1 (ELA Writing) 9.14.1.1 (Social, Science, Technical) Write arguments focused on discipline specific content | a. Introduce precise claims, distinguish the claims from alternative or oppososing claims, and create an organization that establishes clear relationships among the claims, counterclaims, reasons, and evidence. | End of 2nd Semester | (Science) ...construct lab reports... integrating data from the experiments and the text.(Social)....Create arguments through writing that take and defend an opinion, citing sources that support their argument. (English)...create written arguments...writing a persuasive researched paper that defends a specific opinion on a chosen topic. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. English - introduce research writing process | 1, 2, 4 & 6 | Every unit | |||||||||||||
5 | b. Develop claims and couterclaims fairly, supplying data and credible evidence for each while pointing out the strengths and limitations of both cliams and counterclaims in a discipline-appropriate form and in a manner that anticipagtes the audinece's knowledge level and concerns. | End of 2nd Semester | (Science) ...construct lab reports... integrating data from the experiments and the text. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
6 | c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between resons and evidence, and between claim(s) and counterclaims. | End of 2nd Semester | (Science) ...construct lab reports... integrating data from the experiments and the text. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
7 | d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | End of 2nd Semester | (Science) ...construct lab reports... integrating data from the experiments and the text. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
8 | e. Provide a concluding statement or section that follows from and supports the argument presented. | End of 2nd Semester | (Science) ...construct lab reports... integrating data from the experiments and the text. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
9 | f. Provide a concluding statement or section that follows from and supports the information or explanation presented(e.g., articulating implications or the signifigance of a topic). | End of 2nd Semester | (Science) ...construct lab reports... integrating data from the experiments and the text. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
10 | 9.9.1.1 (ELA SVLML) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 9 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. | a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to prove and reflect on ideas under discussion. | October | ...prepare for and participate an effective discussion... reflecting on and referring to the topic at hand | JH Lit 7 introduce. reinforce All courses reinforce | teacher observation based on 'observation chart' rubric | weekly | |||||||||||||
11 | b. Work with peers to set rules for collegial discussions and decision-making clear goals and deadlines, and individual roles as needed. | |||||||||||||||||||
12 | c. Propel conversations by posing and responding to questions that relate the current discussion to braoder themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. | |||||||||||||||||||
13 | d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of evidence and reasoning presented. | |||||||||||||||||||
14 | 9.11.1.1 (ELA Lang) Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. | a. Parallel structure | End of 2nd Semester | |||||||||||||||||
15 | b.Use various types of phrases (noun, verb, adjective, adverbial, participal, prepositional, absolute) and clauses (independent, dependent; noun, relate, adverbial) to convey specific meanings and add variety and interest to writing or presentations. | End of 2nd Semester | ...use phrases and clauses... writing complex and compound sentences that are grammatically correct | Engl 9 introduce - September - reinforce Oct-May | ||||||||||||||||
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17 | 9.7.2.2 (ELA Writing) 9.14.2.2 (Social, Science, Technical) Write informative/explanatory texts, as they apply to each discipline and reporting format, including the narration of historical events, of scientific procedures / experiments. | a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; including formatting (e.g.; headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. | (Science) By end of 2nd Semester (Engl 9) End of Sem 1 | (science) 9th grade students will construct lab reports integrating data from the experiments, and the text. ...write to inform and/or explain...crafting a five+paragraph expository essay. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. Engl 9 - reinforce 5-paragraph essay knowledge; promote mastery | 1, 2, 4 & 6 | Every unit | |||||||||||||
18 | b. Develop the topic with well chosen, relevant, credible and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. | By end of 2nd Semester | (science) 9th grade students will construct lab reports integrating data from the experiments, and the text. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
19 | c. Use varied transitions and sentance structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. | By end of 2nd Semester | (science) 9th grade students will construct lab reports integrating data from the experiments, and the text. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
20 | d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.. | By end of 2nd Semester | (science) 9th grade students will construct lab reports integrating data from the experiments, and the text. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
21 | e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.. | By end of 2nd Semester | (science) 9th grade students will construct lab reports integrating data from the experiments, and the text. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
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27 | 9.12.2.2 (Social) Determine the central idea of a source; provide an accurate summary of how key events or ideas develop over the course of a text. | End of 2nd semester. | ...show how phisical and human geography apply to different regins. different regions... locating examples of them. | Geography - use the five themes as an analytical tool to show comprehensive understanding of a region. | 1,2,4,6 | Every unit | ||||||||||||||
28 | 9.13.2.2 (Science) Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. | End of first Quarter | Preview of text and summary note taking. | Physical Science Students will use preview strategies to take notes. | 1,2,4,6 | Every Unit | ||||||||||||||
29 | 9.13.2.2 (Math) Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. | a. Determine the central ideas or conclusions of a text. b. Trace the text's explanation or depiction of a complex process, phenomenon, or concept. c. Provide an accurate summary of the text. | Q3 | ...determine the central ideas and conclusions in mathematics word problems and summarize word problems...filling in a KLOSE graphic organizer. | (Math) - reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
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33 | 9.12.3.3 (Social) Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply proceed them. | End of 2nd semester. | ...understand geologic time and how landscape changes according to natural events... writing short paragraphs that show knowledge. | Geography - short writings compare current and past landscapes. | 1,2,4,6 | |||||||||||||||
34 | 9.13.3.3 (Science) Follow precisely a complex multistep procedure when carrying out experiments, designing solutions, taking measurements, of performing technical tasks, attending to special cases (constraints) or exceptions defined in the text. | End of first Quarter | Laboratory reports. | Physical Science - Students will write correctly constructed lab reports. | 1, 2, 4 & 6 | |||||||||||||||
35 | 9.13.3.3 (Math) Follow precisely a complex multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks, attending to special cases (constraints) or exceptions defined in the text. | a. Follow precisely a complex multistep procedure when using the order of operations and solving equations for an unknown, attending to special cases or exceptions defined in the text. | Q3 | ...precisely follow a complex multistep procedure when evaluating using the order of operations, solving equations for an unknown, and solving complex formulas for an unknown, attending to special cases or exceptions defined in the text...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | The Order of Operations will be taught/assessed in Algebra 1 in Chapter 1.2. Solving equations for unknowns will be taught/assessed in Algebra 1 in Chapter 3. Concepts taught throughout Geometry course. Also assess in applicable sections throughout the year. | |||||||||||||
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39 | 9.12.4.4 (Social) Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social geographic, historical, or economic aspects of history/ social studies. | Immediately | ..will have a beneficiary unit by unit vocabulary through writing that shows understanding. | Geography - will present and asses vocab through writing which shows clear understanding. | 1,2,4,6 | Every unit | ||||||||||||||
40 | 9.13.4.4 (Science) Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. | End of 2nd Semester | Laboratory reports. | Physical Science - Students will conduct correct laboratory experiments. | 1,2,4,6 | |||||||||||||||
41 | 9.13.4.4 (Math) Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grade level texts and topics. | a. Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other mathematical words and phrases as they are used in course relevant texts and topics. | Q3 | ...recognize and know the meaning of symbols, equations, graphical representations, and other key terms relevant to mathematics...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | once per chapter | |||||||||||||
42 | 9.14.4.4 (Social, Science, Math, Technical) Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | a. Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | Q2 | (Math) ...work through mathematical problems in a sequencial step-by-step form...completing a vertical sequence graphic organizer or a KLOSE graphic organizer. (Social) .....produce opinion free writing based on research and citing sources. (Science) conclusions on lab reports | (Math) Q1 - introduce, Q2-Q4 - reinforce (science) reinforce | 1, 2, 4, & 6 | (Math) once per quarter (science) bimonthly | |||||||||||||
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45 | 9.12.5.5 (Social) Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. | .... know that text is organized in a way that covers ideas differently by comparing map information to textual information. | Geography - students will be able to understand and infer information from different map symbols and formats. | 1,2,4,6 | Several times a year. | |||||||||||||||
46 | 9.13.5.5 (Science) Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reactions, force & energy) | End of 2nd Semester | Preview of text and summary note taking. | Physical Science Students will use preview strategies to take notes. | ||||||||||||||||
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51 | 9.13.6.6 (Science) Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiement in a text, defining the question the author seeks to address. | End of 2nd Semester | Preview of text and summary note taking. | Physical Science Students will use preview strategies to take notes. | 1,2,4,6 | |||||||||||||||
52 | 9.14.6.6 (Social, Science, Math, Technical) Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and muti-media texts, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. | a. Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and multi-media texts, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. | end of year | (Math Algebra I)...do standard details...writing a research paper on conducting a survey and analyzing the survey outcomes. (Math Geometry)...do standard details...writing a research paper on explaining/comparing & contrasting the perimeter, area, and volume of similar figures (plane & solid) and how they relate to each other. (Computer Apps) Produce a variety of documents and spreadsheets, correctly formatted, and utilizing the application's features to enhance, link, and automate information. (Social)....introduce and use google docs to answer a question or have a disscussion. (science) Students will be able to create an interactive presentation where they will use technology to produce presentations on elements/resource | (Math) Q4 - reinforce (science) reinforce | 1, 2, 4, & 6 | (Math) once per year (Science) twice per year | |||||||||||||
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56 | 9.7.7.7 (ELA Writing) 9.14.7.7 (Social, Science, Math, Technical) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | a. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem. b. Narrow or boaden the inquiry when appropriate. c. Synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | end of year | 9th grade students will construct lab reports integrating data from the experiments, and the text. (Math Algebra I)...do standard details...writing a research paper on conducting a survey and analyzing the survey outcomes. (Math Geometry)...do standard details...writing a research paper on explaining/comparing & contrasting the perimeter, area, and volume of similar figures (plane & solid) and how they relate to each other. (Social)....create a resarch project using multiple sources and citing resources. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. (Math) Q4 - reinforce | 1, 2, 4 & 6 | Every unit (Math) once per year | |||||||||||||
57 | 9.12.7.7 (Social) integrate quantitative or technical analysis (e.g., charts, maps, research data with qualitative analysis in print or digital text. | End of first semester | .... understand maps and map making, including how to compare through using graphs and charts. | Geography- use mapmaking and map interpretation to reinforce. | 1,2,4,6 | Several times a year. | ||||||||||||||
58 | 9.13.7.7 (Science) Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathmatically (e.g., in an equation) into words. | End of first Quarter | Laboratory reports. | Physical Science - Students will write correctly constructed lab reports. | 1, 2, 4 & 6 | |||||||||||||||
59 | 9.13.7.7 (Math) Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. | a. Translate quantitative or technical information expressed in words in a text into visual form. b. Translate information expressed visually or mathematically into words. | Q3 | ...translate words into visual representation and visual representation into words...filling in a graphic organizer. | (Math) Q1-Q4 - introduce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
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64 | 9.7.8.8 (ELA Writing) 9.14.8.8 (Social, Science, Math, Technical) Gather relevent information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. | a. Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources using advanced searches effectively. b. Assess the usefulness of each source in answering the research question. c. Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. | end of year | 9th grade students will construct lab reports integrating data from the experiments, and the text. (Math Algebra I)...do standard details...writing a research paper on conducting a survey and analyzing the survey outcomes. (Math Geometry)...do standard details...writing a research paper on explaining/comparing & contrasting the perimeter, area, and volume of similar figures (plane & solid) and how they relate to each other. (Social)....create a resarch project using multiple sources and citing them. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. (Math) Q4 - reinforce | 1, 2, 4 & 6 | (Science) Every unit (Math) once per year | |||||||||||||
65 | 9.12.8.8 (Social) asses the extent to which the reasoning and evidence in a text support the author's claims. | End of first semester. | Students can compare text to map information effectively showing similarities and differences | Geography - students will draw comparisons between visual And map info through writing. | 1,2,4,6 | Twice a semester. | ||||||||||||||
66 | 9.13.8.8 (Science) Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. | End of 2nd Semester | Preview of text and summary note taking. | Physical Science Students will use preview strategies to take notes. | ||||||||||||||||
67 | 9.13.8.8 (Math) Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. | a. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. | Q3 | ...use reasoning and evidence when solving geometric proofs...filling in a graphic organizer. | (Math Geometry) Q1-Q2 - introduce, Q3-Q4 - reinforce | 1, 2, 4, & 6 | Reasoning and proof will be taught/assessed in Geometry in Chapter 2. Also assess in applicable sections throughout the year. | |||||||||||||
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71 | 9.7.9.9 (ELA Writing) 9.14.9.9 (Social, Science, Math, Technical) Draw evidence from literary or informational texts to support analysis, reflection, and research. | a. Draw evidence from literary or informational texts to support analysis, reflection, and research. | end of year | 9th grade students will construct lab reports integrating data from the experiments, and the text. (social)....create a project that requires correctly used and cited resources. (Math Algebra I)...do standard details...writing a research paper on conducting a survey and analyzing the survey outcomes. (Math Geometry)...do standard details...writing a research paper on explaining/comparing & contrasting the perimeter, area, and volume of similar figures (plane & solid) and how they relate to each other. | Physical Science - Introduce correct format for writing lab reports, and assess the lab reports. (Math) Q4 - reinforce | 1, 2, 4 & 6 | (Science) Every unit (Math) once per year | |||||||||||||
72 | 9.13.9.9 (Science) Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support of contradict previous explanations or accounts. | End of 2nd Semester | Preview of text and summary note taking. | Physical Science Students will use preview strategies to take notes. | ||||||||||||||||
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75 | 9.4.2.2 (ELA Lit) Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. | Throughout the CPR unit | ... Students will exhibit comprehension of CPR/First Aid skills on a step by step basis.... | Health 9 - Assessment will be writing which clearly shows understanding, of previous themes and steps in paragraph form. | 1,2,4,6 | Throughout the CPR unit | ||||||||||||||
76 | 9.4.3.3 (ELA Lit) Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. | |||||||||||||||||||
77 | 9.4.4.4 (ELA Lit) Determine the meaning of words and and phrases as they are used in the text, including figurative and connotative meanings; analyze the cululative impact of specific word choices on meaning and tone. | |||||||||||||||||||
78 | 9.4.5.5 (ELA Lit) Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. | |||||||||||||||||||
79 | 9.4.6.6 (ELA Lit) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. | |||||||||||||||||||
80 | 9.4.9.9 (ELA Lit) Analyze how an author draws on and transforms source material in a specific work | |||||||||||||||||||
81 | 9.4.8.8 (ELA Lit) N/A | |||||||||||||||||||
82 | 9.4.10.10 (ELA Lit) 9.5.10.10 (ELA Info) By the end of grade 9, read and comprehend literary non-fiction, literature and other texts including stories, dramas, and poems in the grade 9 text complexity band proficiently, with scaffolding as needed at the high end of the range | a. Self-select texts for personal enjoyment, interest, and academic tasks. b. Read widely to understand multiple perspectives and pluralistic viewpoints. | ||||||||||||||||||
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84 | 9.5.2.2 (ELA Info) Determine a central idea of a text and analyze its development over the course of the text,k including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. | |||||||||||||||||||
85 | 9.5.3.3 (ELA Info) Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them | |||||||||||||||||||
86 | 9.5.4.4 (ELA Info) Determine the meaning of words and phrases as they are used ina text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. | |||||||||||||||||||
87 | 9.5.5.5 (ELA Info) Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. | |||||||||||||||||||
88 | 9.5.6.6 (ELA Info) Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. | |||||||||||||||||||
89 | 9.5.7.7 (ELA Info) Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. | |||||||||||||||||||
90 | 9.5.8.8 (ELA Info) Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. | |||||||||||||||||||
91 | 9.5.9.9 (ELA Info) Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts. | |||||||||||||||||||
92 | 9.7.3.3 (ELA Writing) Write narratives and other creative texts developing real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. | ||||||||||||||||||
93 | b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. | |||||||||||||||||||
94 | c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. | |||||||||||||||||||
95 | d. Use precise words and phrases, telling details, figurative and sensory langaguage to convey a vivid picture of the experiences, events, setting, and/or characters. | |||||||||||||||||||
96 | e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of hte narrative or creative text. | |||||||||||||||||||
97 | 9.7.4.4. (ELA Writing) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | (PE) demonstrate a skill successfully and write a detailed description explaining the proper technique and sequence | PE 9 will introduce units, demonstrate skills and allow time to practice. They will then reinforce what they learned by writing a summary | 1,2,4,6 | PE Per Unit | |||||||||||||||
98 | 9.7.5.5 (ELA Writing) Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. | |||||||||||||||||||
99 | 9.7.6.6 (ELA Writing) Use technology, including the Internet, to produce, publish, an dupdate individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. | |||||||||||||||||||
100 | 9.7.10.10 (ELA Writing) Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. | a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks. | ||||||||||||||||||
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1 | Standard | Benchmark | Timeline earliest time frame a student will demonstrate knowledge | Assessment (Students will be able to... by...) | Responsibilities (where, what-introduce, reinforce, master) | Scoring (#.#.4.4) (numbers correspond to 6+1 writing rubric) | Frequency (#.#.10.10) | Technology/Resources (Writing #.#.6.6) | Monitoring | |||||||||||
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2 | 10.12.1.1 (Social) Cite specific textual, visual or physical evidence to support analysis of primary and secondary sources, attending to such features as date and origin. | End of first semester. | .... be able to discern how sources from different time periods may have different levels of credibility due to discovery or information advancement by defending a new argument or source over an older one. | U.S. Hist - student research using old and new research information. Writing that shows understanding of how new perspectives change interpretation. | 1,2,4,6 | Twice a year. | ||||||||||||||
3 | 10.13.1.1 (Science) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations of descriptions. | End of 2nd semester. | Students will reference textual information while writing conclusions. | Biology - Assessments will apply to conclusions at the end of laboratory exercises. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
4 | 10.14.1.1 (Science): Write arguments focused on discipline specific content | a. Introduce precise claims, distinguish the claims from alternative or oppososing claims, and create an organization that establishes clear relationships among the claims, counterclaims, reasons, and evidence. | (Science) By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | |||||||||||||
5 | b. Develop claims and couterclaims fairly, supplying data and credible evidence for each while pointing out the strengths and limitations of both cliams and counterclaims in a discipline-appropriate form and in a manner that anticipagtes the audinece's knowledge level and concerns. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
6 | c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between resons and evidence, and between claim(s) and counterclaims. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
7 | d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
8 | e. Provide a concluding statement or section that follows from and supports the argument presented. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
9 | 10.14.1.1 (Social): Write arguments focused on discipline specific content | a. Introduce precise claims, distinguish the claims from alternative or oppososing claims, and create an organization that establishes clear relationships among the claims, counterclaims, reasons, and evidence. | By end of 2nd senmester | .... be able to discern how sources from different time periods may have different levels of credibility due to discovery or information advancement by defending a new argument or source over an older one. | Provide sources for analyzation, defend a position agianst a different opinion. | |||||||||||||||
10 | b. Develop claims and couterclaims fairly, supplying data and credible evidence for each while pointing out the strengths and limitations of both cliams and counterclaims in a discipline-appropriate form and in a manner that anticipagtes the audinece's knowledge level and concerns. | |||||||||||||||||||
11 | c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between resons and evidence, and between claim(s) and counterclaims. | |||||||||||||||||||
12 | d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | |||||||||||||||||||
13 | e. Provide a concluding statement or section that follows from and supports the argument presented. | |||||||||||||||||||
14 | 10.14.1.1 (Math): Write arguments focused on discipline specific content | a. Introduce precise claims, distinguish the claims from alternative or oppososing claims, and create an organization that establishes clear relationships among the claims, counterclaims, reasons, and evidence. | ||||||||||||||||||
15 | b. Develop claims and couterclaims fairly, supplying data and credible evidence for each while pointing out the strengths and limitations of both cliams and counterclaims in a discipline-appropriate form and in a manner that anticipagtes the audinece's knowledge level and concerns. | |||||||||||||||||||
16 | c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between resons and evidence, and between claim(s) and counterclaims. | |||||||||||||||||||
17 | d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | |||||||||||||||||||
18 | e. Provide a concluding statement or section that follows from and supports the argument presented. | |||||||||||||||||||
19 | 10.4.1.1 (ELA Lit) 10.5.1.1 (ELA Info) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | By the end of the semester | ... Students will exhibit comprehension of important health topics through various texts and media sources.... | Health 10 - Assessment will be writing which clearly shows understanding, of important themes, including factual evidence, in essay form. | 1,2,4,6 | Once per semester | ||||||||||||||
20 | 10.7.1.1 (Writing): Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. | ||||||||||||||||||
21 | b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. | |||||||||||||||||||
22 | c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. | |||||||||||||||||||
23 | d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | |||||||||||||||||||
24 | e. Provide a concluding statement or section that follows from and supports the argument presented. | |||||||||||||||||||
25 | 10.9.1.1 (SVLML) Initiate and praticpate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others' ideas and expressing their own clearly and persuasively. | a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. | ||||||||||||||||||
26 | b. Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles as needed. | |||||||||||||||||||
27 | c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. | |||||||||||||||||||
28 | d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. | |||||||||||||||||||
29 | 10.11.1.1 (Lang): Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | a. Use parallel structure. | ||||||||||||||||||
30 | b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. | |||||||||||||||||||
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32 | 10.12.2.2-(Social) Determine the central idea of a source; provide an accurate summary of how key events or ideas develop over the course of a text. | End of year | .... have compleat understanding of text and can show it by answering comprehensive short answer questions. | Students will summarize paragraph for understanding. | 1,2,4,6 | Twice a semester. | ||||||||||||||
33 | 10.13.2.2 (Math) Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. | a. Determine the central ideas or conclusions of a text. b. Trace the text's explanation or depiction of a complex process, phenomenon, or concept. c. Provide an accurate summary of the text. | Q3 | ...determine the central ideas and conclusions in mathematical word problems and summarize word problems...filling in a KLOSE graphic organizer. | (Math) - reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
34 | 10.13.2.2 (Science) Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. | End of 2nd semester. | Utilize and summarize the different portions of a selected Biome and create and presentation of the summary. | Biology | 1,2,4,6 | One a year | ||||||||||||||
35 | 10.4.2.2 (ELA Lit): 10.5.2.2 (ELA Info): Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. | |||||||||||||||||||
36 | 10.7.2.2 (Writing): Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. | a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension. | ||||||||||||||||||
37 | b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotaitons, or other information and examples appropriate to the audience's knowledge of the topic. | |||||||||||||||||||
38 | c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. | |||||||||||||||||||
39 | d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. | |||||||||||||||||||
40 | e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | |||||||||||||||||||
41 | f. Provide a concluding statement or section that follows from and supports the information or explanation presented. | |||||||||||||||||||
42 | 10.10.2.2 (SVLML): Integrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy of each source. | |||||||||||||||||||
43 | 10.11.2.2 (Lang): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | a. Use a semi-colon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. | ||||||||||||||||||
44 | b. Use a colon to introduce a list or quotation. | |||||||||||||||||||
45 | c. Spell correctly. | |||||||||||||||||||
46 | 10.14.2.2 (Writing): Write information/explanatory texts, as they apply to each discipline and reporting format, including the narration of historical events, of scientific procedures/experiments, or description of technical processes. | a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension. | ||||||||||||||||||
47 | b. Develop the topic with well-chosen, relevant, credible and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. | |||||||||||||||||||
48 | c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. | |||||||||||||||||||
49 | d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. | |||||||||||||||||||
50 | e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | |||||||||||||||||||
51 | f. Provide a concluding statement or section that follows from and supports the information or explanation presented. | |||||||||||||||||||
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53 | 10.12.3.3 (Social) Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply proceed them. | End of year | ....understand that history happens as Result of previous events by creating timelines. | U.S. Hist - students will compare timelines and events for causality. (sentences) | 1,2,4,6 | Once a semester | ||||||||||||||
54 | 10.13.3.3 (Science)Follow precisely a complex multistep procedure when carrying out experiments, designing solutions, taking measurements, of performing technical tasks, attending to special cases (constraints) or exceptions defined in the text. | End of 2nd semester. | Students will reference textual information while writing conclusions. | Biology - Assessments will apply to conclusions at the end of laboratory exercises. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
55 | 10.13.3.3 (Math) Follow precisely a complex multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks, attending to special cases (constraints) or exceptions defined in the text. | a. Follow precisely a complex multistep procedure when using the order of operations and solving equations for an unknown, attending to special cases or exceptions defined in the text. | Q3 | ...precisely follow a complex multistep procedure when evaluating using the order of operations, solving equations for an unknown, and solving complex formulas for an unknown, attending to special cases or exceptions defined in the text...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
56 | 10.4.3.3 (ELA Lit): Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. | |||||||||||||||||||
57 | 10.5.3.3 (ELA Info): Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. | |||||||||||||||||||
58 | 10.7.3.3 (Writing): Write narratives and other creative texts develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. | ||||||||||||||||||
59 | b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. | |||||||||||||||||||
60 | c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. | |||||||||||||||||||
61 | d. Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting,k and/or characters. | |||||||||||||||||||
62 | e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text. | |||||||||||||||||||
63 | 10.9.3.3 (SVLML): Evaluate a speaker's point of view, reasoning, intended audience, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. | |||||||||||||||||||
64 | 10.11.3.3 (Lang): Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., "MLA Handbook,") appropriate for discipline and writing type. | ||||||||||||||||||
65 | 10.14.3.3 (Writing): n/a | |||||||||||||||||||
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67 | 10.12.4.4 (Social) Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social geographic, historical, or economic aspects of history/ social studies. | Immediately | ....have a unit by unit understanding of vocabulary shown through writing. | U.S. Hist - will present and asses vocab regularly through writing that shows understanding. | 1,2,4,6 | Once a unit | ||||||||||||||
68 | 10.13.4.4 (Science)Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. | End of 2nd semester. | Students will reference textual information while writing conclusions. | Biology - Assessments will apply to conclusions at the end of laboratory exercises. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
69 | 10.4.4.4 (ELA Lit): 10.5.4.4 (ELA Info): Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. | |||||||||||||||||||
70 | 10.7.4.4 (Writing): Produce clear and coherent writing in which the development, organization, and style are appropraite to task, purpose, and audience. | (PE) demonstrate a skill successfully and write a detailed description explaining the proper technique and sequence | PE 10 will introduce units, demonstrate skills and allow time to practice. They will then reinforce what they learned by writing a summary | 1,2,4,6 | PE Per Unit | |||||||||||||||
71 | 10.9.4.4 (SVLML): While respecting intellectual property, present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follw the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. | |||||||||||||||||||
72 | 10.11.4.4 (Lang): Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. | a. Use context as a clue to the meaning of a word or phrase. | ||||||||||||||||||
73 | b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech. | |||||||||||||||||||
74 | c. Consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. | |||||||||||||||||||
75 | d. Verify the preliminary determination of the meaning of a word or phrase. | |||||||||||||||||||
76 | 10.14.4.4 (Writing) 10.14.4.4 (Social, Science, Math, Technical) Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | a. Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | Q2 | (Math)...work through mathematical problems in a sequencial step-by-step form...completing a vertical sequence graphic organizer or a KLOSE graphic organizer. (social)...students will create a resarch project that uses multiple sources and cites them. (Science) Students will write conclusions to laboratory experiments. | (Math) Q1 - introduce, Q2-Q4 - reinforce (Science) Biology | 1, 2, 4, & 6 | (Math) once per quarter (Science) Once per Laboratory experiment. | |||||||||||||
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78 | 10.12.5.5 (Social) Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. | End of 1st semester. | .... understand that texts are organized by heading and chronology by comparing headings of paragraphs to summaries of the text. | U.S. Hist - Will write paragraphs that explain Hist text organization. | 1,2,4,6 | Once in first semester. | ||||||||||||||
79 | 10.13.5.5 (Science)Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reactions, force & energy) | End of 2nd semester. | Preview of text and summary note taking. | Biology - Students will use preview strategies to take notes. | 1,2,4,6 | Every Unit | ||||||||||||||
80 | 10.4.5.5 (ELA Lit) Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such eeffects as mystery, tension, or surprise. | |||||||||||||||||||
81 | 10.5.4.4 (ELA Info): Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. | |||||||||||||||||||
82 | 10.7.5.5 (Writing): Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. | |||||||||||||||||||
83 | 10.9.5.5 (SVLML): Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to add interest. | |||||||||||||||||||
84 | 10.11.5.5 (SVLML): Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. | ||||||||||||||||||
85 | b. Analyze nuances in the meaning of words with similar denotations. | |||||||||||||||||||
86 | 10.14.5.5 (Writing): Use a writing process to develop and strenthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience, and appropriate to the discipline. | |||||||||||||||||||
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88 | 10.4.6.6 (ELA Lit): Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. | |||||||||||||||||||
89 | 10.5.6.6 (ELA Info): Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. | |||||||||||||||||||
90 | 10.7.6.6 (Writing): Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other informaiton and to display information flexibly and dynamically. | |||||||||||||||||||
91 | 10.9.6.6 (SVLML): Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. | a. Apply assessment criteria to evaluate oral presentations by self and others. | ||||||||||||||||||
92 | 10.11.6.6 (Lang): Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. | |||||||||||||||||||
93 | 10.14.6.6 (Writing) 10.14.6.6 (Social, Science, Math, Technical) Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and multi-media texts, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. | a. Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and mult-media texts, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. | end of year | (Math Geometry)...do standard details...writing a research paper on explaining/comparing & contrasting the perimeter, area, and volume of similar figures (plane & solid) and how they relate to each other. (Math Algebra II)...do standard details...writing a research paper on math concepts involved in a career of interest. (Social) Write a resarch paper which sites sources correctly. (Science) Create a display of internet searched items and text on a preassigned Biome. | (Math) Q4 - reinforce (Science) Quarter 1 | 1, 2, 4, & 6 | (Math) once per year (Science) Once a year. | |||||||||||||
94 | 10.12.6.6 (Social) Compare the point of view of two or more authors or creators for how they treat the same or similar topics, including which details they include or emphasize or exclude in their respective accounts including points of view about Minnesota native American history.. | End of Sem2 | .... compare texts of different perspectives on the same subject and locate differences and why the diffrences might exist. | U.S. Hist - Students will compare and contrast conflicting sources on the same topic and explain Why they might have different perspectives. | 1,2,4,6 | Twice a year. | ||||||||||||||
95 | 10.13.6.6 (Science)Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiement in a text, defining the question the author seeks to address. | End of 2nd semester. | Preview of text and summary note taking. | Biology - Students will use preview strategies to take notes. | 1,2,4,6 | Every Unit | ||||||||||||||
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97 | 10.14.7.7 (Writing) 10.14.7.7 (Social, Science, Math, Technical) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | a. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem. b. Narrow or broaden the inquiry when appropriate. c. Synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | end of year | (Math Geometry)...do standard details...writing a research paper on explaining/comparing & contrasting the perimeter, area, and volume of similar figures (plane & solid) and how they relate to each other. (Math Algebra II)...do standard details...writing a research paper on math concepts involved in a career of interest. | (Math) Q4 - reinforce | 1, 2, 4, & 6 | (Math) once per year | |||||||||||||
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99 | 10.12.7.7 (Social) integrate quantitative or technical analysis (e.g., charts, maps, research data with qualitative analysis in print or digital text. | End of 2nd semester. | .... be able to make lists showing smilarities between text and graphically presented data. | U.S. Hist - create writing that turns data or maps into written explanations. | 1,2,4,6 | Once a year. | ||||||||||||||
100 | 10.13.7.7 (Science)Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathmatically (e.g., in an equation) into words. | End of 2nd semester. | Students will reference textual information while writing conclusions. | Biology - Assessments will apply to conclusions at the end of laboratory exercises. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
101 | 10.4.7.7 (ELA Lit): Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musee des Beaux Arts" and Breughel's "Landscape with the Fall of Icarus"). | |||||||||||||||||||
102 | 10.5.7.7 (ELA Info): Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. | |||||||||||||||||||
103 | 10.7.7.7 (Writing): Conduct short as well as more sustained research projects to answer a quesiton or solve a problem; narrow or broaded the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. | |||||||||||||||||||
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105 | 10.7.8.8 (Writing) 10.14.8.8 (Social, Science, Math, Technical) Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. | a. Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources using advanced searches effectively. b. Assess the usefulness of each source in answering the research question. c. Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. | end of year | (Math Geometry)...do standard details...writing a research paper on explaining/comparing & contrasting the perimeter, area, and volume of similar figures (plane & solid) and how they relate to each other. (Math Algebra II)...do standard details...writing a research paper on math concepts involved in a career of interest. | (Math) Q4 - reinforce | 1, 2, 4, & 6 | (Math) once per year | |||||||||||||
106 | 10.9.7.7 (SVLML): Understand, analyze, evaluate, and use different types of print, digital, and multimodal media. | a. Evaluate the content and effect of persuasive techniques used in different mass media. | ||||||||||||||||||
107 | b. Synthesize informaiton and recognize categories, trends, and themes across multiple sources. | |||||||||||||||||||
108 | c. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior. | |||||||||||||||||||
109 | d. Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices. | |||||||||||||||||||
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114 | 10.12.8.8 (Social) asses the extent to which the reasoning and evidence in a text support the author's claims. | End of 2nd semester. | ....site reasons for a proficient argument in a text and explain in writing why it is a good argument. | U.S. Hist dissect text for arguments. ( pick out relevant points or arguments). | 1,2,4,6 | Twice a year | ||||||||||||||
115 | 10.13.8.8 (Science)Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. | End of 2nd semester. | Preview of text and summary note taking. | Biology - Students will use preview strategies to take notes. | 1,2,4,6 | Every Unit | ||||||||||||||
116 | 10.4.8.8 (ELA Lit): n/a | |||||||||||||||||||
117 | 10.5.8.8 (ELA Info): Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. | |||||||||||||||||||
118 | 10.7.8.8 (Writing): Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. | |||||||||||||||||||
119 | 10.9.8.8 (SVLML): As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose | a. Present, transform, or remix content in an ethical manner, demonstrating an understanding of copyright, attribution, citation, the principles of Fair Use, and of the different types of Creative Commons licenses. | ||||||||||||||||||
120 | b. Publish the work and share with an audience. | |||||||||||||||||||
121 | 10.14.8.8 (Writing): Gather relevant information from multiple authoritative data, print, physical, and digital sources using advanced searches effectively; asses the usefulness of each source in answering the research question; integrate inforamtion into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. | |||||||||||||||||||
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123 | 10.14.9.9 (Writing) 10.14.9.9 (Social, Science, Math, Technical) Draw evidence from literary or informational texts to support analysis, reflection, and research. | a. Draw evidence from literary or information texts to support analysis, reflection, and research. | end of year | (Math Geometry)...do standard details...writing a research paper on explaining/comparing & contrasting the perimeter, area, and volume of similar figures (plane & solid) and how they relate to each other. (Math Algebra II)...do standard details...writing a research paper on math concepts involved in a career of interest. | (Math) Q4 - reinforce | 1, 2, 4, & 6 | (Math) once per year | |||||||||||||
124 | 10.12.9.9 (Social) Compare and contrast treatments of the same topic in several primary and secondary sources, including texts from various cultures and Minnesota American Indian Culture. | End of 2nd semester. | Students can find differences in sources and show why. they differ by citing specific examples. | U.S. Hist - Learn and discern historical bias by explaining circumstances for bias. | 1,2,4,6 | Once a year | ||||||||||||||
125 | 10.13.9.9 (Science)Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support of contradict previous explanations or accounts. | End of 2nd semester. | Preview of text and summary note taking. | Biology - Students will use preview strategies to take notes. | Every Unit | |||||||||||||||
126 | 10.4.9.9 (ELA Lit) Analyze how an author draws on and transforms source material in a specific work. | |||||||||||||||||||
127 | 10.5.9.9 (ELA Info): Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. | |||||||||||||||||||
128 | 10.7.9.9 (Writing) Draw evidence from literary or informational texts to support analysis, reflection, and research. | a. Apply grades 9-10 reading standards to literature. | ||||||||||||||||||
129 | b. Apply grades 9-10 reading standards to literary nonfiction. | |||||||||||||||||||
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131 | 10.14.10.10 (Writing): Write routinely over extended time frames and shorter time frams for a range of discipline-specific tasks, purposes, and audiences. | |||||||||||||||||||
132 | 10.4.10.10 (ELA Lit) 10.5.10.10 (ELA Info): By the end of grade 10, read and comprehend literature, literary non-fiction, and other texts including stories, dramas, and poems at the high end of the grades 9-10 text complexity band independently and proficiently. | a. Self-select texts for personal enjoyment, interest, and academic tasks. | ||||||||||||||||||
133 | b. Read widely to understand multiple perspectives and pluralistic viewpoints. | |||||||||||||||||||
134 | 10.7.10.10 (Writing): Write routinely over extended time frams and shorter time frames for a range of tasks, purposes, and audiences. | a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks. | ||||||||||||||||||
135 | 10.12.10.10 (Lit/Social): By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently. | |||||||||||||||||||
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162 | 10.13.4.4 (Math) Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grade level texts and topics. | a. Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other mathematical words and phrases as they are used in course relevant texts and topics. | Q3 | ...recognize and know the meaning of symbols, equations, graphical representations, and other key terms relevant to mathematics...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | once per chapter | |||||||||||||
163 | 10.13.7.7 (Math) Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. | a. Translate quantitative or technical information expressed in words in a text into visual form. b. Translate information expressed visually or mathematically into words. | Q3 | ...translate words into visual representation and visual representation into words...filling in a graphic organizer. | (Math) Q1-Q4 - introduce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
164 | 10.13.8.8 (Math) Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. | a. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. | Q3 | ...use reasoning and evidence when solving geometric proofs...filling in a graphic organizer. | (Math Geometry) Q1-Q2 - introduce, Q3-Q4 - reinforce | 1, 2, 4, & 6 | Reasoning and proof will be taught/assessed in Geometry in Chapter 2. Also assess in applicable sections throughout the year. | |||||||||||||
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169 | b. Develop claims and couterclaims fairly, supplying data and credible evidence for each while pointing out the strengths and limitations of both cliams and counterclaims in a discipline-appropriate form and in a manner that anticipagtes the audinece's knowledge level and concerns. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
170 | c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between resons and evidence, and between claim(s) and counterclaims. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
171 | d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
172 | e. Provide a concluding statement or section that follows from and supports the argument presented. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
173 | 10.14.2.2 (Science) Write informative/explanatory text, as they apply to each discipline and reporting format, including the narration of historical events, of specific procedures/experiments, or description of technical processes. | a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; including formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | |||||||||||||
174 | b. Develop the topic with well-chosen relevant, credible and sufficient facts, extended definitions, concrete details, quotations, or other information or examples appropriate to the audience's knowledge. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
175 | c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
176 | d. Use precise language and domain-specific vocabulary to manage the complexity of the topicand convay a style appropriot to the disipline and context as well as to the expertise of leaders. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
177 | e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
178 | f. Provide a concluding statement or section that follows from and supports the information or explanation presented(e.g., articulating implications or the signifigance of a topic). | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
179 | 10.14.7.7 (Science) Conduct short as well as more sustained research projects to answer a question (including a self-generating question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
180 | 10.14.8.8 (Science) Gather relevent information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources using advanced searches effectively; assess the usefulness of each sources in ansering the usefulness of source in answering the research question; integrated information into the text selectively to maintain the flow of ideas, avoiding plagerism and following a standard. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
181 | 10.14.9.9 (Science) Draw evidence from literary or informationsl texts to support analysis, reflection, and research. | By end of 2nd Semester | 10th grade students will construct lab reports integrating data from the experiments, and the text. | Biology - Introduce correct format for writing lab reports, and assess the lab reports. | 1, 2, 4 & 6 | Every unit | ||||||||||||||
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1 | Standard | Benchmark | Timeline earliest time frame a student will demonstrate knowledge | Assessment (Students will be able to... by...) | Responsibilities (where, what-introduce, reinforce, master) | Scoring (#.#.4.4) (numbers correspond to 6+1 writing rubric) | Frequency (#.#.10.10) | Technology/Resources (Writing #.#.6.6) | Monitoring | |||||||||||
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2 | 11.4.1.1 (ELA Reading) 11.5.1.1 ELA Reading Info) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. | Semester 2 | (Engl 11/AP) ...complete standard details... writing 3-6 page papers, journaling, & discussion questions throughout course. | (Eng 11/AP) reinforce & master | ||||||||||||||||
3 | 11.7.1.1 (ELA Writing) 11.14.1.1 (Social, Science, Math, Technical) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, (focused on discipline-specific content) | a. Introduce precise, knowledgeable claims(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and credible evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied sytax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. | (Engl 11/AP) End of semester two | (Engl 11/AP) ...complete standard details... prewriting, drafting, revising, editing, & publishing 3-6 page compare/contrast papers | (Eng 11/AP) reinforce ("1984"/"Anthem"), master ("Much Ado About Nothing" or "Twelfth Night"/live performance) | |||||||||||||||
4 | (Social) end of semester (one semester course) | (Social) ...read, anylyze and create graphs from textual sources and vise versa. | (Social) Provide backround in graph anyalisis and provide information to be broken down. | |||||||||||||||||
5 | 11.9.1.1 (ELA SVLML) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 11 topics, texts, and issues, including those by and about Minnesota American Indians, building on others' ideas and expressing their own clearly and persuasively. | a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to prove and reflect on ideas under discussion. b. Work with peers to set rules for collegial discussions and decision-making clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to braoder themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of evidence and reasoning presented. | Q2 | ...complete standard details... completing pre discussion graphic organizer and participating in daily in-class discussions. | Engl 11/AP mastery | |||||||||||||||
6 | 11.11.1.1 (ELA Lang) Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. | a. Parallel structure b.Use various types of phrases (noun, verb, adjective, adverbial, participal, prepositional, absolute) and clauses (independent, dependent; noun, relate, adverbial) to convey specific meanings and add variety and interest to writing or presentations. | Q1 | ...complete standard details... through the revision step of the writing process | Engl 11/AP-mastery | |||||||||||||||
7 | 11.12.1.1 (Social) Cite specific textual, visual or physical evidence to support analysis of primary and secondary sources, connecting insights gained from specific details of the text to understanding of the text as a whole. | End of 2nd semester | ...cite sources and explain in writing how multi source information combines to create a believable bigger picture of history... | Provide research opportunities for students to find sources. | Once a year | Internet, online newspapers, online journal banks. | ||||||||||||||
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9 | 11.4.2.2 (ELA Reading Lit) 11.5.2.2 (ELA Reading Info) Determine two or more themes (or central ideas) of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. | Quarter 2 | (Engl 11/AP) ...complete standard details... producing 3-6 page thematic essays. | Engl 11/AP - reinforcing ("Night" & "Things Fall apart"), mastering ("The Scarlet Letter") | ||||||||||||||||
10 | 11.7.2.2 (ELA Writing) 11.14.2.2 (Social, Science, Math, Technical) Write informative/explanatory texts, as they apply to each discipline and reporting format, including the narration of historical events, of scientific procedures/experiments, or a description of technical processes, to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. | a. Introduce a topic & organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting(e.g., headings), graphics (e.g., figures, tables), and multi-media when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant, credible, sufficient, and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explamation provided (e.g., articulating implications or the significance of the topic). | (Engl 11/AP) ...complete standard details... prewriting, drafting, revising, editing, & publishing 3-6 page thematic analytical papers | Engl 11/AP - reinforce ("Night" & "Things Fall apart"), master ("The Scarlet Letter") | ||||||||||||||||
11 | (Social) ...analyze, breakdown, and create graphical representations from textual evidence and vise versa. ʺeconomic essay writingʺ | |||||||||||||||||||
12 | 11.9.2.2 (ELA SVLM) Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibilty and accuracy of each source and noting any discrepancies among the data. | Semester 2 | ...complete standard details... | Engl 11/AP - master | ||||||||||||||||
13 | 11.11.2.2 (ELA Lang) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | a. Apply the understanding that useage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested useage, consulting references when needed. | Semester 2 | ...complete standard details... throughout the revision portion as part of the whole writing process. | Engl 11/AP - master | |||||||||||||||
14 | 11.12.2.2-(Social) Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among key details and ideas. | End of second semester | ....use research to create a project that develops ideas from source material. | Provide research opportunities. | 1,2,4,6 | |||||||||||||||
15 | 11.13.2.2 (Math) Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. | a. Determine the central ideas or conclusions of a text. b. Summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. | Q3 | ...determine the central ideas and conclusions in mathematics word problem and summarize word problems...by filling in a KLOSE graphic organizer. | (Math) - reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
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17 | 11.4.3.3 (ELA Reading Lit) 11.5.3.3 (ELA Reading Info) Analyze the impact of the author's choice regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). | Q3 | ...complete standard details... writing daily prompts, journaling, and discussing various aspects of the pieces covered. | (Engl 11/AP) reinforce (Shakespeare), mastery ("Siddhartha") | ||||||||||||||||
18 | 11.7.3.3 (ELA Writing) Write narratives and other creative texts developing real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspence, growth, or resolution). d. Use precise words and phrases, telling details, figurative and sensory langaguage to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text. | ||||||||||||||||||
19 | 11.9.3.3 (ELA SVLML) Evaluate a speaker's point of view, reasoning, intended audience, and use of evidence, and rhetoric, assessing the stance, premise, links among ideas, word choice, points of emphasis, and tone. | End of second semester | ...complete standard details... revising all written work throughout the course. | Engl 11/AP- reinforce | ||||||||||||||||
20 | 11.11.3.3 (ELA Lang) Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meanting or style, and to comprehend more fully when reading or listening. | a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. | End of second semester | ...complete standard details... revising all written work throughout the course. | Engl 11/AP- reinforce | |||||||||||||||
21 | 11.12.3.3-(Social) Evaluate varius explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging were the text leaves matters uncertain. | End of first semester. | ....be able to create questions and hypothesized answers as to what a text is saying and where it does not give enough information to draw a reasonable conclusion.( logic reasoning) | Teacher will instigate discussion on where texts fall short and why. | ||||||||||||||||
22 | 11.13.3.3 (Math) Follow precisely a complex multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. | a. Follow precisely a complex multistep procedure when using the order of operations and solving equations for an unknown. b. Analyze the specific results based on explanations in mathematical problems. | Q3 | ...precisely follow a complex multistep procedure when evaluating using the order of operations, solving equations for an unknown, and solving complex formulas for an unknown...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
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24 | 11.4.4.4 (ELA Reading Lit) 11.5.4.4 (ELA Reading Info) Determine the meanings of words and phrases as they are used in the text, including figurative,connotative, (and technical) meanings; analyze the impact of specific word choices on meaning and tone, incuding words with multiple meanings or language that is particularly fresh, engaging, or beautiful. | Semester two | ...complete standard details... completing a graphic organizer and using the new words in individual writing assignments. | Engl 11/AP - reinforce | ||||||||||||||||
25 | 11.12.3.3-(Social) Evaluate varius explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging were the text leaves matters uncertain. | End of first semester. | ....be able to create questions and hypothesized answers as to what a text is saying and where it does not give enough information to draw a reasonable conclusion.( logic reasoning) | Teacher will instigate discussion on where texts fall short and why. | 1, 2, 4, & 6 | (Math) once per quarter | ||||||||||||||
26 | 11.12.3.3-(Social) Evaluate varius explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging were the text leaves matters uncertain. | End of first semester. | ....be able to create questions and hypothesized answers as to what a text is saying and where it does not give enough information to draw a reasonable conclusion.( logic reasoning) | Teacher will instigate discussion on where texts fall short and why. | ||||||||||||||||
27 | 11.9.4.4 (ELA SVLML) While respecting intellectual property, present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. | End of Semester two | ...complete standard details... writing 3-6 page papers. | Engl 11/AP - reinforce | ||||||||||||||||
28 | 11.11.4.4 (ELA Lang) Determine or clarify the meaning of unknown and mulitple-meaning words and phrases based on grade 11 reading and content, choosing flexibility from a range of strategies. | a. Use context as a clue to the meaning of a word of phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts od speech. c. Consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or detrmine or clarify its precise meaning, its part of speech, its etymology, or its standard useage. d. Verify the preliminary determination of the meaning of a word or phrase. | Q2 | ...complete standard details... writing, defining, and using unfamiliar words in a reading journal for each piece of literature read. | Engl 11/AP-reinforce | |||||||||||||||
29 | 11.12.4.4 (Social) Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses, reinforces, and refines the meaning of a key term over the course of a text. (e.g., how Madison defines faction in federalist No. 10). | Immediately | ... have a useful content vocabulary that shows understanding through writing. | Give unit by unit vocabulary. | 1,2,4,6 | Every unit | ||||||||||||||
30 | 11.13.4.4 (Math) Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grade level texts and topics. | a. Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other mathematical words and phrases as they are used in course relevant texts and topics. | Q3 | ...recognize and know the meanings of symbols, equations, graphical representations, and other key terms relevant to mathematics...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | once per chapter | |||||||||||||
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32 | 11.4.5.5 (ELA Reading Lit) 11.5.5.5 (ELA Reading Info) Analyze (and evaluate) how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. | |||||||||||||||||||
33 | 11.7.5.5 (ELA Writing) 11.14.5.5 (Social, Science, Math, Technical) Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. | Q2 | (Engl 11/AP) ...complete standard details... using the steps of writing throughout the creative process for each writing assignment | Engl 11/AP - reinforce, master | ||||||||||||||||
34 | 11.9.5.5 (ELA SVLML) Make strategic use of digital media in presentations to enhance understanding fo findings, reasonings, and evidence and to add interest. | End of 2nd semester | ...complete standard details... reading, creating and presenting a classic book project. | Engl 11/AP - reinforce | ||||||||||||||||
35 | 11.11.5.5 (ELA Lang) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meanings of words with similar denoations. | End of 2nd semester | ...complete standard details... journaling throughout each piece of literature read as well as creating graphic organizers for specific vocabulary. | Engl 11/AP - reinforce | |||||||||||||||
36 | 11.12.5.5 (Social) Analyze in detail how a complex primary or secondary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. | End of 2nd semester | ....break down source material for relevant information citing how the source provides useful and reasonable conclusions. | Provide opportunities of source analyzation. | 1,2,4,6 | Once a semester | ||||||||||||||
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38 | 11.4.6.6 (ELA Reading Lit) 11.5.6.6 (ELA Reading Info) Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). | |||||||||||||||||||
39 | 11.7.6.6 (ELA Writing) 11.14.6.6 (Social, Science, Math, Technical) Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and multi-media texts in response to ongoing feedback, including new arguments or information. | a. Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and multi-media texts in response to ongoing feedback, including new arguments or information. | end of year | (Engl 11/AP) ...complete standard details... writing a variety of papers based on literature read throughout the year. | ||||||||||||||||
40 | (Social) ...use google docs or another online media source to answer a question or have a discussion. | |||||||||||||||||||
41 | (Math Algebra II)...do standard details...writing a research paper on math concepts involved in a career of interest. | (Math) Q4 - reinforce | 1, 2, 4, & 6 | (Math) once per year | ||||||||||||||||
42 | 11.9.6.6 (ELA SVLML) Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating a command of formal English when indicated or appropriate | a.Apply assessments criteria to evaluate oral presentations by self and others. | Semester two | ...complete standard details... reading, creating and presenting a classic book project. | Engl 11/AP - reinforce | |||||||||||||||
43 | 11.11.6.6 (ELA Lang) Acquire and use accurately general acedemic and domain-secific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. | Semester two | ...complete standard details... reading, creating and presenting a classic book project. | Engl 11/AP - reinforce | ||||||||||||||||
44 | 11.12.6.6 (Social) Evaluate authors differing points of view, including differing points of view about Minnesota native American history, on the same historical event or issuing by assessing the authors' claims, reasoning, and evidence. | End of 2 nd semester | ...compare & contrast sources... citing differences & possible reasons why they differ. | Provide research examples and opportunities. | 1,2,4,6 | Once a year | ||||||||||||||
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46 | 11.4.7.7 (ELA Reading Lit) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. | |||||||||||||||||||
47 | 11.5.7.7 (ELA Reading Info) Integrate and evaluate muliple sources of information presented in differenent media or formats (e.g., visually, quatitatively) as well as in words in order to address a question or solve a problem. | |||||||||||||||||||
48 | 11.7.7.7 (ELA Writing) 11.14.7.7 (Social, Science, Math, Technical) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | a. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem. b. Narrow or broaden the inquiry when appropriate. c. Synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | (Social)...Create a research project that uses multiple sources and cite them. | (Social).....provide resarch oppertunitys and access. | ||||||||||||||||
49 | end of year | (Math Algebra II)...do standard details...writing a research paper on math concepts involved in a career of interest. | (Math) Q4 - reinforce | 1, 2, 4, & 6 | (Math) once per year | |||||||||||||||
50 | 11.9.7.7 (ELA SVLML) Understand, analyze, evaluate, and use different types of print, digital, and multimodal media. | a. Evaluate the aural, visual, and written images and other special effects used in mass media for their ability to inform, persuade, and entertain. b. Examine the intersections and conflicts between visual and verbal messages. c. Recognize how visual techniques or design elements carry or influence messages in various media. d. Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices. | ||||||||||||||||||
51 | 11.12.7.7 (Social) integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visual quantitatively, spatially, aurally, physically as well as in words) in order to address a question or solve a problem. | End of first semester | ....use multiple sources including media to answer questions about a topic. | Provide questions and multiple source that can be used to answer them. | 1,2,4,6 | Twice a year | ||||||||||||||
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53 | 11.4.8.8 (ELA Reading Lit) Not applicable to literature) | |||||||||||||||||||
54 | 11.5.8.8 (ELA Reading Info) Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy. | |||||||||||||||||||
55 | 11.7.8.8 (ELA Writing) 11.14.8.8 (Social, Science, Math, Technical) Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. | a. Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources, using advanced searches effectively. b. Assess the strengths and limitations of each source in terms of the specific task, purpose, and audience. c. Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. | ||||||||||||||||||
56 | end of year | (Math Algebra II)...do standard details...writing a research paper on math concepts involved in a career of interest. | 1, 2, 4, & 6 | (Math) once per year | ||||||||||||||||
57 | 11.12.8.8 (Social) Evaluate an author's premises, claims, and evidence by corroborating or challenging them with information. | End of first semester. | ....compare multiple sources of information for credibility including contradictary information about the main source. | |||||||||||||||||
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59 | 11.4.9.9 (ELA Reading Lit) Demonstrate knowledge of eighteeth, ninteenth, and early twentieth century foundational works of American literature, including American Indian and other diverse cultures' texts and how two or more texts from the same period treat similar themes or topics. | |||||||||||||||||||
60 | 11.5.9.9 (ELA Reading Info) Analyze seventeenth, eighteenth, and nineteenth century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugral Address) for their themes, purposes, and rhetorical features. | |||||||||||||||||||
61 | 11.7.9.9 (ELA Writing) 11.14.9.9 (Social, Science, Math, Technical) Draw evidence from literary or informational texts to support analysis, reflection, and research. | end of year | (Math Algebra II)...do standard details...writing a research paper on math concepts involved in a career of interest. | (Math) Q4 - reinforce | 1, 2, 4, & 6 | (Math) once per year | ||||||||||||||
62 | 11.12.9.9 (Social) Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. | End of 2nd semester. | ...use multiple resources... creating a cohesive research project that compares and uses multiple source material. | Provide research opportunities and source options. | 1,2,4,6 | |||||||||||||||
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76 | 12.12.1.1 (Social) Cite specific textual, visual or physical evidence to support analysis of primary and secondary sources, connecting insights gained from specificdetailsto an understanding of the text as a whole. | End of semester ( one semester course) | .... transfer data from written to graphical representations. | Econ - teacher will present oppertunities to see analyze and interpret data. | 1,4,6 | Several times a semester. | ||||||||||||||
77 | 12.12.2.2-(Social) Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among key details and ideas. | End of semester | ....describe and analyze graphs to answer specific questions about the information they present. | Econ - present graphs and questions for discussions. | 1,4,6 | Several times a semester. | ||||||||||||||
78 | 12.12.3.3-(Social) Evaluate varius explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging were the text leaves matters uncertain. | End of semester | ....look at different types of economic thought comparing and contrasting them to find which is the most appropriot for answering the question. | Present different rgdp graphs and explain what it resents. | 1,4,6 | Once a semester. | ||||||||||||||
79 | 12.12.4.4 (Social) Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses, reinforces, and refines the meaning of a key term over the course of a text. (e.g., how Madison defines faction in federalist No. 10). | End of semester | Students will show an understanding of neccasary vocabular terms related to the subject through writing that shows understanding. | Present terms and options for writing. | 1,2,4,6 | Once per unit. | ||||||||||||||
80 | 12.12.5.5 (Social) Analyze in detail how a complex primary or secondary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. | End of semester | ... be able to Intrepret written data into a graphical form paying special attention to immportent textual details. | Present complex data that must be interpreted in a particular way. | 1,4,6 | Once per semester. | ||||||||||||||
81 | 12.12.6.6 (Social) Evaluate authors differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. | |||||||||||||||||||
82 | 12.12.7.7 (Social) integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visual quantitatively, spatially aurally, physically as well as in words) in order to address a question or solve a problem. | End of semester | Students will use media to analyze and find economic indicators in to days society and draw inferences on what will happen next. | Econ - provide acces to online and I pad sources that display real time economic indicators. | 1,4,6 | Once per semester | ||||||||||||||
83 | 12.12.8.8 (Social) Evaluate an author's premises, claims, and evidence by corroborating or challenging them with information. | End of semester | Students will examine economic concepts and ideas from different perspectives. Students will describe and defend which idea would work the best. | Econ - provide different economic theories and examples and the positive and negative outcomes of each. | 1,4,6 | Once per semester | ||||||||||||||
84 | 12.12.9.9 (Social) Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. | End of semester | Students will take varried resources and create a textual or graphical representation of the combined information. | Econ - provide information sources and provide a background for how to compile the data. | 1,4,6 | Several times a semester. | ||||||||||||||
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86 | 12.13.2.2 (Math) Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. | a. Determine the central ideas or conclusions of a text. b. Summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. | Q3 | ...determine the central ideas and conclusions in mathematics word problem and summarize word problems...by filling in a KLOSE graphic organizer. | (Math) - reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
87 | 12.13.3.3 (Math) Follow precisely a complex multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. | a. Follow precisely a complex multistep procedure when using the order of operations and solving equations for an unknown. b. Analyze the specific results based on explanations in mathematical problems. | Q3 | ...precisely follow a complex multistep procedure when evaluating using the order of operations, solving equations for an unknown, and solving complex formulas for an unknown...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
88 | 12.13.4.4 (Math) Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grade level texts and topics. | a. Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other mathematical words and phrases as they are used in course relevant texts and topics. | Q3 | ...recognize and know the meanings of symbols, equations, graphical representations, and other key terms relevant to mathematics...filling in a graphic organizer. | (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | once per chapter | |||||||||||||
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90 | 12.7.4.4 (ELA Writing) 12.14.4.4 (Social, Science, Math, Technical) Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | a. Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | Q2 | (Math)...work through mathematical problems in a sequencial step-by-step form...completing a vertical sequence graphic organizer or a KLOSE graphic organizer. (Social).....write paragraphs in a factual and resarched way free of opinion. | Provide oppertunity for paragraph writing based on research. (Math) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | (Math) once per quarter | |||||||||||||
91 | 12.14.6.6 (Social, Science, Math, Technical) Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and multi-media texts in response to ongoing feedback, including new arguments or information. | a. Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and multi-media texts in response to ongoing feedback, including new arguments or information. | end of year | (Math Algebra II)...do standard details...writing a research paper on math concepts involved in a career of interest. (social)...use google docs or another form of media to answer a question or have a disscussion. | (Math) Q4 - reinforce | 1, 2, 4, & 6 | (Math) once per year | |||||||||||||
92 | 12.14.7.7 (Social, Science, Math, Technical) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | a. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem. b. Narrow or broaden the inquiry when appropriate. c. Synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | end of year | (Math Algebra II)...do standard details...writing a research paper on math concepts involved in a career of interest. (social)...create a researc project that uses multiple sources and sites them. | (Math) Q4 - reinforce | 1, 2, 4, & 6 | (Math) once per year | |||||||||||||
93 | 12.14.8.8 (Social, Science, Math, Technical) Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. | a. Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources, using advanced searches effectively. b. Assess the strengths and limitations of each source in terms of the specific task, purpose, and audience. c. Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. | end of year | (Math Algebra II)...do standard details...writing a research paper on math concepts involved in a career of interest. (social)....Create a research project that compares diffrent sorces and cites them appropriatly. | (Math) Q4 - reinforce | 1, 2, 4, & 6 | (Math) once per year | |||||||||||||
94 | 12.14.9.9 (Social, Science, Math, Technical) Draw evidence from literary or informational texts to support analysis, reflection, and research. | a. Draw evidence from literary or informational texts to support analysis, reflection, and research. | end of year | (Math Algebra II)...do standard details...writing a research paper on math concepts involved in a career of interest. (social)...cite sources that answer a question. | (Math) Q4 - reinforce | 1, 2, 4, & 6 | (Math) once per year | |||||||||||||
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1 | Standard | Benchmark | Timeline earliest time frame a student will demonstrate knowledge | Assessment (Students will be able to... by...) | Responsibilities (where, what-introduce, reinforce, master) | Scoring (#.#.4.4) (numbers correspond to 6+1 writing rubric) | Frequency (#.#.10.10) | Technology/Resources (Writing #.#.6.6) | Monitoring | |||||||||||
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2 | #.13.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations of descriptions. | Env. Science - Second Semester | Envirothon Presentation | Envronmental Science | 1, 2, 4 & 6 | April | ||||||||||||||
3 | #.13.2.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. | Chemistry - First Semester. Art-Graphic Design, Cultural and Wheel Throwing Pottery when the classes are offered.` Child Development | Summarization of Periodocity and Periodic Tables. Art-essay summarization of process. Senior Sem 2-articulate personal finance best practices through summarization. Child dev.- Summarization of articles & texts on parenting &child development issues | Chemistry. Art-Cultural and Wheel Thrown Pottery, Graphic Design. | 1, 2, 4 & 6 | Art-each new process. Chemistry - December Senior Sem 2-end of each unit. | ||||||||||||||
4 | #.13.3.3 Follow precisely a complex multistep procedure when carrying out experiments, designing solutions, taking measurements, of performing technical tasks, attending to special cases (constraints) or exceptions defined in the text. | Chemistry, Physics, Env. Science & Physics PLTW Courses CTE Courses Foods 1,2, Ethnic Foods Clothing 1/2 Accounting 1 Comp Apps 1/2 Art 1 Cultural Pottery Wheel Thrown Pottery Graphic Design | 1, 2, 4 & 6 | Art-every new process Science-Every chapter/unit. Accounting-Every Chapter. | ||||||||||||||||
5 | #.13.4.4 Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-12 texts and topics. | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. Read and interpret graphs relating to finance (personal/corporate) and draw conclusions through writing. | Chemistry, Physics, Env. Science & Physics Accounting | 1, 2, 4 & 6 | Science - Every chapter/unit. Accounting-Every chapter. Senior Sem 2-Every unit | |||||||||||||||
6 | #.13.5.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reactions, force & energy) | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. | Chemistry, Physics, Env. Science & Physics Accounting | 1, 2, 4 & 6 | Science - Every chapter/unit. | |||||||||||||||
7 | show relationships among concepts...writing paragraphs/essays | Senior Sem 1&2 | 1,2,4,6 | |||||||||||||||||
8 | #.13.6.6 Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text, defining the question the author seeks to address. | 1st Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. | Chemistry, Physics, Env. Science & Physics Accounting | 1, 2, 4 & 6 | Science - Every chapter/unit. | ||||||||||||||
9 | #.13.7.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathmatically (e.g., in an equation) into words. | 1st Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. | Chemistry, Physics, Env. Science & Physics Accounting | 1, 2, 4 & 6 | Science - Every chapter/unit. | ||||||||||||||
10 | #.13.8.8 Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. | 1st Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. | Chemistry, Physics, Env. Science & Physics Accounting | 1, 2, 4 & 6 | Science - Every chapter/unit. | ||||||||||||||
11 | #.13.9.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support of contradict previous explanations or accounts. | 1st Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. | Chemistry, Physics, Env. Science & Physics | 1, 2, 4 & 6 | Science - Every chapter/unit. | ||||||||||||||
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13 | #.14.1.1 Write arguments focused on discipline specific content | a. Introduce precise claims, distinguish the claims from alternative or opposing claims, and create an organization that establishes clear relationships among the claims, counterclaims, reasons, and evidence. | 1st Quarter 2nd Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. Ojibwe Complete standard requirements by writing a 1-2 page paper, multimedia project, or a response to unit reading. | Env. Science, Chemistry, Adv. Biology, Physics, Ojibwe | 1, 4 & 6 | Science - Every chapter/unit. Ojibwe-Every Unit | |||||||||||||
14 | b. Develop claims and couterclaims fairly, supplying data and credible evidence for each while pointing out the strengths and limitations of both cliams and counterclaims in a discipline-appropriate form and in a manner that anticipagtes the audinece's knowledge level and concerns. | 1st Quarter 2nd Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. Ojibwe Complete standard requirements by writing a 1-2 page paper, multimedia project, or a response to unit reading. | Env. Science, Chemistry, Adv. Biology, Physics | 1, 4 & 6 | Science - Every chapter/unit. | ||||||||||||||
15 | c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between resons and evidence, and between claim(s) and counterclaims. | 1st Quarter 2nd Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. Ojibwe Complete standard requirements by writing a 1-2 page paper, multimedia project, or a response to unit reading. | Env. Science, Chemistry, Adv. Biology, Physics | 1, 4 & 6 | Science - Every chapter/unit. | ||||||||||||||
16 | d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | 1st Quarter 2nd Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. Ojibwe Complete standard requirements by writing a 1-2 page paper, multimedia project, or a response to unit reading. | Env. Science, Chemistry, Adv. Biology, Physics | 1, 4 & 6 | Science - Every chapter/unit. | ||||||||||||||
17 | e. Provide a concluding statement or section that follows from and supports the argument presented. | 1st Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. Ojibwe Complete standard requirements by writing a 1-2 page paper, multimedia project, or a response to unit reading. | Env. Science, Chemistry, Adv. Biology, Physics | 1, 4 & 6 | Science - Every chapter/unit. | ||||||||||||||
18 | #.14.2.2 Write informative/explanatory text, as they apply to each discipline and reporting format, including the narration of historical events, of specific procedures/experiments, or description of technical processes. | a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; including formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension. | 1st Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. Complete standard requirements by writing a 1-2 page paper, multimedia project, or a response to unit reading. | Env. Science, Chemistry, Adv. Biology, Physics Accounting Ojibwe, Ojibwe II, Environmental Issues for Ojibwe Culture | 1, 4 & 6 | Science - Every chapter/unit. Ojibwe- Every unit Environmental Issues for Ojibwe Culture- Every unit | |||||||||||||
19 | b. Develop the topic with well-chosen relevant, credible and sufficient facts, extended definitions, concrete details, quotations, or other information or examples appropriate to the audience's knowledge. | 1st Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. Complete standard requirements by writing a 1-2 page paper, multimedia project, or a response to unit reading. | Env. Science, Chemistry, Adv. Biology, Physics Accounting Ojibwe, Ojibwe II, Environmental Issues for Ojibwe Culture | 1, 4 & 6 | Science - Every chapter/unit. Ojibwe- Every unit Environmental Issues for Ojibwe Culture- Every unit | ||||||||||||||
20 | c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. | 1st Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. Complete standard requirements by writing a 1-2 page paper, multimedia project, or a response to unit reading. | Env. Science, Chemistry, Adv. Biology, Physics Accounting Ojibwe, Ojibwe II, Environmental Issues for Ojibwe Culture | 1, 4 & 6 | Science - Every chapter/unit. Ojibwe- Every unit Environmental Issues for Ojibwe Culture- Every unit | ||||||||||||||
21 | d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the disipline and context as well as to the expertise of leaders. | 1st Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. Complete standard requirements by writing a 1-2 page paper, multimedia project, or a response to unit reading. | Env. Science, Chemistry, Adv. Biology, Physics Accounting Ojibwe, Ojibwe II, Environmental Issues for Ojibwe Culture | 1, 4 & 6 | Science - Every chapter/unit. Ojibwe- Every unit Environmental Issues for Ojibwe Culture- Every unit | ||||||||||||||
22 | e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | 1st Quarter | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. Complete standard requirements by writing a 1-2 page paper, multimedia project, or a response to unit reading. | Env. Science, Chemistry, Adv. Biology, Physics Accounting Ojibwe, Ojibwe II, Environmental Issues for Ojibwe Culture | 1, 4 & 6 | Science - Every chapter/unit. Ojibwe- Every unit Environmental Issues for Ojibwe Culture- Every unit | ||||||||||||||
23 | #.4.7.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Muse'e des Beaux Arta" and Breughel's 'Landscape with the Fall of Icarus'.) | Art-when classes are offerred | (Art) Determine differences between two artworks in reference to what is emphasized in critique. | Art-critique artworks with guided questions. | 1, 2, 4, 6 | Once a month | ||||||||||||||
24 | #.5.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | (Art) Show evidence of analysis along with inferences from a text by conducting current art processes. | Art-instructional and art history text. | 1, 2, 4, 6 | Several times a semester | |||||||||||||||
25 | #.5.4.4 Determine the meaning of words and phrases as they are used in text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). | Art-when the claases are offerred | (Art) Understand figurative, connotative and technical meaning of words and phrases showing evidence in terms used, along with understanding of process. | Art-instructional and art history text | 1, 2, 4, 6 | Several times a semester | ||||||||||||||
26 | #.7.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | a. Introduce precise claims(s), distinguish the claim(s) from alternative or opposing claims, and create an organization that establishes clear relationships among claims(s), counterclaims, reasons, and evidence. | (Art, a. only) Write analysis, using reasoning and evidence through written critiques and guided questions. | Art-written critiques with guided questions | 1, 2, 4, 6 | Once a semester. | ||||||||||||||
27 | b. Develope claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. | |||||||||||||||||||
28 | c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claims and counterclaims. | |||||||||||||||||||
29 | d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the of the discipline in which they are writing. | |||||||||||||||||||
30 | e. Provide a concluding statement or section that follows from and supports the argument presented. | |||||||||||||||||||
31 | #.7.6.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically | Art, Graphic Design-use technology to produce, publish and display graphic information. Computer Apps, Web/Game-produce documents and pages for publication. | Art, Graphic Design-use technology to produce, publish and display graphic designs. Computer Apps, Web/Game | 1, 2, 4, 6 | Weekly | |||||||||||||||
32 | #.7.7.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden an inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation | Art-when class is offerred | Art, Drawing and Painting-complete a research project using multiple sources, demonstrating an understanding. | Art, Drawing and Painting-research paper and artwork in the specific style and genre of an artist | 1, 2, 4, 6 | once a semester | ||||||||||||||
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34 | 11.14.7.7 /12.14.7.7 (Science) Conduct short as well as more sustained research projects to answer a question (including a self-generating question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | By end of 2nd Semester | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. | Env. Science, Chemistry, Adv. Biology, Physics | 1, 2, 4 & 6 | Every unit | ||||||||||||||
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36 | 11.14.9.9 / 12.14.9.9 (Science) Draw evidence from literary or informationsl texts to support analysis, reflection, and research. | By end of 2nd Semester | Conduct experiments or processes by following directions, gathering results, analyzing data and drawing and communicating conclusions from that experiment or processes using examples from texts. | Env. Science, Chemistry, Adv. Biology, Physics Accounting | 1, 2, 4 & 6 | Every unit | ||||||||||||||
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38 | 11.13.2.2 (Math: pre-calculus and statistics) Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. | a. Determine the central ideas or conclusions of a text. b. Summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. | Q3 | ...determine the central ideas or conclusions in mathematics word problems and summarize word problems...by filling in a KLOSE graphic organizer. | (Math: pre-calculus and statistics) - reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
39 | 11.13.3.3 (Math: pre-calculus and statistics) Follow precisely a complex multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. | a. Follow precisely a complex multistep procedure when using the order of operations and solving equations for an unknown, and analyzing a given data set. b. Analyze the specific results based on explanations in mathematical problems. | Q3 | ...precisely follow a complex multistep procedure when evaluating using the order of operations, solving equations for an unknown, and analyzing a given data set...filling in a graphic organizer. | (Math: Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
40 | 11.13.4.4 (Math: pre-calculus and statistics) Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grade level texts and topics. | a. Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other mathematical words and phrases as they are used in course relevant texts and topics. | Q3 | ...recognize and know the meanings of symbols, equations, graphical representations, and other key terms relevant to mathematics...filling in a graphic organizer. | (Math: pre-calculus and statistics) Q1 - introduce, Q2-Q4 reinforce | 1, 2, 4, & 6 | once per chapter | |||||||||||||
41 | 11.13.6.6 (Math: statistics) Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text, identifying important issues and questions that remain unsolved. | a. Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text, identifying important issues and questions that remain unsolved. | Q3 | ...do standard details...filling in a graphic organizer. | (Math: statistics) Q1-Q2 introduce, Q3-Q4 reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
42 | 11.13.7.7 (Math: statistics) Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem | a. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. | Q3 | ...do standard details...filling in a graphic organizer. | (Math: statistics) Q1-Q2 introduce, Q3-Q4 reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
43 | 11.13.8.8 (Math: statistics) Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. | a. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. | Q3 | ...do standard details...filling in a graphic organizer. | (Math: statistics) Q1-Q2 introduce, Q3-Q4 reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
44 | 11.14.4.4 (Social, Science, Math, Technical) Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | a. Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | Q2 | (Math: pre-calculus and statistics)...work through mathematical problems in a sequential step-by-step form...completing a vertical sequence graphic organizer or a KLOSE graphic organizer. | (Math: pre-calculus and statistics) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | (Math: pre-calculus and statistics) once per quarter | |||||||||||||
45 | 11.14.6.6 (Social, Science, Math, Technical) Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and multi-media texts in response to ongoing feedback, including new arguments or information. | a. Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and multi-media texts in response to ongoing feedback, including new arguments or information. | end of year | (Math: pre-calculus)...do standard details...writing a research paper on a bibliography of a famous mathematician regarding how they have contributed to mathematics. (Math: statistics)...do standard details...writing a research paper answering a question on which they will design and conduct an experiment and analyze their results. | (Math: pre-calculus and statistics) Q4 - reinforce | 1, 2, 4, & 6 | (Math: pre-calculus and statistics) once per year | |||||||||||||
46 | 11.14.7.7 (Social, Science, Math, Technical) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | a. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem. b. Narrow or broaden the inquiry when appropriate. c. Synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | end of year | (Math: pre-calculus)...do standard details...writing a research paper on a bibliography of a famous mathematician regarding how they have contributed to mathematics. (Math: statistics)...do standard details...writing a research paper answering a question on which they will design and conduct an experiment and analyze their results. | (Math: pre-calculus and statistics) Q4 - reinforce | 1, 2, 4, & 6 | (Math: pre-calculus and statistics) once per year | |||||||||||||
47 | 11.14.8.8 (Social, Science, Math, Technical) Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. | a. Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources, using advanced searches effectively. b. Assess the strengths and limitations of each source in terms of the specific task, purpose, and audience. c. Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. | end of year | (Math: pre-calculus)...do standard details...writing a research paper on a bibliography of a famous mathematician regarding how they have contributed to mathematics. (Math: statistics)...do standard details...writing a research paper answering a question on which they will design and conduct an experiment and analyze their results. | (Math: pre-calculus and statistics) Q4 - reinforce | 1, 2, 4, & 6 | (Math: pre-calculus and statistics) once per year | |||||||||||||
48 | 11.14.9.9 (Social, Science, Math, Technical) Draw evidence from literary or informational texts to support analysis, reflection, and research. | a. Draw evidence from literary or informational texts to support analysis, reflection, and research. | end of year | (Math: pre-calculus)...do standard details...writing a research paper on a bibliography of a famous mathematician regarding how they have contributed to mathematics. (Math: statistics)...do standard details...writing a research paper answering a question on which they will design and conduct an experiment and analyze their results. | (Math: pre-calculus and statistics) Q4 - reinforce | 1, 2, 4, & 6 | (Math: pre-calculus and statistics) once per year | |||||||||||||
49 | ||||||||||||||||||||
50 | 12.13.2.2 (Math: pre-calculus and statistics) Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. | a. Determine the central ideas or conclusions of a text. b. Summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. | Q3 | ...determine the central ideas or conclusions in mathematics word problems and summarize word problems...by filling in a KLOSE graphic organizer. | (Math: pre-calculus and statistics) - reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
51 | 12.13.3.3 (Math: pre-calculus and statistics) Follow precisely a complex multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. | a. Follow precisely a complex multistep procedure when using the order of operations and solving equations for an unknown, and analyzing a given data set. b. Analyze the specific results based on explanations in mathematical problems. | Q3 | ...precisely follow a complex multistep procedure when evaluating using the order of operations, solving equations for an unknown, and analyzing a given data set...filling in a graphic organizer. | (Math: Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
52 | 12.13.4.4 (Math: pre-calculus and statistics) Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grade level texts and topics. | a. Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other mathematical words and phrases as they are used in course relevant texts and topics. | Q3 | ...recognize and know the meanings of symbols, equations, graphical representations, and other key terms relevant to mathematics...filling in a graphic organizer. | (Math: pre-calculus and statistics) Q1 - introduce, Q2-Q4 reinforce | 1, 2, 4, & 6 | once per chapter | |||||||||||||
53 | 12.13.6.6 (Math: statistics) Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text, identifying important issues and questions that remain unsolved. | a. Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text, identifying important issues and questions that remain unsolved. | Q3 | ...do standard details...filling in a graphic organizer. | (Math: statistics) Q1-Q2 introduce, Q3-Q4 reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
54 | 12.13.7.7 (Math: statistics) Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem | a. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. | Q3 | ...do standard details...filling in a graphic organizer. | (Math: statistics) Q1-Q2 introduce, Q3-Q4 reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
55 | 12.13.8.8 (Math: statistics) Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. | a. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. | Q3 | ...do standard details...filling in a graphic organizer. | (Math: statistics) Q1-Q2 introduce, Q3-Q4 reinforce | 1, 2, 4, & 6 | once per quarter | |||||||||||||
56 | 12.14.4.4 (Social, Science, Math, Technical) Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | a. Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience. | Q2 | (Math: pre-calculus and statistics)...work through mathematical problems in a sequential step-by-step form...completing a vertical sequence graphic organizer or a KLOSE graphic organizer. | (Math: pre-calculus and statistics) Q1 - introduce, Q2-Q4 - reinforce | 1, 2, 4, & 6 | (Math: pre-calculus and statistics) once per quarter | |||||||||||||
57 | 12.14.6.6 (Social, Science, Math, Technical) Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and multi-media texts in response to ongoing feedback, including new arguments or information. | a. Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and multi-media texts in response to ongoing feedback, including new arguments or information. | end of year | (Math: pre-calculus)...do standard details...writing a research paper on a bibliography of a famous mathematician regarding how they have contributed to mathematics. (Math: statistics)...do standard details...writing a research paper answering a question on which they will design and conduct an experiment and analyze their results. | (Math: pre-calculus and statistics) Q4 - reinforce | 1, 2, 4, & 6 | (Math: pre-calculus and statistics) once per year | |||||||||||||
58 | 12.14.7.7 (Social, Science, Math, Technical) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | a. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem. b. Narrow or broaden the inquiry when appropriate. c. Synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation. | end of year | (Math: pre-calculus)...do standard details...writing a research paper on a bibliography of a famous mathematician regarding how they have contributed to mathematics. (Math: statistics)...do standard details...writing a research paper answering a question on which they will design and conduct an experiment and analyze their results. | (Math: pre-calculus and statistics) Q4 - reinforce | 1, 2, 4, & 6 | (Math: pre-calculus and statistics) once per year | |||||||||||||
59 | 12.14.8.8 (Social, Science, Math, Technical) Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. | a. Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources, using advanced searches effectively. b. Assess the strengths and limitations of each source in terms of the specific task, purpose, and audience. c. Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. | end of year | (Math: pre-calculus)...do standard details...writing a research paper on a bibliography of a famous mathematician regarding how they have contributed to mathematics. (Math: statistics)...do standard details...writing a research paper answering a question on which they will design and conduct an experiment and analyze their results. | (Math: pre-calculus and statistics) Q4 - reinforce | 1, 2, 4, & 6 | (Math: pre-calculus and statistics) once per year | |||||||||||||
60 | 12.14.9.9 (Social, Science, Math, Technical) Draw evidence from literary or informational texts to support analysis, reflection, and research. | a. Draw evidence from literary or informational texts to support analysis, reflection, and research. | end of year | (Math: pre-calculus)...do standard details...writing a research paper on a bibliography of a famous mathematician regarding how they have contributed to mathematics. (Math: statistics)...do standard details...writing a research paper answering a question on which they will design and conduct an experiment and analyze their results. | (Math: pre-calculus and statistics) Q4 - reinforce | 1, 2, 4, & 6 | (Math: pre-calculus and statistics) once per year |
1 | Graphic Organizers | Text Interaction | Formative Assessment | SOP | |||
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2 | Cornell Notes | PAWS (preview, analyze, write, study) | Two minute write/draw | Teachers will post grades on Monday. | |||
3 | Compare/Contrast Charts-NCTE (readwritethink.org) | HUGS (highlight, underline, go back, summarize) | Exit/Entrance Slips | Students will come to class prepared-or receive a tardy. | Catch-up room-T/W in Title 7/Reading | ||
4 | Vertical Sequence | CLOZE (know, looking for, operations, solve, explain) | annotated bibiliography | Teachers will post the objective for each day. | |||
5 | Proposition Support outline | 6+1 Rubric | |||||
6 | T-Notes | ||||||
7 | |||||||
8 | Big Ideas | Students will.... | Teachers will... | ||||
9 | 1. Students will be able to read, and understand what they read. | a. students will interact and read text first. | ...expect their students to read the text (with appropriate scaffolding). ...not give notes prior to the completion of the reading assignment. | Notes should supplement, not substitute for the reading. | |||
10 | 2. Students will be able to summarize using examples from a reading. | a. Students will summarize by utilizing writing. b. review by utilizing summaries at the end of notes. identify the main idea in a paragraph and be able to put into their own words that main idea. | ...utilize note-taking strategies such Cornell notes, T-notes, or other graphic organizers that emphasize review and summarization skills. | ||||
11 | 3. students will be able to connect what they read to what they write and discuss. | a. Students will be able to show connections through writing. b. Students will be able to discuss through civil discourse methods. | utilize formative assessments | ||||
12 | 4. Students will be able to write using ideas and facts from different sources. | by end of 6th grade-a body paragraph by end of 7th grade-5 paragraph essay by end of 8th grade-5+ paragraph essay by 10th grade-5+ page research paper | ...utilize the 6+1 traits rubric in assessing their student's writing ...require their students write to a minimum standard of proficiency ...require their students to follow a standard format for research writing and source citation | ||||
13 | 5. Students will be able to speak and present ideas clearly, coherently, and with good speaking and listening skills. | Students will come to class prepared to discuss readings. Students will exhibit good listening and speaking skills | enforce SOP Socratic Circle/method | A | |||
14 |