Unit Calendar and Assessment Plan

Overall ELD Unit Standard:

English Language Development Standards for Grades 9-10

• Emerging: Supporting opinions and persuading others: Negotiate with or persuade others in conversations using learned phrases as well as open responses to express and defend opinions.
• Expanding: Supporting opinions and persuading others: Negotiate with or persuade others in conversations using a growing number of learned phrases and open responses to express and defend nuanced opinions.
• Bridging: Supporting opinions & persuading others: Negotiate with or persuade others in conversations in appropriate registers using a variety of phrases.

Day One: Emphasis on Investigation (Social Justice, Art, and Community)

Whole group meets to give unit rationale during advisement session

Whole group homework (take multiple intelligence test to determine groups)

Whole group poster project groups formed.

Geometry:

• CCSS.Math.Content.HSG-MG.A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
• Objectives:
• Students will be able to use mathematical vocabulary to describe their chosen olympic athlete’s flag.
• Students will able to evaluate other’s descriptions using mathematically accurate vocabulary.
• Assessment: Informal, Formative- teacher will make informal observations of students

Algebra 2:

• General description of activity: Worksheet on population and wealth effects on the Olympics.
• Does a country’s wealth impact the number of gold medals a country receives?
• What other factors impact the likelihood of winning? Is that fair competition?
• Standards:
• HSS-ID.A.4: Summarize, represent, and interpret data on a single count of measurement variable: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for such  a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
• HSS-IC.B.6: Making Inferences & Justifying Conclusions: Make Inferences and justify conclusions from observational studies. Evaluate reports based on data.
• Objectives:
• After researching a country’s population, wealth, and previous Olympic information, students will be able to summarize, represent, and interpret data using mean and standard deviation and be able to make inferences and justify conclusions by filling out the Social Justice graphic organizer.
• Assessment:
• Formal, formative. The teacher will grade the social justice graphic organizer for completion.
• Informal: Teacher will observe progress being made by the students toward graphing, summarizing, and interpreting the data for the selected groups’ country.

Physics:

• General description of activity: Students will have warm up problem on work.  Teacher will lecture on work and perform a demonstration on it using a 1kg mass and a meter stick.  Students will work on practice problems.  Teacher will introduce Olympic project that we are going to participate in on Thursday.  With this teacher will explain wavelength and how it relates to colors.  With this information the students will be able to fill out their graphic organizer.

• Standards:
• 2. a. Students know how to calculate kinetic energy by using the formula. E = −1/2 mv2.
• Emerging: Negotiate or persuade others in conversations.
• Expanding; Negotiate or persuade others using a growing number of learner phrases
• Bridging: Negotiate or persuade others using a variety of learned phrases.

• Objectives: After discussion on work students will be able to practice sample problems.

After being introduced to the wavelength and color students will be able to write in the wavelength of the colors of the flag.

After being introduced to the Olympic project students will be able to start working on their event.

• Assessment: Diagnostic assessment with warm up problems on work.  Summative assessment analysis the wavelength and the colors of the flag.

Spanish:

• Content: 1.1 Students address discrete elements of daily life, including:

h. Vacations and travel, maps, destinations, and geography

• ELD: ELD grades 9-10: Interacting in meaningful ways: Emerging

1. Exchanging information/ideas: Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking

and answering yes‐no questions and wh‐ questions and responding using phrases and short sentences.

• Objectives: After learning about Spanish countries, capitals and expressions, students will be able to reference their list and participate in an oral exchange with their peers.
• Assessment: (Informal Formative) Students will practice the phrases orally with a peer, asking and answering what is the country and capital.

Day Two: Emphasis on Preparation and Collaboration

Whole group: Students make school Olympic multiple intelligence event teams

Geometry:

• General description of activity: Equations of Circles in the Olympic Rings
• How the circles represent coming together (collaboration of shapes)
• Creating art through math and technology (how the equations of circles represent this collaboration.)
• Standards:
• CCSS.Math.Content.HSG-GPE.A.1 Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
• Objectives:  After examining the olympic symbol, students will be able to collectively write a definition of a circle using the pythagorean theorem to derive the radius.
• Assessments: Diagnostic (students are asked what they know about a circle and the teacher records information on the board.)  Informal and Formative exit ticket: Students will write an equation for the circle of their choice in the Olympic rings and justify in writing why the equation is accurate for that circle.

Algebra 2:

• General description of activity: This will be the introductory lesson into exponential equations in which the students will discover the graph and basic equation for such through cooperative learning. Then, students will be able to build on this in upcoming lessons where they will represent the competitive bracket for the Olympic hockey team through graphing and creating an equation.
• Standards:
• HSF – IF.C.7 Analyze functions using different representations: Graph exponential and logarithmic functions, showing intercepts.
• Emerging: Negotiate or persuade others in conversations.
• Expanding; Negotiate or persuade others using a growing number of learner phrases
• Bridging: Negotiate or persuade others using a variety of learned phrases.
• Objectives: Cognitive: After hearing about a hypothetical situation, students will be able to model the situation graphically and by using a formula by working cooperatively with their peers to create representations.
• Assessment: Formative - progress-monitoring: The teacher will informally observe and facilitate student learning by watching their progress through the lesson. The teacher will also look over the students’ homework.

Physics:

• General description of activity: Students will work on warm up problems and sample problems from the book.  Then students will work on the Olympics and prepare their event.

• Standards:
• 2. a. Students know how to calculate kinetic energy by using the formula. E = −1/2 mv2.
• 2. b. Students know how to calculate changes in gravitational potential energy near Earth by using the formula (change in potential energy) = mgh (h is the change in the elevation).
• Emerging: Negotiate or persuade others in conversations.
• Expanding; Negotiate or persuade others using a growing number of learner phrases
• Bridging: Negotiate or persuade others using a variety of learned phrases.

• Objectives: After working on warm up problems on kinetic and potential energy students will be able to complete practice problems on the subject.  Students will also be able to prepare for their event for the Olympics that will be on Thursday.

• Assessment: Diagnostic assessment with the warm up and formative assessment with the practice problems.  Students will have a formative assessment with their Olympics event.

Spanish:

• Content: 1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.

1.1 Students address discrete elements of daily life, including:

h. Vacations and travel, maps, destinations, and geography

i. School, classroom, schedules, subjects, numbers, time, directions

m. Shopping, clothes, colors, and sizes

• ELD grades 9-10: Interacting in meaningful ways: Emerging

1. Exchanging information/ideas: Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking

and answering yes‐no questions and wh‐ questions and responding using phrases and short sentences.

• Objectives: After learning the expressions and vocabulary of shapes and colors, students will be able to accurately describe their assigned countries flag through written expression.
• Assessment: (Informal Formative) Students will write sentences to describe their assigned country’s flag using the vocabulary and phrases.

Day 3: Emphasis on Preparation

Whole group: Check in with your teams for individual and group accountability

Whole group: Create a sign that represents your group’s multiple intelligence

Geometry:

• General description of activity: Use Desmos to create a modified Olympic circle symbol using knowledge of the equation of a circle.

Desmos Olympic Symbol Lesson Plan

• Standards:
• CCSS.Math.Content.HSG-CO.A.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. (specifically circle)
• CCSS.Math.Content.HSG-CO.A.2 Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
• Objectives: After defining a circle the previous days, students will be able to translate a circle using their definition with dynamic (changing) center with Desmos (interactive computer application.)
• Assessment: Visual assessment (summative):  Students final designs on Desmos will be compared to requested design.  Students will give the student generated design on the poster presentation day.

Algebra 2:

• General description of activity: This will be the second day of exploring exponential functions which model a constant percent increase or constant percent decrease. Students will use this knowledge to model the competitive brackets of hockey in the Olympics.
• Standards:
• HSF – IF.C.7 Analyze functions using different representations: Graph exponential and logarithmic functions, showing intercepts.
• English Language Development grades 9-10: Listening actively
• Emerging: Demonstrate comprehension of oral presentations and discussions on familiar social and academic topics by asking and answering questions with prompting and substantial support.
• Expanding: Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering questions that show thoughtful consideration of the ideas or arguments with moderate support.
• Bridging: Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering detailed and complex questions that show thoughtful consideration of the ideas with light support.
• Objectives: Cognitive: After learning about graphing exponential growth and graphing an exponential function, students will be able to analyze the Olympic hockey competitive brackets by graphing and solving problems.
• Assessment:
• Informal & Diagnostic: Students will complete the warm-up and self-assess themselves by comparing to the teachers’ answers.
• Formal & Formative: Students will analyze the Olympic hockey competitive brackets by graphing and solving problems. Students will demonstrate comprehension of the notes (oral presentation) and discussions on the Olympics (social topics) by asking and answering detailed and complex questions that show thoughtful consideration of the ideas with light support. They will receive a grade for their participation in the assignment. (Bridging level)
• Wilson: will have the same assignment but at the expanding level: Wilson will demonstrate comprehension of the notes (oral presentation) and discussions on the Olympics (social topics) by asking and answering questions that show thoughtful consideration of the ideas with moderate support. He will receive a grade for their participation in the assignment.

Physics:

• General description of activity: Conservation of Energy.  Students will be expounding on their understanding of kinetic and potential energy.  Students will be introduced to mechanical energy and how it is conserved in a closed system.  Students will see a demonstration of work, view a video on the conservation of energy, and a simulation of a rollercoaster.  Students will work on practice problems if time permits.

• Standards:
• 2. a. Students know how to calculate kinetic energy by using the formula. E = −1/2 mv2.
• 2. b. Students know how to calculate changes in gravitational potential energy near Earth by using the formula (change in potential energy) = mgh (h is the change in the elevation).
• 2. c. Students know how to solve problems involving conservation of energy in simple systems, such as falling objects.
• Emerging: Negotiate or persuade others in conversations.
• Expanding; Negotiate or persuade others using a growing number of learner phrases
• Bridging: Negotiate or persuade others using a variety of learned phrases.

• Objectives: Students will be able to answer questions on conservation of mechanical energy by participating in a discussion about the topic.

• Assessment: Students will answer diagnostic problems in the warm up to respond to yesterday’s ideas.  Formative assessment will be given during discussion to check the understanding.  Formative assessment practice problems will be given at the end of class.

Spanish:

• General description of activity: Culture of the Country. Students will have an assigned Spanish speaking country. Students are to identify their country and capital and present to the class 3 activities or places to visit if one was to be a tourist in that city. The poster will be used at the end of the lesson in junction with the other teachers.
• Standards:
• Content: 1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.
• 1.1 Students address discrete elements of daily life, including:
• h. Vacations and travel, maps, destinations, and geography
• l. Food, meals, restaurants
• 2.1 Students address topics related to self and the immediate environment, including:
• g. Cultural and leisure-time activities, outdoor, recreational activities, music
• h. Transportation, lodging, itineraries, geographic features and landmarks
• ELD grades 9-10: Interacting in meaningful ways: Emerging

1. Exchanging information/ideas: Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking

and answering yes‐no questions and wh‐ questions and responding using phrases and short sentences.

• Objectives: After learning phrases in the target language and researching their country, students will be able to identify and name landmarks and activities in their country in the target language.
• Assessment: (Formal and Summative) Students will create a poster that displays their country, capital, flag, and 3 activities and landmarks that they could visit.

Day 4: Emphasis on Action

Set up for Olympic events

Community Building: Students will run their own Olympic games they have created.

• Objectives:
• Students will be able to promote different multiple intelligences through creation and production of various games.
• Students will be able to work in a small community (teams) to inform their larger community (school)
• Formal Summative Assessment: Students will write a team reflection after the event to debrief.  Prompt will be “Did your game represent your focused intelligence well, why or why not?  Was it equitable?”

Day 5: Emphasis on Demonstration, Reflection, Evaluation, and Group Poster Presentations in each class

Unit Rubric to be used for all classes (link below)

Summative Assessment Supporting Opinions (ELD)

Unit Rubric for Poster Presentations

Team Evaluation

Event Evaluation

Geometry:

• General description of activity: evaluation of poster project and olympic symbol
• Standards: Standards:
• CCSS.Math.Content.HSG-MG.A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
• Objectives:
• Students will able to evaluate other’s descriptions using mathematically accurate vocabulary.
• Assessment:  See rubric above

Algebra 2:

• General description of activity: Evaluation of poster project concerning completion, accuracy, and digging deeper into justifying answers.

Standards:

• HSS-ID.A.4: Summarize, represent, and interpret data on a single count of measurement variable: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for such  a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
• HSS-IC.B.6: Making Inferences & Justifying Conclusions: Make Inferences and justify conclusions from observational studies. Evaluate reports based on data.
• Objectives:
• After researching a country’s population, wealth, and previous Olympic information, students will be able to summarize, represent, and interpret data using mean and standard deviation and be able to make inferences and justify conclusions by filling out the Social Justice graphic organizer.

Specific to Algebra II:

 Bronze Silver Gold Students research their country  make inferences and justify conclusions by comparing observational data on countries participating in the Olympics. Students make accurate inferences about the effects of population, wealth, and average winter temperature on winning Olympic medals and justify conclusions by comparing observational data on countries participating in the Olympics. In addition to making accurate inferences, students find a line of best fit, and describe why they believe this type of relationship exists and cite information as evidence to their hypothesis.

Physics:

• General description of activity: Students will present their poster section on color and wavelength at the beginning of class.  Students will work on warm up problems to prepare for the quiz.  Halfway through the class students will take an open book, open note quiz.

• Standards:
• 2. a. Students know how to calculate kinetic energy by using the formula. E = −1/2 mv2.
• 2. b. Students know how to calculate changes in gravitational potential energy near Earth by using the formula (change in potential energy) = mgh (h is the change in the elevation).
• 2. c. Students know how to solve problems involving conservation of energy in simple systems, such as falling objects.
• Emerging: Negotiate or persuade others in conversations.
• Expanding; Negotiate or persuade others using a growing number of learner phrases
• Bridging: Negotiate or persuade others using a variety of learned phrases.

• Objectives: After review with warm up and sample problems, students will be able to take quiz on energy (kinetic, potential, and conservation of mechanical energy).

• Assessment: Diagnostic assessment with warm up problems.  Summative assessment quiz.

Spanish:

• General description of activity: evaluation of poster project and olympic symbol
•  Standards:
• Content:
• 1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.
• 1.1 Students address discrete elements of daily life, including:

h. Vacations and travel, maps, destinations, and geography

l. Food, meals, restaurants

• 2.1 Students address topics related to self and the immediate environment, including:
• g. Cultural and leisure-time activities, outdoor, recreational activities, music
• h. Transportation, lodging, itineraries, geographic features and landmarks
• ELD grades 9-10: Interacting in meaningful ways: Emerging

1. Exchanging information/ideas: Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking

and answering yes‐no questions and wh‐ questions and responding using phrases and short sentences.

• Objectives: Students will able to evaluate other’s uses of correct Spanish grammar and vocabulary.
• Assessment: Formal Summative Rubric above