Unit Calendar and Assessment Plan

Overall ELD Unit Standard:

 English Language Development Standards for Grades 9-10

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:

Algebra 2:

Physics:

         

        

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.

Spanish:

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

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.

Day Two: Emphasis on Preparation and Collaboration

Whole group: Students make school Olympic multiple intelligence event teams

Geometry:

Algebra 2:

Physics:

         

        

        

Spanish:

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

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.

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:

Desmos Olympic Symbol Lesson Plan

Algebra 2:

Physics:

         

        

        

Spanish:

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.

Day 4: Emphasis on Action

Set up for Olympic events

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

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:

Algebra 2:

         Standards:

                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:

         

        

        

Spanish:

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

l. Food, meals, restaurants

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.