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Unit ObjectivesOhio ELA StandardsOhio ELA Extended StandardsCCSS ELA StandardsOhio's 2003 Academic Content Standards in Technology (9-12)Technology and Engineering Literacy Assessment and Item Specifications for the 2014 National Assessment of Educational Progress (NAEP)International Society for Technology in Education (ISTE) 2016 Standards for Students EnvisionIT Instructional ActivityEnvisionIT: Potential ObservationsEnvisionIT Pre-Quiz Item(s)EnvisionIT: Post-Quiz Item(s)Check Your Knowledge Items
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Unit 0: Start Heren/a
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ICT 0a. Ability to identify the key components of EnvisionIT.Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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. RST.9-10.4 Determine the meaning of symbols, 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.
RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Reading Standards for Informational Text Extended Standards: Craft and Structure:
RI.68.4b I
dentify the meaning of words or phrases based on how they are used in a text.
RI.912.4b
Determine the meaning of words or phrases based on how they are used in a text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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. RST.9-10.4 Determine the meaning of symbols, 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.
RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Standard 3: Technology for Productivity Applications
A. Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.
E. Selection and Use of Digital Tools
I.12.12:
Students know that a variety of digital tools exist for a given purpose. The tools differ in features, capacities, operating modes, and style. Knowledge about many different ICT tools is helpful in selecting the best tool for a given task.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d. understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
0.1 Introduction to the Course - Part 1
0.2 Introduction to the Course - Part 2
0.3 Introduction to the Course - Part 3
0.4 Unit Objectives - What Will I Learn?
0.5 Unit Key Words
0.6 Course Map and Checklist
0.7 Course Outcomes - What Will I Do?
0.10 What You Will Learn - Part 1: Technology Skills
0.11 What You Will Learn - Part 2: Your Preferences and Interests
0.12 What You Will Learn - Part 3: Your Career Goals
0.15 Learning Strategies and Supports - Part 1
0.16 Learning Strategies and Supports - Part 2
0.17 Learning Strategies and Supports - Part 3
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ICT 0b. Knowledge of basic Web browser features.Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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. RST.9-10.4 Determine the meaning of symbols, 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.
RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Reading Standards for Informational Text Extended Standards: Craft and Structure:
RI.68.4b I
dentify the meaning of words or phrases based on how they are used in a text.
RI.912.4b
Determine the meaning of words or phrases based on how they are used in a text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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. RST.9-10.4 Determine the meaning of symbols, 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.
RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Standard 3: Technology for Productivity Applications
A. Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.
E. Selection and Use of Digital Tools
I.12.12:
Students know that a variety of digital tools exist for a given purpose. The tools differ in features, capacities, operating modes, and style. Knowledge about many different ICT tools is helpful in selecting the best tool for a given task.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
0.8 Save Time with Bookmarks and Favorites
0.9 Activity - Bookmark or Favorite this Website
0.10 What You Will Learn - Part 1: Technology Skills

Student completes Activity 0.9: Bookmarks and Favorites and adds a bookmark or favorite for the Schoology LMS website on the Web browser they are using on their computer. n/an/a
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ICT 0c. Ability to open, edit, and save documents. Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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. RST.9-10.4 Determine the meaning of symbols, 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.
RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Reading Standards for Informational Text Extended Standards: Craft and Structure:
RI.68.4b I
dentify the meaning of words or phrases based on how they are used in a text.
RI.912.4b
Determine the meaning of words or phrases based on how they are used in a text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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. RST.9-10.4 Determine the meaning of symbols, 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.
RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Standard 3: Technology for Productivity Applications
B. Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology-enhanced models.

Standard 4: Technology and Communication Applications
B. Create, publish and present information, utilizing formats appropriate to the content and audience.
B. Information Research
I.12.5:
Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

E. Selection and Use of Digital Tools
I.12.13:
Students are able to demonstrate the capability to use a variety of digital tools to accomplish a task or develop a solution for a practical problem. Justify the choice of tools, explain why other tools were not used based on specific features of the tools, and summarize the results.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

0.10 What You Will Learn - Part 1: Technology Skills
0.13 Activity - Managing and Saving Your Work
0.14 Activity - Open, Edit, and Save a Worksheet to Your Transition Portfolio Folder
Student accurately completes Activity 1.5: How to Open, Edit, and Save a Worksheet to Your Transition Portfolio Sub-Folder and saves the Title Page worksheet in the transition portfolio sub- folder:
○ Student Name Transition Portfolio Title Page document contains:
○ Student’s full name
○ Grade level
○ Instructor’s name
○ School name
○ Date (same day as assignment)
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Unit 1: The Transition Portfolio - A Map to Your Future
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TR 1a. Knowledge of the purpose of EnvisionIT as it relates to transition and self-determination. Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.1a
Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a
Cite details from text to support the answers to literal or inferential questions.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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1.1 Unit 1 Pre-Quiz
1.2 Unit 1 Introduction
1.3 Unit 1 Objectives - What Will I Learn?
1.4 Unit 1 Key Words
1.5 Unit 1 Map and Checklist
1.8 Why Is This Course Important? - Part 1
1.9 Why Is This Course Important? - Part 2
1.10 It's All About You!
Given multiple choice quiz questions, student identifies the correct statement regarding the purpose of EnvisionIT.5: How does EnvisionIT help prepare a student for life after high school?
a. A student will be assigned to training for apprenticeships in skilled trades
b. A student will meet recruiters from the military.
c. A student will learn how to take the ACT and SAT tests
d. A student will make a plan for education and a job based on career interests
e. Leave blank
5: What is one way EnvisionIT will help a student prepare for postsecondary transition?
a. A student will learn how to research the career options of interest.
b. A student will learn how to make friends outside of school and work
c. A student will take college entrance exams during in EnvisionIT
d. A student will complete an internship with an employer, as part of this course.
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TR 1b. Ability to describe the relationship between education levels and employment levels or earnings.Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.1a
Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a
Cite details from text to support the answers to literal or inferential questions.
Speaking and Listening Standards Extended Standards: Comprehension and Collaboration:
SL.68.1a Engage in discussions about grade- level/age-appropriate topics and text.
- Follow rules of discussion.
- Ask questions about the topic;
respond to others’ questions and
comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a
topic.
- Respond thoughtfully to others’
comments.
- Participate in the setting of goals,
establishing roles and clarifying
conclusions.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
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1.6 Activity: Group Discussion: Education, Employment, and Earnings - Part 1
1.7 Activity: Group Discussion: Education, Employment, and Earnings - Part 2
Given multiple choice quiz questions, student correctly identifies the factual statements regarding the relationship between educational attainment and unemployment or earnings.

Student expresses answers in group discussion Activity: Group Discussion: Education, Employment, and Earnings that demonstrate accurate comprehension of the bar graph Earnings and Unemployment Rates by Educational Attainment. Student (in group) reports:
- As education attainment increases, unemployment rate decreases. (1.a)
- As education attainment increases, median weekly earnings increase (1.b)
- The highest unemployment rate is persons with less than a high school diploma (2.a)
- The lowest unemployment rate is persons with a doctoral degree (2.b)
- The highest weekly earners are persons with a professional degree (2.c)
- The lowest weekly earners are persons with less than a high school diploma (2.d)
3: Studies from the U.S. Department of Labor indicate that the more education/training a person has, their income is ______________ . a. slightly lower
b. the same as everyone else
c. higher
d. not very much money
e. Leave blank

4: The U.S. Department of Labor reported that, in 2013, people ___________________________ had the highest unemployment rate.
a. with less than a high school diploma
b. with more than an Associate’s degree
c. with some college, but no degree
d. with a professional degree
e. leave blank
3: According to the U.S. Department of Labor, what educational level earns the least amount of money each week? a. Less than a high school diploma
b. High school diploma
c. Some college, no degree
d. Associate’s Degree

4: According to the U.S. Department of Labor, what educational category had the lowest unemployment rate? a. Doctoral degree
b. Associate’s degree
c.
Some college, no degree
d. Bachelor’s degree
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TR 1c. Knowledge of what a Transition Portfolio is and what purposes it serves.Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details:
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Craft and Structure:
RST.6-8.4
Determine the meaning of symbols, 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.
RST.9-10.4 Determine the meaning of symbols, 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.1a C
ite evidence in text to support answers to literal or inferential questions.
RI.912.1a
Cite details from text to support the answers to literal or inferential questions.
Reading Standards for Informational Text: Key Ideas and Details:
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text..

Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details:
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Craft and Structure:
RST.6-8.4 Determine the meaning of symbols, 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.
RST.9-10.4 Determine the meaning of symbols, 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.
RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.



n/an/an/a1.11 Activity - Career Vision Survey - Part 1
1.12 Activity - Career Vision Survey - Part 2
1.13 Activity - Career Vision Survey - Part 3
1.14 Activity - Career Vision Survey - Part 4
1.15 Grading a Transition Portfolio
Given multiple choice quiz questions, student identifies the correct description of the Transition Portfolio for EnvisionIT.6: A collection of documents that will help planning a postsecondary transition is a ______________________. a. Career Index
b. Transition Portfolio
c. Professional Plan Folder
d. Graduate Portfolio
e. Leave blank

7: How could a Transition Portfolio be most helpful? (TR 1.6)
a. A student can check a career plan and make he/she is staying on track
b. A student can keep track of bank account statements
c. A student can show it to a landlord when renting an apartment
d. A student can check it 10 years from now to see what was important
e. Leave blank

6: Which option does NOT describe what a transition portfolio is?
a. A collection of documents that will help planning for postsecondary transition
b. It will include items that can be shared with employers someday (like a résumé for example)
c. An inventory of courses taken from 1st grade to 12th grade and the GPA earned
d. A record of all the work that has been in done every year of school

7: What is the purpose of a transition portfolio made in EnvisionIT?
a. The Transition Portfolio can hold all the pictures a student has drawn
b. A student can use a Transition Portfolio instead of a birth certificate or Social Security Card.
c. A student will have a place to keep education and career planning documents that will be important in the future.
d. The Transition Portfolio is the best place to keep homework from English and science courses
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TR 1d. Ability to work in groups (small or large) and implement defined discussion and presentation behaviors.Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Speaking and Listening Standards Extended Standards: Comprehension and Collaboration:
SL.68.1a
Engage in discussions about grade- level/age-appropriate topics and text.
- Follow rules of discussion.
- Ask questions about the topic;
respond to others’ questions and
comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a
topic.
- Respond thoughtfully to others’
comments.
- Participate in the setting of goals,
establishing roles and clarifying
conclusions.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.

n/an/an/a1.6 Activity: Group Discussion: Education, Employment, and Earnings - Part 1
1.7 Activity: Group Discussion: Education, Employment, and Earnings - Part 2
1.15 Grading a Transition Portfolio
1.16: Group Discussion Activity - Grading a Sample Transition Portfolio with a Simple Rubric
1.17: Group Discussion Activity - Compare and Contrast Rubrics

Student expresses answers in group discussion Activity: Group Discussion: Grading a Sample Transition Portfolio with a Simple Rubric, student completes Rubric worksheet and saves the Rubric worksheet in the student folder.
- Student has two completed Rubric worksheets titled “Ty Williams Portfolio and Chantel Edwards Portfolio
- Each Rubric contains a zero (0) or one (1) in the points column to indicate whether the portfolio contains the required activity/information 0 = missing, 1= present.
- A separate Rubric for the PowerPoint presentation in the sample portfolios is completed in the same manner as the Rubric worksheet
- Each rubric contains a letter grade decided by the students in their groups. The letter grade is accompanied by two to three sentences explaining why the grade was given for the sample portfolio and presentation
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ELA 1a. Ability to define “rubric” as it is used in the EnvisionIT Curriculum. Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
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 part of speech.
L.8.6. 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.
L.9-10.4. 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.
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, part of speech, or etymology.
L.9-10.6. 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.
L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
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, part of speech, etymology, or standard usage.
L.11-12.6. 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.1a C
ite evidence in text to support answers to literal or inferential questions.
RI.912.1a
Cite details from text to support the answers to literal or inferential questions.
Language Standards Extended Standards:
Vocabulary Acquisition and Use:

L.68.4a Use context clues, word structures (e.g., affixes, root words) or reference materials (e.g., dictionaries, thesauruses) to determine the meaning of unknown words.
L.68.6a Communicate using grade-level/age appropriate academic and content-specific words and phrases.
L.912.4a Use context clues, word structures or reference materials to determine the meaning of unknown words.
L.912.6a Acquire and use grade-level/age appropriate academic and domain-specific words and phrases in speaking and writing.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
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.
L.8.6. 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.
L.9-10.4. 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.
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, its part of speech, or its etymology.
L.9-10.6. 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.
L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
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, its part of speech, its etymology, or its standard usage.
L.11-12.6. 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.
n/an/an/a1.15 Grading a Transition Portfolio
1.16: Group Discussion Activity - Grading a Sample Transition Portfolio with a Simple Rubric
1.17: Group Discussion Activity - Compare and Contrast Rubrics

Given multiple choice quiz questions, student identifies the correct definition of Rubic as it is used in the EnvisionIT curriculum.8: What is a Rubric? (Tr 1.4)
a. Rules for spelling and grammar for an essay
b. A tool that only teachers can use
c. A tool to help students read faster
d. Rules for doing an assignment and how the work is graded
e. Leave blank
10: Rules for doing an assignment and how the work is graded is a definition for a ______________.
a. Assessments
b. Rubric
c. Transition Portfolio
d. Résumé
12
ELA 1b. Ability to use a rubric developed for the EnvisionIT Transition Portfolio to rate a sample transition portfolio. Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details:
RST.6-8.3.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards:
Key ideas and Details:

RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text. Speaking and Listening Standards Extended Standards: Comprehension and Collaboration:
SL.68.1a Engage in discussions about grade-level/age-appropriate topics and text.
- Follow rules of discussion.
- Ask questions about the topic;
respond to others’ questions and
comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a
topic.
- Respond thoughtfully to others’
comments.
- Participate in the setting of goals,
establishing roles and clarifying
conclusions.
Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details:
RST.6-8.3.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
n/an/an/a1.15 Grading a Transition Portfolio
1.16: Group Discussion Activity - Grading a Sample Transition Portfolio with a Simple Rubric
1.17: Group Discussion Activity - Compare and Contrast Rubrics
Given multiple choice quiz questions, student correctly identifies the purposes for using a Rubric, as used in the EnvisionIT curriculum

Student expresses answers in group discussion Activity: Group Discussion: Grading a Sample Transition Portfolio with a Simple Rubric, student completes Rubric worksheet and saves the Rubric worksheet in the student folder.
- Student has two completed Rubric worksheets titled “Ty Williams Portfolio and Chantel Edwards Portfolio
- Each Rubric contains a zero (0) or one (1) in the points column to indicate whether the portfolio contains the required activity/information 0 = missing, 1= present.
- A separate Rubric for the PowerPoint presentation in the sample portfolios is completed in the same manner as the Rubric worksheet
- Each rubric contains a letter grade decided by the students in their groups. The letter grade is accompanied by two to three sentences explaining why the grade was given for the sample portfolio and presentation
8. What is a Rubric?
a. Rules for spelling and grammar when you write an essay
b. A tool that only teachers can use
c. A tool to help you read faster
d. Rules for doing an assignment and how the work is graded

10. A Rubric for a homework assignment will let you know___________________________.
a. the date and time that the homework was assigned
b. the different parts you have to complete and how it will be graded
c. how you did compared to the other students in the class
d. where to find the online aids to help you complete the homework
e. Leave blank
8. What is one purpose of a rubric?
a. Make sure you have all parts of an assignment completed
b. It can help you study for an exam
c. Ensures you turn the assignment in on time
d. It will tell you if you have spelling or grammar errors

10. Rules for doing an assignment and how the work is graded is a definition for a ______________.
a. Assessment
b. Rubric
c. Transition Portfolio
d. Résumé
13
ELA 1c. Student demonstrates understanding of strategies for taking a multiple-choice text as it was explained in the reading passage 1.18.Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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 (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.6. 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.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.6. 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.1a C
ite evidence in text to support answers to literal or inferential questions.
RI.912.1a
Cite details from text to support the answers to literal or inferential questions.
Language Standards Extended Standards:
Vocabulary Acquisition and Use:

L.68.4a Use context clues, word structures (e.g., affixes, root words) or reference materials (e.g., dictionaries, thesauruses) to determine the meaning of unknown words.
L.68.6a Communicate using grade-level/age appropriate academic and content-specific words and phrases.
L.912.4a Use context clues, word structures or reference materials to determine the meaning of unknown words.
L.912.6a Acquire and use grade-level/age appropriate academic and domain-specific words and phrases in speaking and writing.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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.
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, its part of speech, or its etymology.
L.9-10.6. 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.
L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
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, its part of speech, its
etymology, or its standard usage.
L.11-12.6. 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.
n/an/an/a1.17 Test Taking Strategy - Multiple Choice Tests
1.18 Check Your Knowledge - Multiple Choice Tests
Given multiple choice "Check Your Knowledge" questions, student correctly identifies strategies for selecting the best answer on multiple choice tests stated in the reading assignment 1.171. What was the test-taking strategy that Makana thought was really smart?
a. Cover the question and read the answers first. Then eliminate the answers that don’t sound right when you say them out loud
b. Cover the answers, read the question, think of the answer you would give, then uncover the answers and look for closest match
c. Go to the next question and see if there are any of the same words in both questions, then answer the second question first
d. Re-read the questions to make sure you didn’t miss something

2. Another strategy for multiple-choice tests is to read the question and then read each answer separately. Each time you read the question and answer together, you ask yourself if the statement is “_____________ _______ _______________?”
a. correct or related
b. easy or difficult
c. long or short
d. true or false

3. Using test taking strategies and tips can help you decide the ______________ answer.
a. longest
b. trickiest
c. adequate
d. best

4. What are some of the clues you can look for when you are not sure of the answer but want to pick the best one?
a. Correct grammar and spelling
b. The answer that is the shortest sentence
c. The answer is usually “c”
d. A picture or diagram

5. Ms. Sims told the class that often times you can ___________ your answer choices down to two that sound right. You can do this through______________. Then if the two answers are evenly matched, you _________________.
a. narrow, guessing, pick the one that fits best
b. narrow, logic, pick the one that fits best
c. increase, logic, pick the one that you have never heard of before
d. increase, logic, flip a coin to decide between the two choices
14
Unit 2: Know Thyself
15
ICT 2a. Ability to cut, copy, and paste information into a Web browser or document.Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details:
RST.6-8.3.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.3c
Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c
Identify steps, ideas or events in historical, scientific or technical text.
Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details:
RST.6-8.3.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Standard 3: Technology for Productivity Applications
A.
Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

B.
Identify, select and apply appropriate technology
tools and resources to produce creative works and to construct technology-enhanced models.
B. Information Research
I.12.5:
Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

E. Selection and Use of Digital Tools
I.12.13:
Students are able to demonstrate the capability to use a variety of digital tools to accomplish a task or develop a solution for a practical problem. Justify the choice of tools, explain why other tools were not used based on specific features of the tools, and summarize the results.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
2.4 Unit 2 Objectives - What Will I Learn?
2.9 Save Time with Copying and Pasting
Given a multiple choice quiz question, student accurately identifies the correct definition of “Shortcut Keys”.

Given a multiple choice quiz question student accurately identifies the correct combination of shortcut keys to copy and paste text.

Student views Video 2.1: Save Time with Copying, Pasting, and Shortcut Keys and reads Section 2.8: Save Time to learn and comprehend the process of cutting, copying, and pasting digital information.

Student completes Activity 2.1: The VARK Questionnaire and copies the results from the self-assessment website in order to paste the results into a digital document.

Student completes
Activity 2.10: Bookmarks Table to cut or copy and paste a website's title, Uniform Resource Locator (URL) and a short description into a digital document.
3. Using the “Ctrl” key plus another key instead, of using the mouse clicks is called using __________________________?
a. Shortcut Keys
b. Quick Move Keys
c. Function Key Assist
d. Alternate Function
e. Leave blank
3. What shortcut keys could you use to copy and paste text?
a. “Ctrl+C” to copy, “Ctrl+V” to paste
b. “Ctrl+V” to copy, “Ctrl+C” to paste
c. “Ctrl+C” to copy, “Ctrl+P” to paste
d. “Ctrl+Z” to copy, “Ctrl+V” to paste
16
ICT 2b. Ability to manage (open, close, navigate) multiple Web browser windows.Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details: RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Speaking and Listening Standards: Comprehension and Collaboration: SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners in grades 11–12 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards: Key ideas and Details
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text. Speaking and Listening Standards Extended Standards: Comprehension and Collaboration:
SL.68.1a Engage in discussions about grade-level/age-appropriate topics and text.
- Follow rules of discussion.
- Ask questions about the topic;
respond to others’ questions and
comments; share ideas.

SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a
topic.
- Respond thoughtfully to others’
comments.
- Participate in the setting of goals,
establishing roles and clarifying
conclusions.
Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details: RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners in grades 11–12 topics, texts, and issues, 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.
Standard 3: Technology for Productivity Applications
A.
Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

B.
Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology-enhanced models.
B. Information Research
I.12.5:
Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

E. Selection and Use of Digital Tools
I.12.13:
Students are able to demonstrate the capability to use a variety of digital tools to accomplish a task or develop a solution for a practical problem. Justify the choice of tools, explain why other tools were not used based on specific features of the tools, and summarize the results.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d. understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
2.20 Browsing Basics - URL Part 1
2.21 Browsing Basics - URL Part 2
2.22 Browsing Basics - The Different Parts of a Web Browser
2.23 Browsing Basics - Multiple Browser Windows and Tabs
2.24 Group Discussion Activity - Browse Multiple Websites
Student expresses answers in group discussion and completes worksheet for Activity: Group Discussion: Browse Multiple Websites demonstrating accurate navigation to websites and reading information on the website. Student saves worksheet in student folder. Student writes answers to the questions below and expresses answers in group discussion.
a. What did you learn about each website’s owner and purpose?
b. How are the websites related to the purpose of EnvisionIT?
c. Why is managing multiple Web browser windows or tabs an important ICT skill?

Given multiple choice quiz questions, student correctly identifies the proper ways to use a mouse or shortcut keys to open and close browser windows.

Given a multiple choice quiz question, student accurately identifies the probable cause when trouble-shooting slow processing speed on a computer with multiple open browser windows.
4. In most Web browsers, which of these actions would actually work to close or open browser windows/tabs?
a. Click the “-” symbol on the tab to close it, click the “+” symbol to open a new browser window
b. Click the “X” symbol on the tab to close it, click the “&” symbol to open a new browser window
c. Click the “X” symbol on the tab to close it, click the “+” symbol to open a new browser window
d. Click the “#” symbol on the tab to close it, click the “+” symbol to open a new browser window
e. Leave blank

5. If you open too many browser windows at one time you might _________________________.
a. lose all your bookmarks or favorites
b. reduce the speed of the computer or drain the battery faster
c. lose all your saved work if you are also using Word or PowerPoint
d. reduce the colors available on your monitor by 65%
e. Leave blank
4. Which option describes the two ways you can close a tab if you are browsing multiple windows?
a. Click the ‘x’ symbol on the tab of the browser window or press “Ctrl+T” on your keyboard.
b. Click the ‘+’ symbol on the tab of the browser window or press “Ctrl+W” on your keyboard.
c. Click the ‘x’ symbol on the tab of the browser window or press “Ctrl+W” on your keyboard.
d. Click the ‘x’ symbol on the tab of the browser window or press “Ctrl+V” on your keyboard.

5. One disadvantage of browsing too many tabs at once is that ________________________________.
a. your computer may slow down or lose battery life quickly
b. your bookmarks folder will fill up too quickly
c. the domain names and message formats will merge
d. you will not be able to use the shortcut keys
17
ICT 2c. Ability to use a Web browser effectively to navigate to (and complete) specific online career and/or learning preferences assessments.Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details: RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Speaking and Listening Standards: Comprehension and Collaboration: SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners in grades 11–12 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards: Key ideas and Details
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text. Speaking and Listening Standards Extended Standards: Comprehension and Collaboration:
SL.68.1a Engage in discussions about grade-level/age-appropriate topics and text.
- Follow rules of discussion.
- Ask questions about the topic;
respond to others’ questions and
comments; share ideas.

SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a
topic.
- Respond thoughtfully to others’
comments.
- Participate in the setting of goals,
establishing roles and clarifying
conclusions.
Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details: RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners in grades 11–12 topics, texts, and issues, 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.
Standard 3: Technology for Productivity Applications
A.
Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

B.
Identify, select and apply appropriate technology
tools and resources to produce creative works and to construct technology-enhanced models.

B. Information Research
I.12.5: Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

C. Investigation of Academic and Practical Problems
I.12.8: Students are able to use digital tools to collect, analyze, and display data in order to design and conduct complicated investigations in various subject areas. Explain rationale for the design and justify conclusions based on observed patterns in the data.

E. Selection and Use of Digital Tools
I.12.13: Students are able to demonstrate the capability to use a variety of digital tools to accomplish a task or develop a solution for a practical problem. Justify the choice of tools, explain why other tools were not used based on specific features of the tools, and summarize the results.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
a.
plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
b.
evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c.
curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

5. Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:
b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

2.7 Getting to Know Yourself Through Assessments -- Part 1
2.8 Getting to Know Yourself Through Assessments -- Part 2
2.10 Activity 2.1: The VARK Questionnaire
2.28 Enrichment Activity 2.2: Adult Support: Compare and Contrast VARK Results
Student completes Activity 2.4: The VARK Questionnaire and saves worksheet with results in student folder.
- Student enters a score for each of the VARK components
- Student summarizes his/her preference results in one sentence
- Student answers question 6. Do you think your results are accurate? Do you agree with your results? Do your results surprise you? Explain why or why not. (with at least two sentences per question).
- Student answers questions in section 7:
+ Intake: What strategies help you understand new information?
+ Study (SWOT): What strategies help you use, study, and learn information?
+ Output: What strategies help you communicate information and perform well on assignments and tests?

- Student answers question 8:
+ a. Which intake strategies do you think will be most helpful to you in school? How? Which intake strategies could be the most helpful at work? Explain how.
+ b. Which study (SWOT) strategies do you think will be most helpful to you in school? How? Which study strategies could be the most helpful at work? Explain how.
+ c. Which output strategies do you think will be most helpful to you in school? How? Which output strategies could be the most helpful at work? Explain how.

- Student answers question 9:
+ What jobs or careers would be a good match for your learning preference(s)? Why?
+ Student adds two websites to the Bookmark Table. Includes title full URL and description for http://www.vark-learn.com/English/page.asp?p=questionnaire and http://www.vark-learn.com/English/page.asp?p=help sheets
n/an/a
18
ICT 2d. Ability to select and incorporate digital media (textual, graphical, audio, and visual elements) to develop a presentation.Speaking and Listening Standards: Presentation of Knowledge and Ideas:
SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Speaking and Listening Standards Extended Standards: Presentation of Knowledge and Ideas:
SL.68.5a Integrate multimedia components to enhance a presentation.
SL.912.5b
Add multimedia and visual components to enhance a presentation.
Speaking and Listening Standards: Presentation of Knowledge and Ideas:
SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Standard 3: Technology for Productivity Applications
A.
Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

B.
Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology-enhanced models.

Standard 4: Technology and Communication Applications
A. Apply appropriate communication design principles in published and presented projects.

B. Create, publish and present information, utilizing formats appropriate to the content and audience.

C. Identify communication needs, select appropriate communication tools and design collaborative interactive projects and activities to communicate with others, incorporating emerging technologies.

Standard 6: Design
A. Identify and produce a product or system using a design process, evaluate the final solution and communicate the findings.
A. Construction and Exchange of Ideas and Solutions
I.12.3:
Students are able to synthesize input from multiple sources to communicate ideas to a variety of audiences using various media, genres, and formats.

B. Information Research
I.12.5:
Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

C. Investigation of Academic and Practical Problems
I.12.8:
Use digital tools to collect, analyze, and display data in order to design and conduct complicated investigations in various subject areas. Explain rationale for the design and justify conclusions based on observed patterns in the data.

D. Acknowledgement of Ideas and Information
I.12.10: Students know that legal requirements governing the use of copyrighted information and ethical guidelines for appropriate citations are intended to protect intellectual property.

I.12.11: Students are able to identify or provide examples of responsible and ethical behavior that follow the letter and spirit of current laws concerning personal and commercial uses of copyrighted material as well as accepted ethical practices when using verbatim quotes, images, or ideas generated by others.

E. Selection and Use of Digital Tools
I.12.12:
Students know that a variety of digital tools exist for a given purpose. The tools differ in features, capacities, operating modes, and style. Knowledge about many different ICT tools is helpful in selecting the best tool for a given task.

I.12.13:
Students are able to demonstrate the capability to use a variety of digital tools to accomplish a task or develop a solution for a practical problem. Justify the choice of tools, explain why other tools were not used based on specific features of the tools, and summarize the results.
2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:
b.
engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
c.
curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

5. Computational Thinker:
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:
b.
collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
6. Creative Communicator:
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:
a.
choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.




2.12 Digital Presentations Overview - Part 1
2.13 Digital Presentations Overview - Part 2
2.14 PowerPoint Activity - Your Title Page and Self Assessment Results
Given a multiple choice quiz question student can correctly identify the features of a professional PowerPoint presentation.

Student develops 3 to 5 introductory PowerPoint slides and saves them in the Student Folder: - Title slide with student’s full name and title (example: My Postsecondary Transition Plan)
- 2 to 4 content slides with a title at the top of the slide and 4 to 6 bullet points
- Consistent color, design and font on all slides
10. Which of these is the best tip for adding information to PowerPoint slides?
a. Separate each sentence in a paragraph with a line.
b. Take the title off the slides so that you can put in more information.
c. Use bullet points, numbers, and lists to organize your information.
d. Change the font of each sentence, but don’t use more than seven different fonts.
e. Leave blank
7. Which of the following options is one way to make your PowerPoint presentation look professional?
a. Write a series of long sentences to show your ideas.
b. Put a title on each slide so people reading it know the purpose of the information.
c. Use a smaller number of slides, but fill the slide with more information.
d. Choose a different background and color for each of your slides.
19
TR 2a. Knowledge of the purpose of online assessments.Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.1a Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a Cite details from text to support the answers to literal or inferential questions.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. n/an/an/a2.7 Getting to Know Yourself Through Assessments -- Part 1
2.8 Getting to Know Yourself Through Assessments -- Part 2
Given a multiple choice quiz question, student correctly identifies the purpose for the use of self-assessments in EnvisionIT.8. In EnVisionIT, self-assessments can help you ____________________________.
a. find out what companies in a city are hiring new employees.
b. find out about your learning preferences or what kind of job might match your personality.
c. Find out about your general health and help you decide what kind of foods you should be eating.
d. find a career mentor who will guide you through your transition after high school.
e. Leave blank
8. What is the purpose of self-assessments in EnvisionIT?
a. It is a test that tells you exactly what you should do and how you should make decisions about your future.
b. Results can tell you the names of the classes you should take in high school and college.
c. The results can tell you how many job openings will be available for the careers you are interested in learning about.
d. They can help you think about your learning preferences and possible post-secondary (after high school) interests.
20
TR 2b. Ability to analyze and summarize the results of self-assessments by identifying learning preferences.Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.11-12. 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.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects: Research to Build and Present Knowledge:
WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and research.
WHST.10-11.9
Draw evidence from informational texts to support analysis, reflection, and research.
WHST.11-12.9.
Draw evidence from informational texts to support
analysis, reflection, and research.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.1a
Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a Cite details from text to support the answers to literal or inferential questions.
Reading Standards for Informational Text Extended Standards: Craft and Structure:

RI.68..4b Identify the meaning of words or phrases based on how they are used in a text.
RI.912.4b Determine the meaning of words or phrases based on how they are used in a text.
Writing Standards: Extended Standards: Research to Build and Present Knowledge:
W.912.9a Gather information on a specific topic and use the information to support analysis, reflection or research.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.11-12. 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.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects: Research to Build and Present Knowledge:
WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and research.
WHST.10-11.9
Draw evidence from informational texts to support analysis, reflection, and research.
WHST.11-12.9.
Draw evidence from informational texts to support
analysis, reflection, and research.









2.7 Getting to Know Yourself Through Assessments - Part 1
2.8 Getting to Know Yourself Through Assessments - Part 2
2.10 Activity - The VARK Questionnaire

Student completes Activity 2.10: The VARK Questionnaire and saves worksheet with results in student folder.
- Student enters a score for each of the VARK components
- Student summarizes his/her preference results in one sentence
- Student answers question 6. Do you think your results are accurate? Do you agree with your results? Do your results surprise you? Explain why or why not. (with at least two sentences per question).

- Student answers questions in section 7:
+ Intake: What strategies help you understand new information?
+ Study (SWOT): What strategies help you use, study, and learn information?
+ Output: What strategies help you communicate information and perform well on assignments and tests?

- Student answers question 8:
+ a. Which intake strategies do you think will be most helpful to you in school? How? Which intake strategies could be the most helpful at work? Explain how.
+ b. Which study (SWOT) strategies do you think will be most helpful to you in school? How? Which study strategies could be the most helpful at work? Explain how.
+ c. Which output strategies do you think will be most helpful to you in school? How? Which output strategies could be the most helpful at work? Explain how.

- Student answers question 9:
+ What jobs or careers would be a good match for your learning preference(s)? Why?
+ Student adds two websites to the Bookmark Table. Includes title full URL and description for http://www.vark-learn.com/English/page.asp?p=questionnaire and http://www.vark-learn.com/English/page.asp?p=help sheets
n/an/a
21
TR 2c. Ability to discuss how learning styles and preferences related to career interests in small groups.
Speaking and Listening Standards: Comprehension and Collaboration: SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners in grades 11–12 topics, texts, and issues, 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.
Speaking and Listening Standards Extended Standards: Comprehension and Collaboration:
SL.68.1a
Engage in discussions about grade-level/age-appropriate topics and text.
- Follow rules of discussion.
- Ask questions about the topic;
respond to others’ questions and
comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a
topic.
- Respond thoughtfully to others’
comments.
- Participate in the setting of goals,
establishing roles and clarifying
conclusions.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners in grades 11–12 topics, texts, and issues, 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.
n/an/an/a2.15 Activity 2.8: Group Discussion: Chart Your Own Course
2.28 Enrichment - Adult Support Activity: Compare and Contrast VARK Results
Given multiple choice quiz questions student correctly identifies the meaning of VARK learning preferences.
Student has recorded VARK results on activity worksheet in their student folder. Student has saved the adult mentor VARK worksheet in their folder. Student has recorded answers to activity questions:
6.
a. COMPARE: How are your VARK results similar to their results?
b. CONTRAST: How are your VARK results different from their results?

7.
a. How do you plan to use your learning preferences to complete assignments and study?
b. How does your adult mentor use their learning preferences to complete work duties or other activities?
c. How could your learning preferences help you in your career or on-the-job?

Student submits adult mentor signed and dated worksheet.
9.) What are the VARK learning preferences?
a. Visual, Aural, Read/Write, Kinesthetic
b. Visual, Acoustic, Recite, Kinesiology
c. Visual, Artistic, Remembering, Kinesthetic
d. Vision, Audio, Reflexive, K’Nex
e. Leave blank
9.) If your VARK assessment says that your learning preference is to learn by doing things, you have a _____________________ learning preference.
a. Visual
b. Aural/Visual
c. Read/Write
d. Kinesthetic
22
ELA 2a. Demonstrate ability to compare and contrast terms related to career exploration.Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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 (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.6. 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.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.6. 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.1a Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a Cite details from text to support the answers to literal or inferential questions.
Language Standards Extended Standards:
Vocabulary Acquisition and Use:

L.68.4a Use context clues, word structures (e.g., affixes, root words) or reference materials (e.g., dictionaries, thesauruses) to determine the meaning of unknown words.
L.68.6a Communicate using grade-level/age appropriate academic and content-specific words and phrases.
L.912.4a Use context clues, word structures or reference materials to determine the meaning of unknown words.
L.912.6a Acquire and use grade-level/age-appropriate academic and domain-specific words and phrases in speaking and writing.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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.
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, its part of speech, or its etymology.
L.9-10.6. 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.
L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
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, its part of speech, its
etymology, or its standard usage.
L.11-12.6. 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.
n/an/an/a2.16 Literacy Strategy - Compare and Contrast
2.17 Check Your Knowledge - Compare and Contrast
Given multiple choice "Check Your Knowledge" questions, student demonstrates comprehension of the definitions of compare, contrast, and synonym as presented in the reading assignment 2.16.Unit 1: Check Your Knowledge! Compare and Contrast

1. What is the statement, “People have jobs and careers to earn money?”
a. A contrast of the words jobs and careers.
b. A definition of the word jobs.
c. A comparison of the words jobs and careers.
d. An allusion to the words jobs and careers.

2. A job is one piece of work. A career includes many types of jobs. These two sentences are a ________________ of the words job and career.
a. contrast
b. comparison
c. translation
d. summary

3. When you are comparing words, you sometimes find words that are very close in meaning. What is the term for words that are spelled differently but have similar meanings?
a. Antonyms
b. Synonyms
c. Homonyms
d. Alliteration

4. Sometimes when you compare and contrast, you also begin to consider what will happen. Thinking about what will happen if you make a certain choice is __________________.
a. reasoning
b. debilitating
c. frustrating
d. deciding

5. You ____________ to say how things are the same. You _____________ to say how things are different.
a. compare , deduce
b. contrast , compare
c. contrast , deduce
d. compare , contrast
23
Unit 3: Research Careers
24
ICT 3a. Demonstrate knowledge of the primary purpose of different websites. Reading Standards for Informational Text: Key Ideas and Details: RI.8.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4.
Determine the meaning of symbols, 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.
RST.11-12.4.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.1a Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a Cite details from text to support the answers to literal or inferential questions.
Reading Standards for Informational Text Extended Standards: Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4b Determine the meaning of words or phrases based on how they are used in a text.
Speaking and Listening Standards Extended Standards: Comprehension and Collaboration
SL.68.1a Engage in discussions about grade-level/age-appropriate topics and text.
- Follow rules of discussion.
- Ask questions about the topic;
respond to others’ questions and
comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a
topic.
- Respond thoughtfully to others’
comments.
- Participate in the setting of goals,
establishing roles and clarifying
conclusions.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4.
Determine the meaning of symbols, 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.
RST.11-12.4.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Standard 3: Technology for Productivity Applications
A. Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.
B. Information Research
I.12.4:
Students know that advanced search techniques can be used with digital and network tools and media resources to locate information and to check the credibility and expertise of sources.

2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:
b.
engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
c.
demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

3.7 What Can You Tell From a URL? - Part 1
3.8 What Can You Tell From a URL? - Part 2
3.9 A Website's Primary Purpose - Part 1
3.10 A Website's Primary Purpose - Part 2
3.11 Group Discussion Activity - Determine a Website's Primary Purpose

Given multiple choice quiz questions, student correctly identifies the primary purpose based on the designations Advocacy, Commercial, or Reference.

Given multiple choice quiz questions the student can identify the primary purpose of a website based on its classification/Top Level Domain (.com, .net, .mil, .gov, .org)

Expression of an answer that demonstrates comprehension of determining a website’s classification and primary purpose from the Top Level Domain (TLD) in the website Uniform Resource Locator (URL ) during Activity: Group Discussion: Determine a Website’s Primary Purpose. Answer is posted in the discussion space at the bottom of the activity page:
Ÿ Now ask yourself: What is the primary purpose of this Civil War website? Individually or in small groups, post your answer as a comment in the discussion space at the bottom of the page. Support your answer with 2 or more reasons.
Student answer (examples): Primary purpose: Advocacy, (1) the site is for the preservation of Civil War battlefields and (2) the site asks you to pay a membership fee to help in preserving the battlefields.
1. If a website is classified as an “advocacy” site, what is the site’s primary purpose?
a. To try to get other people to support a cause or position
b. To get people to buy a product or service
c. To offer a range of factual and credible information and to educate the reader
d. To provide information about job outlooks for certain careers
e. Leave blank

2. Websites that offer a range of factual and educational information are usually classified as which of the following?
a. Commercial
b. Advocacy
c. Reference
d. Retail
e. Leave blank

3. Commercial websites are designed to serve which of the following purposes?
a. Sell a product or a service
b. Advocate for a cause
c. Educate the reader with factual information
d. Recruit the reader to join an organization
e. Leave blank

4. Usually, the URL of a website can tell you the purpose of the site by looking at ______________________
a. the quality of graphics on the title page
b. the number of hits for that website
c. the URL top-level domain (TLD) such as .com, .gov, .org
d. the length of the URL.
e. Leave blank
1. If a website is classified as a “commercial” site, what is the site’s primary purpose?
a. To try to get other people to support a cause or position
b. To get people to buy a product or service
c. To offer a range of factual and credible information and to educate the reader
d. To provide information about job outlooks for certain careers

2. Websites that are trying to get other people to support a cause or a position are usually classified as which of the following?
a. Commercial
b. Advocacy
c. Reference
d. Retail

3. Reference websites are designed to serve which of the following purposes?
a. Sell a product or a service
b. Advocate for a cause
c. Educate the reader with factual information
d. Recruit the reader to join an organization

4. Which of the following options is the most reliable way to determine the purpose of a website?
a. Look at the date that the website was last updated.
b. Go to the “Contact Us” tab and send an email to the editor.
c. Read the content on the homepage and the “About Us” tab (if there is one).
d. Look at the http and www portion of the URL.
25
ICT 3b. Ability to evaluate the credibility of the author, publisher, timeliness and accuracy of content of websites using multiple strategies. Reading Standards for Informational Text: Key Ideas and Details: RI.8.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4.
Determine the meaning of symbols, 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.
RST.11-12.4.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.2a
Summarize text including central ideas and details.
RI.912.2a I
dentify the topic of a text and support it with central ideas and details.
Speaking and Listening Standards Extended Standards: Comprehension and Collaboration
SL.68.1a Engage in discussions about grade-level/age-appropriate topics and text.
- Follow rules of discussion.
- Ask questions about the topic;
respond to others’ questions and
comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a
topic.
- Respond thoughtfully to others’
comments.
- Participate in the setting of goals,
establishing roles and clarifying
conclusions.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4.
Determine the meaning of symbols, 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.
RST.11-12.4.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Standard 2: Technology and Society Interaction
A. Interpret and practice responsible citizenship relative to technology.

Standard 3: Technology for Productivity Applications
B. Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology-enhanced models.

Standard 5: Technology and Information Literacy
A. Determine and apply an evaluative process to all information sources chosen for a project.

D. Evaluate choices of electronic resources and determine their strengths and limitations.
B. Information Research
I.12.4:
Students know that advanced search techniques can be used with digital and network tools and media resources to locate information and to check the credibility and expertise of sources.

2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:
b.
engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
b.
evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c.
curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.



3.7 What Can You Tell From a URL? - Part 1
3.8 What Can You Tell From a URL? - Part 2
3.9 A Website's Primary Purpose - Part 1
3.10 A Website's Primary Purpose - Part 2
3.11 Group Discussion Activity - Determine a Website's Primary Purpose
3.12 Credible Information
3.13 Activity - Evaluating Websites

• Given multiple choice quiz questions, student correctly identifies strategies used to determine the credibility of a website.

• Given a multiple choice quiz question, student correctly identifies the definition of the term ‘Recognition’ as it relates to determining the credibility of a website.

• Completed Activity: Evaluating a Website is saved in the student folder.
5. What can you look for in a website to see if the information is credible?
a. If it has a nice layout and is easy to read
b. If the website doesn’t link to other websites
c. If the information in the website is current and accurate
d. If the website is more than 10 years old
e. Leave blank

6. _____________________________ credibility is when lots of websites with similar information are linked to the website you are using for research.
a. Citation
b. Recognition
c. Reference
d. Advocacy
e. Leave blank

7. Why is it important to use strategies to see if a website is credible?
a. Anyone can post anything to the Internet, it may not be true.
b. You could get in trouble for plagiarism, if the information is fake.
c. It’s a trick question; if it is on the Internet it has to be true.
d. a and b
e. Leave blank
5. Which of these is the best question you can ask yourself when you are figuring out if a website is credible?
a. Is the information based on opinion only or is the information backed by facts and references?
b. Does the website have charts and graphs?
c. Does the author have a Ph.D.?
d. Was the website updated within the last week at minimum?

6. Which of the following statements demonstrates the best level of recognition for credibility?
a. When you type link:www.fedjobs.com/ in the Google search engine, 46 results are displayed.
b. When you type link:www.jobs.com/ in the Google search engine, 157 results are displayed.
c. When you type link:www.usajobs.gov/ in the Google search engine, 2,740 results are displayed.
d. When you type link:www.employment.com/ in the Google search engine, 7 results are displayed.

7. Making sure that the information you get from the Internet is accurate is the practice of _____________________
a. A good student
b. A good researcher
c. A good employee
d. All of the above
26
ICT 3c. Ability to use a Web browser effectively to navigate and complete a career assessment. Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details:
RST.6-8.3.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details:
RST.6-8.3.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Standard 3: Technology for Productivity Applications
A.
Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

B.
Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology-enhanced models.

B. Information Research
I.12.5:
Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

C. Investigation of Academic and Practical Problems
I.12.8:
Students are able to use digital tools to collect, analyze, and display data in order to design and conduct complicated investigations in various subject areas. Explain rationale for the design and justify conclusions based on observed patterns in the data.

E. Selection and Use of Digital Tools
I.12.13:
Students are able to demonstrate the capability to use a variety of digital tools to accomplish a task or develop a solution for a practical problem. Justify the choice of tools, explain why other tools were not used based on specific features of the tools, and summarize the results.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d. understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
b.
evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c.
curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

5. Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:
b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

3.16 Career Exploration - Part 1
3.17 Career Exploration - Part 2
3.18 Career Exploration - Part 3
3.19 Activity - The O*NET Interest Profiler
Completed Activity: The O*Net Interest Profiler in the student work folder


8. True or False. Everyone must attend college to be successful in a career.
a. True. Everyone should keep learning and college is the only way to get training and education.
b. False. Everyone should keep learning and there are many different ways to get training and education.
c.
d.
e. Leave blank

9. On the OOH and O*Net websites, when experts predict how many specific jobs will be available in the future, it is called the _______________________________.
a. Summary Forecast
b. Job Outlook
c. Job Summary
d. Employment Summary
e. Leave blank
8. What is important to remember when you look at your O*Net Interest Profiler and other career or personality surveys?
a. What the assessment or survey says may be the career for you is always right. You will be unhappy if you try something else.
b. If the assessment does not indicate a career where you can become a millionaire, you should keep taking it until it does.
c. There is no right or wrong career path. Your career choice may change because you may change as you try new things.
d. The only way that you can be successful is if you never change your mind about what you want to do as a career.

9. On the O*Net Profiler what will you find in the category of “Abilities”?
a. Quiet office, daytime work hours, week days only
b. Math skills, communication skills, paying attention
c. Salary, overtime, vacation
d. High school education, apprenticeship, internship
27
TR 3a. Considering prior self-assessment results, select two careers based on student’s interests and strengths preferences. Ability to identify through OOH the occupational group/industry to which these careers belong. Reading Standards for Informational Text: Key Ideas and Details:
RI.8.1:
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RI.6.4.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RST.9-10.4 Determine the meaning of symbols, 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.
Reading Standards for Informational Text: Extended Standards: Key Ideas and Details:
RI.68.3a Explain connections between events, ideas, individuals or steps in procedures in historical, scientific or technical text.
RI.912.3a Analyze connections among events, ideas, individuals or steps in historical, scientific or technical text.
Reading Standards for Informational Text: Extended Standards: Craft and Structure:
RI.68.4a
Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a
Analyze figurative language, connotation and technical terms.
Reading Standards for Informational Text: Key Ideas and Details:
RI.8.1:
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RI.6.4.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RST.9-10.4 Determine the meaning of symbols, 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. Reading Standards for Informational Text: Key Ideas and Details:
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases… grades 6–8 texts and topics.
RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases… grades 9-10 texts and topics.
RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases… grades 11–12 texts and topics.
Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure…
RST.9-10.3. Follow precisely a complex multistep procedure

Standard 3: Technology for Productivity Applications
A.
Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

B.
Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology-enhanced models.

B. Information Research
I.12.5:
Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

C. Investigation of Academic and Practical Problems
I.12.8:
Students are able to use digital tools to collect, analyze, and display data in order to design and conduct complicated investigations in various subject areas. Explain rationale for the design and justify conclusions based on observed patterns in the data.

E. Selection and Use of Digital Tools
I.12.13:
Students are able to demonstrate the capability to use a variety of digital tools to accomplish a task or develop a solution for a practical problem. Justify the choice of tools, explain why other tools were not used based on specific features of the tools, and summarize the results.
3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
b.
evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c.
curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

5. Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:
b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

3.1 Unit 3 Pre-Quiz
3.2 Unit 3 Introduction - Part 1
3.3 Unit 3 Introduction - Part 2
3.4 Unit 3 Objectives - What Will I Learn?
3.5 Unit 3 Key Words
3.6 Unit 3 Map and Checklist
3.21 Career Categories - Part 1
3.22 Career Categories - Part 2
3.23 Activity - Occupational Groups and Related Occupations

• Given multiple choice quiz questions, student correctly identifies the features/categories/sections on the OOH and O*Net Profiler websites.

Completed Activity: Occupational Groups and Related Occupations saved in student folder information has been filled in for two occupations in sections 2, 3, and 4. A copy of the activity sheet has been emailed or handed to the instructor.
10. OOH organizes related careers into different categories; the categories are_________________________ and ______________________.
a. Career Groups, Employment
b. Work Groups, Jobs
c. Occupational Groups, Occupations
d. Career Clusters, Career Pathways, Occupations
e. Leave blank
10. O*Net organizes related careers into different categories; the categories are ______________________________________________.
a. Career Clusters, Career Pathways, and Occupations
b. Work Groups and Employment Groups
c. Occupational Groups and Occupations
d. Career Groups and Job Groups
28
TR 3b. Ability to complete career self-assessment in O*Net and compare list of recommended careers with student’s two self-selected careers. Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details:
RST.6-8.3.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details:
RST.6-8.3.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Standard 3: Technology for Productivity Applications
A.
Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

B.
Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology-enhanced models.

Standard 4: Technology and Communication Applications
A. Apply appropriate communication design principles in published and presented projects.

B. Create, publish and present information, utilizing formats appropriate to the content and audience.

C. Identify communication needs, select appropriate communication tools and design collaborative interactive projects and activities to communicate with others, incorporating emerging technologies.

Standard 6: Design
A. Identify and produce a product or system using a design process, evaluate the final solution and communicate the findings.

A. Construction and Exchange of Ideas and Solutions
I.12.3:
Students are able to synthesize input from multiple sources to communicate ideas to a variety of audiences using various media, genres, and formats.

B. Information Research
I.12.5:
Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

C. Investigation of Academic and Practical Problems
I.12.8:
Use digital tools to collect, analyze, and display data in order to design and conduct complicated investigations in various subject areas. Explain rationale for the design and justify conclusions based on observed patterns in the data.

D. Acknowledgement of Ideas and Information
I.12.10: Students know that legal requirements governing the use of copyrighted information and ethical guidelines for appropriate citations are intended to protect intellectual property.

I.12.11: Students are able to identify or provide examples of responsible and ethical behavior that follow the letter and spirit of current laws concerning personal and commercial uses of copyrighted material as well as accepted ethical practices when using verbatim quotes, images, or ideas generated by others.

E. Selection and Use of Digital Tools
I.12.12:
Students know that a variety of digital tools exist for a given purpose. The tools differ in features, capacities, operating modes, and style. Knowledge about many different ICT tools is helpful in selecting the best tool for a given task.

I.12.13:
Students are able to demonstrate the capability to use a variety of digital tools to accomplish a task or develop a solution for a practical problem. Justify the choice of tools, explain why other tools were not used based on specific features of the tools, and summarize the results.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

2. Digital Citizen:
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:
b.
engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
b.
evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c.
curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

4. Innovative Designer:
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Students:
a.
know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

5. Computational Thinker:
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:
b.
collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

6. Creative Communicator:
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:
c.
communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
3.24 Career Research
3.25 Activity - Research Your Career Choices
3.26 PowerPoint Activity - Your Career Choices
Completed table comparing and contrasting student's career choice and a career choice suggested by the O*Net Profiler, in seven categories, saved in student folder.

Student has added two slides to PowerPoint presentation. Slides indicate information for A and B career choices including: title, occupational group, duties, work environment, salary range, education and training, skills, job outlook, and related occupations. (saved in student folder)

Student adds to PowerPoint slide for citation of sources used for researching careers A and B. (saved in student folder)
n/an/a
29
TR 3c. Ability to create a table in MS Word to compare and contrast one career selected by student with one career generated through the career self-assessment in regards to key occupational characteristics listed in OOH and O*Net. Key occupational characteristics include knowledge, skills, and abilities needed for the job; student’s current knowledge, skills, and abilities; educational requirements; duties; occupational group/industry; work environment; job outlook; and pay.Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details:
RST.6-8.3.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Reading Standards for Literacy in Science and Technical Subjects: Key Ideas and Details:
RST.6-8.3.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Standard 3: Technology for Productivity Applications
A. Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

B. Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology-enhanced models.
A. Construction and Exchange of Ideas and Solutions
I.12.3: Students are able to synthesize input from multiple sources to communicate ideas to a variety of audiences using various media, genres, and formats.
2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:
b. engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.


5. Computational Thinker:
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:
b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

6. Creative Communicator:
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:
c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
3.24 Career Research
3.25 Activity - Research Your Career Choices
3.26 PowerPoint Activity - Your Career Choices

Completed Compare and Contrast
Career Chart with seven categories in student folder for Plan A and Plan B career choices

Student has added two slides to PowerPoint presentation. Slides indicate information for A and B career choices including: title, occupational group, duties, work environment, salary range, education and training, skills, job outlook, and related occupations. (saved in student folder)

Student adds to PowerPoint slide for citation of sources used for researching careers A and B. (saved in student folder)
n/an/a
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FL 3a. Ability to identify average pay for two careers of interest using OOH or O*Net websites. Reading Standards for Informational Text:
Key Ideas and Details:
RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.1a
Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a
Cite details from text to support the answers to literal or inferential questions.
Reading Standards for Informational Text:
Key Ideas and Details:
RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
n/an/a
n/a 3.24 Career Research
3.25 Activity - Research Your Career Choices
3.26 PowerPoint Activity - Your Career Choices
Completed table comparing and contrasting student's career choice and a career choice suggested by the O*Net Profiler, saved in student folder.n/an/a
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ELA 3a. Demonstrate ability to use skimming and scanning as a reading comprehension strategy.Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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 (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.6. 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.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.6. 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.1a Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a Cite details from text to support the answers to literal or inferential questions.
Language Standards Extended Standards:
Vocabulary Acquisition and Use:

L.68.4a Use context clues, word structures (e.g., affixes, root words) or reference materials (e.g., dictionaries, thesauruses) to determine the meaning of unknown words.
L.68.6a Communicate using grade-level/age appropriate academic and content-specific words and phrases.
L.912.4a Use context clues, word structures or reference materials to determine the meaning of unknown words.
L.912.6a Acquire and use grade-level/age-appropriate academic and domain-specific words and phrases in speaking and writing.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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 (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.6. 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.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.6. 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.
n/an/an/a3.14 Literacy Strategy - Skimming and Scanning
3.15 Check Your Knowledge - Skimming and Scanning
Given multiple choice "Check Your Knowledge" questions, student correctly identifies the purpose and technique for skimming and scanning as presented in the reading assignment 3.14.1. What is an important step to remember with skimming and scanning?
a. Use a highlighter to mark the parts of the text you want to read later.
b. Go back and read the text. You will miss important details if all you do is skim and scan.
c. If all the text is the same color there is no way to scan for specific information.
d. Always look for graphics first. If there are no pictures, charts, or maps, go back to the beginning and start scanning.


2. What is Skimming and Scanning?
a. Skimming is looking over the text to find specific facts or information. Scanning is looking over the text with the purpose of getting just an overview of the text.
b. Skimming is quickly looking over all the text for the clues that will lead you to the main points, ideas, or information. Scanning is looking quickly looking through the text to find specific facts or information.
c. Skimming is reading the introduction and summary in an article and skipping the parts in the middle. Scanning is reading the parts of an article that are NOT the introduction or summary.
d. Skimming is reading the first sentence of every paragraph. Scanning is reading the last sentence of every paragraph.

3. Toni used the skimming and scanning reading strategy to predict what she would learn on the OOH website. What kinds of clues did Toni find in the text?
a. Title, chapter introductions, page numbers, subheadings, appendix, pictures, and diagrams.
b. Title, section headings, graphics, bold print, underlined words, and summary.
c. Title, chapter introductions, author, publication date, study questions, and URL.
d. Title, chapter introductions, cartoons, headings, browser tabs, study questions, and conclusions.

4. Ms. Berry said usually in an introduction or a summary, the _________________________________________ will tell you what is in that section.
a. first sentence in that section and the first sentence in the next section
b. first and second sentences in that section
c. The first sentence and the last sentence in that section
d. The two sentences exactly in the middle of the section

5. In Unit 1, you compared and contrasted jobs and careers. Select the option below that correctly fills in this description of compare and contrast: When I ___________ jobs and careers I am finding the ___________. When I ____________ jobs and careers I am finding the _________________.
a. compare , similarities. contrast , differences.
b. compare , differences. contrast , similarities.
c. compare , antonyms. contrast , synonyms.
d. compare , description. contrast , salary.
32
Unit 4: Select Careers
33
TR 4a. Ability to define and incorporate the S.M.A.R.T. Goals strategy to write postsecondary employment and education goals for Career Plan A and Career Plan B according to the S.M.A.R.T. goal framework. Reading Standards for Informational Text: Key Ideas and Details:
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.1a Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a Cite details from text to support the answers to literal or inferential questions.

Speaking and Listening Standards Extended Standards: Comprehension and Collaboration
SL.68.1a Engage in discussions about grade-level/age-appropriate topics and text.
- Follow rules of discussion.
- Ask questions about the topic;
respond to others’ questions and
comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a
topic.
- Respond thoughtfully to others’
comments.
- Participate in the setting of goals,
establishing roles and clarifying
conclusions.
Reading Standards for Informational Text: Key Ideas and Details:
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues 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.
n/an/an/a4.19 S.M.A.R.T. Goals - Part 1
4.20 S.M.A.R.T. Goals - Part 2
4.21 S.M.A.R.T. Goals - Part 3
4.22 S.M.A.R.T. Goals - Part 4
4.23 S.M.A.R.T. Goals - Part 5
4.24 S.M.A.R.T. Goals - Part 6
4.25 Group Discussion Activity - S.M.A.R.T. Goals
• Given a multiple choice quiz student correctly identifies words that make up the acronym S.M.A.R.T. (in S.M.A.R.T. goals)

• Given a multiple choice quiz, student demonstrates comprehension of the words in the acronym S.M.A.R.T. (goals) by accurately matching the element of a S.M.A.R.T. goal to a statement on the quiz.
8. What does the acronym S.M.A.R.T. stand for?
a. The goal is based on your Setting, is Measurable, Accurate, Realistic, and Timely
b. The goal is Specific, Measurable, Accurate, Realistic, and Timely
c. The goal is Specific, Measurable, Actionable, Realistic, and Timely
d. The goal is Specialized, Measurable, Achievable, Retainable, and Timely
e. Leave blank

9. “Do I have the knowledge, skills, and/or abilities to complete the goal?” is a question you ask to check if your S.M.A.R.T. goal is ____________________.

a. Measurable
b. Actionable
c. Specific
d. Realistic
e. Leave blank

10. Which goal statement is measurable?
a. I want to increase my vocabulary.
b. I plan to learn 18 new words every six weeks. .
c. I am going to use dictionary.com to learn new words.
d. I will use new words as much as possible.
e. Leave blank
8. In this unit, you learned how to write S.M.A.R.T. goals. What do the letters in this acronym stand for?
a. Specific, measurable, achievable, repetitive, and timely
b. Specific, measureable, actionable, reachable, and timely
c. Specific, measureable, actionable, respectable, timely
d. Specific, measureable, actionable, realistic, and timely

9. You make your goal _____________ when you write goals with numbers that tell how much, how many, how often, or how will I know when my goal is complete.
a. Timely
b. Actionable
c. Measureable
d. Realistic

10. Which goal statement is Timely?
a. I will study to take the ACT and SAT college tests.
b. I will make a study plan to take the ACT and SAT college tests.
c. I will study each weekend from September to February to take the ACT test in March.
d. I will make a study plan that includes the days I will go to the library to study for the ACT test.
34
TR 4b. Ability to compare desired job traits with characteristics of two jobs to select a Career Plan A and Plan B for the postsecondary transition plan. Reading Standards for Informational Text:
Key Ideas and Details:

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Standards for Literacy in Science and Technical Subjects:
Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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. RST.9-10.4 Determine the meaning of symbols, 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.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.1a Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a C
ite details from text to support the answers to literal or inferential questions.
Craft and Structure:
RI.68.4b Identify the meaning of words or phrases based on how they are used in a text.
RI.912.4b Determine the meaning of words or phrases based on how they are used in a text.
Reading Standards for Informational Text:
Key Ideas and Details:

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Standards for Literacy in Science and Technical Subjects:
Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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. RST.9-10.4 Determine the meaning of symbols, 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.
n/an/an/a4.17 Activity: Plan A and Plan B Career Choices• Completed activity in student folder for 4.3 Narrow Down Your Careers.
o Two different careers have been selected for Career 1 and Career 2.
o Student rates career variables on a three point scale (1=O.K., 2=good, 3=great) of how well the variables match the career. The career variables are:
- Your Learning Preferences
- Your Work Environment
- Your Work Values
- Your Interest Level
- Your Budget
(e.g. for a Police Officer: Your Learning preferences=3; Your work preferences=2; Your work values=3, etc.)
- Total of preference points to identify the career with the most points.
- Select the job with the best job outlook using the Ohio Occupational Handbook
- Select the job with the salary that bests supports your proposed lifestyle.
- Select the job that best supports preference, interests, future opportunities, and budget
Completed additional PowerPoint slides in student folder with Headings (and information) Slides:
- My Career Choice A (Occupational groups, nature of work, required education/training, salary range, related occupations, job opportunities forecast)
- PLAN A (minimum education requirements, maximum education requirements, activities before high school graduation, activities after high school graduation)
- Similar slides for Plan B career
n/an/a
35
TR 4c. Ability to evaluate postsecondary employment and educational goals for Career Plan A and Plan B alignment to the S.M.A.R.T. Goals framework using a S.M.A.R.T. Goals rubric. Reading Standards for Informational Text: Key Ideas and Details:
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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. RST.9-10.4 Determine the meaning of symbols, 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.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects:
Research to Build and Present Knowledge:
WHSST.6-8.9: Draw evidence from informational texts to
support analysis reflection, and research.
WHSST.9-10.9: Draw evidence from informational texts to support analysis reflection, and research.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:

RI.68.1a Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a Cite details from text to support the answers to literal or inferential questions.
Craft and Structure:
RI.68.4b Identify the meaning of words or phrases based on how they are used in a text.
RI.912.4b Determine the meaning of words or phrases based on how they are used in a text.
Writing Standards: Extended Standards:
Research to Build and Present Knowledge:

W.68.8a Summarize information from print and digital sources to create an original document and list sources.
W.912.8a Generate paragraphs about a specific topic to summarize information from print or digital sources and supply appropriate citations.
Speaking and Listening Standards Extended Standards:
Comprehension and Collaboration:

SL.68.1a Engage in discussions about grade-level/age-appropriate topics and text
- Follow rules of discussion.
- Ask questions about the topic; respond to others’ questions and comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a
topic.
- Respond thoughtfully to others’
comments.
- Participate in the setting of goals,
establishing roles and clarifying
conclusions.
Reading Standards for Informational Text: Key Ideas and Details:
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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. RST.9-10.4 Determine the meaning of symbols, 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.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects:
Research to Build and Present Knowledge:
WHSST.6-8.9: Draw evidence from informational texts to
support analysis reflection, and research.
WHSST.9-10.9: Draw evidence from informational texts to support analysis reflection, and research.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
n/an/an/a4.26 Postsecondary Goals - Part 1
4.27 Postsecondary Goals - Part 2
4.28 Activity - Writing Postsecondary Goals
4.29 Actionable Steps
4.30 Activity - Identify Actionable Steps
4.31 PowerPoint Activity - Your Career Goals

Completed activity 4.7 Writing Postsecondary Goals (table) in student folder:
- Written occupation for Plan A career path (e.g. Social Worker)
- Written Timely (S.M.A.R.T.) goal for postsecondary employment experience that will prepare student for Plan A career (e.g. Within one month after I graduate from high school, I will get a part-time job or volunteer at a local police station. By the end of summer, I will have 100 hours or more of work experience related to a career in the protective services as a police officer.)
- Written Timely (S.M.A.R.T.) goal for postsecondary education/training that will prepare student for Plan A career (e.g. I will earn an Associate’s degree in Law Enforcement from a community college two years after graduating from high school. This degree will prepare me for the police training academy and a career as a police officer.)
- Complete similar information in table for Plan B career path
Completed activity 4.8 Identify Actionable Steps (table) in student folder:-
- Written occupation for Plan A career path (e.g. Social Worker)
- Postsecondary Employment Goal copied from activity 4.18 and pasted in 4.29 section for Plan A Postsecondary Employment Goal
- Student identifies 3 employment steps in the list of 17 Employment Steps (table) and marks them with an X.
- Postsecondary Education Goal copied from activity 4.18 and pasted in 4.29 section for Plan A Postsecondary Education Goal
- Student identifies 3 employment steps in the list of 17 Employment Steps (table) and marks them with an X.
Similar completed information for Plan B career path.

Completed additional PowerPoint slides in student folder with Headings (and information) Slides:
- Postsecondary Goals and Actionable Steps for Plan A, (Employment Goal (taken from activity 4.29), Actionable Steps (3 steps identified in activity 4.30) and Education Goal taken from activity 4.29), Actionable Steps (3 steps identified in activity 4.30)
o Similar slide for Plan B career path
n/an/a
36
FL 4a. Ability to define and demonstrate comprehension of financial terms related to employment/career and independent living, including differences between gross income and net income and the deductions that reduce the gross income to the net income. Reading Standards for Informational Text: Key Ideas and Details:
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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. RST.9-10.4 Determine the meaning of symbols, 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.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:

RI.68.1a Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a Cite details from text to support the answers to literal or inferential questions.
Craft and Structure:
RI.68.4b Identify the meaning of words or phrases based on how they are used in a text.
RI.912.4b Determine the meaning of words or phrases based on how they are used in a text.
Speaking and Listening Standards Extended Standards:
Comprehension and Collaboration:
SL.68.1a
Engage in discussions about grade-level/age-appropriate topics and text
- Follow rules of discussion.
- Ask questions about the topic; respond to others’ questions and comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a
topic.
- Respond thoughtfully to others’
comments.
- Participate in the setting of goals,
establishing roles and clarifying
conclusions.
Reading Standards for Informational Text: Key Ideas and Details:
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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. RST.9-10.4 Determine the meaning of symbols, 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.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
n/an/an/a4.6 Calculating Your Salary - Part 1
4.7 Calculating Your Salary - Part 2
4.8 Calculating Your Salary - Part 3
4.9 Calculating Your Salary - Part 4
4.10 Group Discussion Activity - Gross Income, Net Income, and Your Budget
• Given multiple choice quiz questions student can accurately demonstrate comprehension of the definitions of the terms:
- wage
- salary
- net income
- gross income
- deductions

• Student expresses answers in group discussion activity (4.10 Gross Income, Net Income, and Your Budget) that demonstrate accurate comprehension of financial terms and calculations related to employment and budget for independent living. Student:
- Correctly calculates the net income of a worker whose annual gross income is $25,000 and has a tax deduction rate of 35% (or percentage set by instructor). A: find the amount for the deduction 25,000 x .035=875 B. Subtract the deduction amount from the gross income to determine the net $25,000 - $875= $24,175
- Correctly calculate the monthly net income for an annual net income of $24,175 (or amount set by instructor): $24, 175 ÷ 12=$2,014.58
- Correctly subtracts deductions (in the activity or set by instructor) from the monthly net income. To determine the monthly budget for an example worker, e.g. $2,014.58 - $550 (rent)= $1,464.58; $1,464.58 - $125 (electricity)= $1,339.58
- Student expresses an answer on at least one way the worker could save more money each month, after all deductions have been made e.g. “Worker could find a less expensive apartment.”
1. Toni makes $14.25 an hour at the garage. That is her hourly ______________ deduction
b. salary
c. wage
d. budget
e. Leave blank

2. What do you call the amount of money a person earns after deductions are taken out of their pay?
a. Gross income
b. Net income
c. 401 K Balance
d. Limited income
e. Leave blank

3. Federal and state taxes are examples of __________________ taken out of pay.
a. rates
b. dues
c. charges
d. deductions
e. Leave blank

4. Tariq made $210.00 last week before any deductions were taken out. $210.00 is his _________________ income.
a. gross
b. net
c. fixed
d. waged
e. Leave blank

5. When you get paid, the money that you can actually spend is your ___________ __________________.
a. variable income
b. net income
c. gross income
d. taxable income
e. leave blank

6. Which of these budget items could best be considered a variable expense?
a. Rent
b. Groceries
c. Cable TV
d. Car payment
e. Leave blank

7. What is the best term for expenses in your budget that are the same amount every month?
a. Regular expenses
b. Established expenses
c. Fixed expenses
d. Planned expenses
e. Leave blank
1. What is the difference between a salary and a wage?
a. A salary is the amount of money a person makes before taxes.
b. A wage is the amount of money a person makes after taxes.
c. A salary and a wage are the same thing there is no difference.
d. A salary is the amount of money a person makes every month or year. A wage is the amount of money a person makes each hour.

2. What do you call the amount of money a person earns before deductions are taken out of their pay? (FL 4a)
a. Gross income
b. Net income
c. 401 K Balance
d. Limited income

3. What is an example of a required deduction from pay?
a. Rates
b. Taxes
c. Fees
d. Charges

4. What is the best/correct description of net income?
a. The deductions that are taken out of a paycheck (such as retirement, healthcare, and taxes)
b. The amount of money a person earns after deductions are taken out of the gross pay.
c. The amount of money on your paycheck after interest is earned in your savings account.
d. The annual salary a person earns before they receive their paycheck.

5. When you develop a budget you should use your ________ income because it is the money you can actually spend.
a. gross
b. interest
c. net
d. taxable

6. Which of these items could generally/best be considered a fixed expense each month?
a. Rent
b. Groceries
c. Gas
d. Coffee shop

7. What term did you learn for expenses in your budget that are a different amount each month?
a. Continuing expenses
b. Revolving expenses
c. Flexible expenses
d. Variable expenses
37
FL 4b. Ability to select and incorporate basic budgeting concepts using a table or spreadsheet template to develop a budget.Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:

RST.6-8.4.
Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

n/an/an/a4.6 Calculating Your Salary - Part 1
4.7 Calculating Your Salary - Part 2
4.8 Calculating Your Salary - Part 3
4.9 Calculating Your Salary - Part 4
4.11 Fixed Expenses vs. Variable Expenses
4.12 Savings - Part 1
4.13 Savings - Part 2
4.14 Activity - Determine Your Budget
• Student accurately completes Activity 4.2 Determine Your Budget and saves the completed activity form in the student folder
Ÿ Student uses the Occupational Outlook Handbook online to find the median gross yearly salary for the career of their interest (e.g. Police Officer; $35, 795.00 annual gross income).
Ÿ Student correctly determines the monthly net income using a tax percentage deduction of 35% (or percentage set by instructor)(e.g. $35, 795.00 x 35%= $12528.25; $35,795.00 - $1,2528.25= $23,266.75; 23,266.75 ÷ 12= $1,938.90 monthly net income)
Ÿ Student sets a monthly savings goal between 5% to 10% of the monthly net income (e.g. if the net monthly income is $1,000 and student selects 5% savings, $1,000 x .05= $50)
Ÿ Student selects fixed and variable expenses listed on “The Mint” website to develop their budget (e.g. rent, utilities, food, gas, restaurants)
Ÿ Student accurately fills in the activity table with amounts for Monthly Net Income, fixed monthly expenses and variable monthly expenses
Ÿ Student completes personal budget questions in activity: Identify two ways to meet your monthly savings goal? ; Name a variable and a fixed expense you would save for? How do you want to spend your savings?
n/an/a
38
ELA 4a. Demonstrate ability to use Concept Mapping as a reading comprehension strategy and as a short summary writing strategy.Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Writing Standards:
Text Types and Purposes:
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
c. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.9-10.2. 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.
c. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
W.11-12.2. 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.
c. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Production and Distribution of Writing:
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build an Present Knowledge:
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modernwork of fiction alludes to themes, patterns of events, or character types from myths, traditional stories, and religious literary texts, such as (but not limited to) the Bible and The Epic of Gilgamesh, including describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author alludes to and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).
Language Standards:
Vocabulary Acquisition and Use:
L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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 (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.6. 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.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.6. 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.1a Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a Cite details from text to support the answers to literal or inferential questions.
Writing Standards Extended Standards:
Text Types and Purposes
W.68.1a Generate a written paragraph expressing an opinion, with supporting information or details.
W.912.1b Generate a written text by selecting reasons and relevant facts to support a stated topic.
Production and Distribution of Writing:
W.68.4b With guidance and support, generate a written text following the conventions of a persuasive, informative or narrative task (sentence).
W.912.4b With some support, generate a written text (sentence) following the conventions of a persuasive, informative or narrative task.
Research to Build and Present Knowledge:
W.68.9a Gather and organize information from (adapted) grade-level/age-appropriate literary or informational material to support research and understanding.
W.912.9a Gather information on a specific topic and use the information to support analysis, reflection or research.
Language Standards Extended Standards:
Vocabulary Acquisition and Use:
L.68.4a Use context clues, word structures (e.g., affixes, root words) or reference materials (e.g., dictionaries, thesauruses) to determine the meaning of unknown words.
L.68.6a Communicate using grade-level/age appropriate academic and content-specific words and phrases.
L.912.4a Use context clues, word structures or reference materials to determine the meaning of unknown words.
L.912.6a Acquire and use grade-level/age-appropriate academic and domain-specific words and phrases in speaking and writing.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Writing Standards:
Text Types and Purposes:
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.9-10.2. 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.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
W.11-12.2. 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.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Production and Distribution of Writing:
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build an Present Knowledge:
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or
character types from myths, traditional stories, or religious works such as the Bible, including
describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later
author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).
Language Standards:
Vocabulary Acquisition and Use:
L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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 (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.6. 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.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.6. 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.
n/an/an/a4.15 Literacy Strategy - Concept Mapping
4.16 Check Your Knowledge - Concept Mapping
Given multiple choice "Check Your Knowledge" questions, student correctly identifies the purpose and technique for concept mapping as presented in the reading assignment 4.15.

Student submits a concept map and written short summary (four to five sentences) for the poem "If" by Rudyard Kipling (or teacher selected poem or passage).
1. Which is the true statement about making a concept map for what you are reading?
a. You should include as much of your own feelings as possible. This lets the teacher know that you enjoyed what you read.
b. Take note of the author’s ideas and themes - not your ideas.
c. Note the author’s ideas and your feelings.
d. You can only make a concept map if the reading is non-fiction.

2. What goes in the first shape at the top (or in the middle) of the page?
a. The date what you are reading was published
b. All the supporting details of your concept map
c. The main idea or theme of what you are reading
d. The supporting themes from the text

3. Thinking about the writer’s message and asking questions is how you find the _______________________ in what you are reading.
a. topics, copyright, or graphics
b. topics, themes, or information
c. language, grammar, or spelling
d. spelling, topics, or definitions

4. How did Makana use his concept map to write a summary of the poem “If”?
a. He wrote sentences using information in his main idea, supporting ideas, and supporting details shapes.
b. He used one word from each of the boxes in his concept map.
c. He wrote four sentences based only on what was in the supporting detail boxes.
d. He wrote four sentences based only on what was in the main theme circle.

5. What could Makana (or you) do to write a longer summary from a concept map?
a. Add a few sentences on personal feelings about the text.
b. Add a few sentences about a similar poem, book, or other text.
c. Make another concept map for the same text.
d. Include more information from the supporting themes and supporting details shapes.
39
Unit 5: Train For Your Career
40
ICT 5a. Ability to write a good research question to make Internet searches effective. Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:

RST.6-8.4.
Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Standard 3: Technology for Productivity Applications
A. Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

Standard 5: Technology and Information Literacy
B. Apply a research process model to conduct research and meet information needs.

Standard 6: Design
C. Understand and apply research, development and experimentation to problem-solving.
B. Information Research
I.12.4: Students know that advanced search techniques can be used with digital and network tools and media resources to locate information and to check the credibility and expertise of sources.

I.12.5: Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

C. Investigation of Academic and Practical Problems
I.12.8:
Students are able to use digital tools to collect, analyze, and display data in order to design and conduct complicated investigations in various subject areas. Explain rationale for the design and justify conclusions based on observed patterns in the data.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
a.
plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
d. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

5.6 Research Questions
5.7 Search Words
5.8 Search Operators
5.9 Boolean Operators
5.10 Logical Operators

Given multiple choice quiz questions, student correctly identifies the elements of a good research statement.

Given a multiple choice quiz question, student correctly identifies the definition of the terms ‘concept’ and ‘aspect’ as used in relation to Internet searches/research.
1. What are the two parts of a good research question?
a. Parameter and Limiter words.
b. Concept and Aspect words.
c. Concept and Collection words
d. Concrete and Abstract words.
e. Leave blank
1. For Internet research you can use ___________________ words that are the main ideas of your search and _____________________ words that describe the main idea in detail.
a. Aspect, Concept
b. Concept, Aspect
c. Concrete, Abstract
d. Abstract, Concrete
41
ICT 5b. Ability to use keywords to accomplish a search on the Internet. Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language,
connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:

RST.6-8.4.
Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Standard 3: Technology for Productivity Applications
A. Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

Standard 5: Technology and Information Literacy
C.
Formulate advanced search strategies, demonstrating an understanding of the strengths and limitations of the Internet, and evaluate the quality and appropriate use of Internet resources.
B. Information Research
I.12.4:
Students know that advanced search techniques can be used with digital and network tools and media resources to locate information and to check the credibility and expertise of sources.

I.12.5:
Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

C. Investigation of Academic and Practical Problems
I.12.8:
Students are able to use digital tools to collect, analyze, and display data in order to design and conduct complicated investigations in various subject areas. Explain rationale for the design and justify conclusions based on observed patterns in the data.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
a.
plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.


5.6 Research Questions
5.7 Search Words
5.8 Search Operators
5.9 Boolean Operators
5.10 Logical Operators
5.11 Activity - Search Words, Operators, and Statements

Given a multiple choice quiz question, student correctly identifies the definition of ‘synonym’.

Completed Activity: Search Words, Operators, and Statements saved in student folder. Student has completed a research question, main concepts, aspects, and a search statement for Plan A and Plan B career choices, and has saved the activity in his/her student folder, or turned in a paper copy to the teacher.
2. You can use synonyms to get alternative results from your search words. What are synonyms?
a. Words that sound the same, but have different meanings.
b. Words that have the same or nearly the same meaning.
c. Words that are spelled the same, but don’t sound the same.
d. A synonym is a foreign word.
e. Leave blank
2. Which pair of words are synonyms?
a. Fire and water
b. Flame and blaze
c. Flame and floral
d. Fire and alarm

42
ICT 5c. Ability to use search operators to change a search on the Internet.Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Standard 3: Technology for Productivity Applications
A. Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

Standard 5: Technology and Information Literacy
C. Formulate advanced search strategies, demonstrating an understanding of the strengths and limitations of the Internet, and evaluate the quality and appropriate use of Internet resources.
B. Information Research
I.12.4:
Students know that advanced search techniques can be used with digital and network tools and media resources to locate information and to check the credibility and expertise of sources.

I.12.5: Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

C. Investigation of Academic and Practical Problems
I.12.8:
Students are able to use digital tools to collect, analyze, and display data in order to design and conduct complicated investigations in various subject areas. Explain rationale for the design and justify conclusions based on observed patterns in the data.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
a.
plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
5.7 Search Words
5.8 Search Operators
5.9 Boolean Operators
5.10 Logical Operators
5.11 Activity - Search Words, Operators, and Statements
Given multiple choice quiz question, student correctly identifies the strategies that can be used to broaden or narrow a search on the Internet.

Given multiple choice quiz questions, student correctly identifies the definition and proper use of ‘search words’ and ‘search operators’ to broaden or narrow an Internet search.

Completed Activity: Search Words, Operators, and Statements saved in student folder. Student has completed a research question, main concepts, aspects, and a search statement for Plan A and Plan B career choices, and has saved the activity in his/her student folder, or turned in a paper copy to the teacher.
3. What is the term for certain words or symbols that can be used to narrow or broaden your Web search.?
a. Search Operators
b. Web Operators
c. Research Operators
d. Web-Crawler Operators
e. Leave blank

4. A combination of search words and search operators is called a _____________________________________ .
a. Venn Diagram
b. Search Statement
c. Boolean Operator
d. Logic Statement
e. Leave blank
3. What are Search Operators?
a. Certain words or symbols that appear in the URL
b. Certain words or symbols that can only be used on .gov or .org websites.
c. Certain words or symbols that can be used narrow or broaden your Web search
d. Certain words or symbols that limit the number of searches that can be made in a certain time-frame.

4. Which of the following options is a proper use of a Search Operator to narrow a search?
a. careers OR science
b. careers * science
c. careers AND science
d. careers=science
43
TR 5a. Ability to research education and/or training options for planning specific careers.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

n/an/an/a5.14 Education and Training Options after High School - Part 1
5.15 Education and Training Options after High School - Part 2
5.16 Education and Training Options after High School - Part 3
5.17 Education and Training Options after High School - Part 4
5.18 Education and Training Options after High School - Part 5
5.19 Activity - Search for Future Education and Training Options


Given multiple choice quiz questions student correctly identifies the definition of ‘Postsecondary Education and Training’.

Completed Search for Education and Training Options Activity in student folder

Completed Compare and Contrast Your School Options Activity saved in student folder

Student has saved additional slides to PowerPoint presentation saved in student folder.
5. What is the phrase that means “after high school education or training”?
a. Workforce Development
b. Specialized Education and Training
c. Postsecondary Education and Training
d. Vocational Education and Training
e. Leave blank

6. A ________________________ is a two year school established to serve the community and supported by government funds.
a. Parochial College
b. Community College
c. College of the City
d. Military College
e. Leave blank
5. Usually, a person attends _______________________________ for training or classes to earn a specific certificate.
a. a technical school
b. a finishing school
c. a GED school
d. an elementary school

6. Finish the sentence: Two types of schools where students may earn an Associate degree or earn credits to transfer to a four year university are _______________ and ______________.
a. Early College, Senior College
b. Junior College, Senior College
c. Community College, Senior College
d. Junior College, Community College
44
FL 5a. Ability to research the cost of training/education for specific careers and estimate total cost of training/education. Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

n/an/an/a5.20 Cost of School - Part 1
5.21 Cost of School - Part 2
5.22 Activity - Compare and Contrast Your School Options
5.23 PowerPoint Activity - Your School Options
5.24 Financial Aid for Students - Part 1
5.25 Financial Aid for Students - Part 2
5.26 Financial Aid for Students - Part 3
5.27 Activity - Federal Student Aid

Given a multiple choice quiz question student correctly identifies the statement that best describes why state residency should be considered when considering college costs.

Given a multiple choice quiz question student correctly identifies the definition of ‘Tuition’.
7. Select the statement that is true about residency and college/university tuition.
a. At state universities and many private colleges, students pay less tuition if they are a resident of the state.
b. Colleges attract students to their state by offering lower tuition if the student will leave his/her home state.
c. A student who attends college in a different state must always become a resident of the state where he/she attends college.
d. There is no real difference. Colleges may not charge you more for being from another state.
e. Leave blank

8. What do you call the cost that a school charges you for the classes that you take? (FL 5..1)
a. Fees
b. Room and Board
c. Lab fees
d. Tuition


45
FL 5b. Ability to evaluate the options for sources to pay the cost of education/training for specific careers. Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:

RST.6-8.4.
Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.


n/an/an/a5.20 Cost of School - Part 1
5.21 Cost of School - Part 2
5.22 Activity - Compare and Contrast Your School Options
5.23 PowerPoint Activity - Your School Options
5.24 Financial Aid for Students - Part 1
5.25 Financial Aid for Students - Part 2
5.26 Financial Aid for Students - Part 3
5.27 Activity - Federal Student Aid


Given a multiple choice quiz question student correctly identifies the common sources of funds that funds that colleges and universities consider financial aid.

Student has saved URLs for federal student aid Websites to the Bookmarks Table in his/her Transition Portfolio Folder.
9. The FAFSA is ___________________________?
a. the Federal Application For Student Aid
b. the Free Application for Federal Student Aid
c. the Funding Application for Free Student Aid
d. the Funding Application For Student Assistance
e. Leave blank

10. One source that would be good for you to contact if you need help to fill out the FAFSA is?
a. The local Internal Revenue Service office.
b. H&R Block or a similar tax preparation office.
c. the financial aid office of a postsecondary school of interest.
d. The business program at the local High School Career Center or Joint Vocational School.
e. Leave blank



8. What is a very important difference between a federal loan for a student and a private (bank or company) loan? (FL 5.1, 5.2)
a. Federal loans are not based on your family income. Private loans are based only on the student’s income.
b. Federal loans have a set interest rate. Private loan interest rates may change at any time.
c. Federal Loan interest rates may go up or down any time. Private Loan interest rates can only go up.
d. Federal Loans are based on the student’s Grade Point Average. Private Loans are based on the FAFSA.

9. The Free Application for Federal Student Aid (FAFSA) is an application used to determine how much assistance you can receive from the government. Every college has a due date for filling out this form. Which of the following is very important to remember about the FAFSA?
a. After the first time, only fill out the FAFSA if you have had a major change in your life.
b. The FAFSA must be signed by a notary public to verify your information.
c. The FAFSA must be filled out every year while you are attending college/university.
d. If you make a mistake filling out the FAFSA you must wait a year to change the information.


10. One source that would be good for you to contact if you need help to fill out the FAFSA is?
a. The local Internal Revenue Service office.
b. H&R Block or a similar tax preparation office.
c. the financial aid office of a postsecondary school of interest.
d. The business program at the local High School Career Center or Joint Vocational School.
46
ELA 5a. Demonstrate ability to use a R.E.A.P. Chart as a reading comprehension strategy and as a short summary writing strategy.Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Writing Standards:
Text Types and Purposes:

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
c. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.9-10.2. 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.
c. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
W.11-12.2. 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.
c. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Production and Distribution of Writing:
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build an Present Knowledge:
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction alludes to themes, patterns of events, or character types from myths, traditional stories, and religious literary texts, such as (but not limited to) the Bible and The Epic of Gilgamesh, including describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author alludes to and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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 (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.6. 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.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.6. 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.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.1a Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a Cite details from text to support the answers to literal or inferential questions.
Writing Standards Extended Standards:
Text Types and Purposes

W.68.1a Generate a written paragraph expressing an opinion, with supporting information or details.
W.912.1b Generate a written text by selecting reasons and relevant facts to support a stated topic.
Production and Distribution of Writing:
W.68.4b With guidance and support, generate a written text following the conventions of a persuasive, informative or narrative task (sentence).
W.912.4b With some support, generate a written text (sentence) following the conventions of a persuasive, informative or narrative task.
Research to Build and Present Knowledge:
W.68.9a Gather and organize information from (adapted) grade-level/age-appropriate literary or informational material to support research and understanding.
W.912.9a Gather information on a specific topic and use the information to support analysis, reflection or research.
Language Standards Extended Standards:
Vocabulary Acquisition and Use:
L.68.4a Use context clues, word structures (e.g., affixes, root words) or reference materials (e.g., dictionaries, thesauruses) to determine the meaning of unknown words.
L.68.6a Communicate using grade-level/age appropriate academic and content-specific words and phrases.
L.912.4a Use context clues, word structures or reference materials to determine the meaning of unknown words.
L.912.6a Acquire and use grade-level/age-appropriate academic and domain-specific words and phrases in speaking and writing.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Writing Standards:
Text Types and Purposes:

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.9-10.2. 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.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
W.11-12.2. 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.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Production and Distribution of Writing:
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build an Present Knowledge:
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or
character types from myths, traditional stories, or religious works such as the Bible, including
describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later
author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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 (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.6. 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.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.6. 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.
n/an/an/a5.12: Literacy Strategy - R.E.A.P. ChartGiven multiple choice "Check Your Knowledge" questions, student correctly identifies the purpose and technique for using a R.E.A.P. Chart as presented in the reading assignment 5.12.

Student submits a R.E.A.P. and written short summary (four to five sentences) for the poem "Dare To Dream" by LeDerick Horne (or teacher selected poem or passage).
1. What does R.E.A.P. stand for?
a. Read, Evaluate, Annotate, Ponder.
b. Read, Encode, Annotate, Ponder
c. Read, Enlighten, Analyze, Publish
d. Rate, Evaluate, Analyze, Ponder

2. Which statement accurately compares R.E.A.P. Charts and Concept Maps?
a. R.E.A.P. Charts can be used to write a summary. Concept Maps can only be used to answer questions.
b. R.E.A.P. Charts and Concept Maps can be used to develop a summary statement
c. A R.E.A.P. Chart is made up of four squares. A Concept Map is made up of shapes connected by arrows or lines
d. A Concept Map can only be done a group. A R.E.A.P. Chart can only be done by an individual.

3. You ___________________________ when you read the author’s work and write the main ideas or themes in your own words.
a. Estimate
b. Encode
c. Envision
d. Encumber

4. On the R.E.A.P. Chart. you can ___________________________________________ as a group or by yourself to ask questions about what the author is trying to say – or parts you don’t understand?
a. Ponder
b. Peruse
c. Predict
d. Popularize

5. Which statement accurately contrasts R.E.A.P. Charts and Concept Maps
a. R.E.A.P. Charts and Concept Maps can be used to develop a summary statement
b. A Concept Map only has main ideas or themes. A R.E.A.P. Chart only has details and quotes
c. A Concept Map can be drawn using many shapes, lines, and arrows. A R.E.A.P. Chart is basically four squares joined together to make a bigger square.
d. Concept Maps and R.E.A.P. Charts must be done with a group of people.
47
Unit 6: Develop Your Goals
48
ICT 6a. Ability to use a Web directory to conduct a search.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.

Reading Standards for Informational Text Extended Standards:
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Speaking and Listening Standards Extended Standards:
Comprehension and Collaboration:

SL.68.1a Engage in discussions about grade-level/age-appropriate topics and text
- Follow rules of discussion.
- Ask questions about the topic; respond to others’ questions and comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a topic.
- Respond thoughtfully to others’ comments.
- Participate in the setting of goals, establishing roles and clarifying conclusions

Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4.
Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.

Standard 3: Technology for Productivity Applications
A. Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

B. Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology-enhanced models.

Standard 5: Technology and Information Literacy
C.
Formulate advanced search strategies, demonstrating an understanding of the strengths and limitations of the Internet, and evaluate the quality and appropriate use of Internet resources.

D. Evaluate choices of electronic resources and determine their strengths and limitations.
B. Information Research
I.12.4:
Students know that advanced search techniques can be used with digital and network tools and media resources to locate information and to check the credibility and expertise of sources.

I.12.5: Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

C. Investigation of Academic and Practical Problems
I.12.8:
Students are able to use digital tools to collect, analyze, and display data in order to design and conduct complicated investigations in various subject areas. Explain rationale for the design and justify conclusions based on observed patterns in the data.

E. Selection and Use of Digital Tools
I.12.12:
Students know that a variety of digital tools exist for a given purpose. The tools differ in features, capacities, operating modes, and style. Knowledge about many different ICT tools is helpful in selecting the best tool for a given task.

I.12.13:
Students are able to demonstrate the capability to use a variety of digital tools to accomplish a task or develop a solution for a practical problem. Justify the choice of tools, explain why other tools were not used based on specific features of the tools, and summarize the results.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
a.
plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
6.7 Search Engines and Web Crawlers
6.8 Web Portals and Web Directories
6.9 Group Discussion Activity - General Web Directories and Scholarship Websites
6.10 Web Portals - Part 1
6.11 Web Portals - Part 2
6.12 Web Directories - Part 1
6.13 Web Directories - Part 2
6.14 Activity - Searching a General Web Directory for Financial Aid Resources
6.15 Career Web Directories
6.16 Researching the World Wide Web
6.17 Activity - Searching a Career Web Directory

Given multiple choice quiz questions, student correctly identifies the definitions and uses of:
• Web Crawlers
• Search Engines
• Web Directories
• Web Portals

Completed Activity: Searching a Career Web Directory worksheet saved in student folder.
1. Select the true contrast of a Search Engine and a Web Crawler.
a. A Search Engine Helps you find information on the Internet. A Web Crawler helps you find information on the Internet.
b. A Search Engine uses the keywords you enter to find results or hits. A Web Crawler searches for websites on the World Wide Web.
c. A Search Engine is a computer Program. A Web Crawler is a computer program.
d. A Search Engine is used by a person doing research. A Web Crawler is used by a person looking for online games.
e. Leave blank
2. Select the item below that best defines a Web Directory. (IT 1)
a. A Web Directory uses all information gathered by a computer program to select and organize related websites.
b. A Web Directory uses a combination of programs to organize all websites into different categories.
c. A Web Directory uses human editors to select and organize related websites.
d. A Web directory uses human editors to gather information on all websites, and then a computer program decides which ones to select.
e. Leave blank
3. Which of the following is an example of a Web Portal? (IT 1)
a. Encyclopedia Britannica
b. O*NET
c. Google
d. Netflix
e. Leave blank
4. Web directories use ___________ to evaluate, select, and save websites to an Internet Library. (IT 2)
a. Web-bots
b. Bubble Memory
c. Humans
d. Algorithms
e. Leave blank
1. What is the difference between a Search Engine and a Web Crawler.
a. A Search Engine uses your keywords to find results or hits. A Web Crawler searches for websites on the World Wide Web.
b. A Search Engine helps you find information on the Internet. A Web Crawler helps you find information on the offline.
c. A Search Engine is a computer Program. A Web Crawler is a computer.
d. A Search Engine is used by a person doing research. A Web Crawler is used by a person looking for online games.
2. _______________ ________________ have human editors that evaluate, select, and organize websites into a hierarchy of categories.
a. Web Crawlers
b. Web Robots
c. Web Portals
d. Web Directories
3. Yahoo! and Google also offer email, music, and map services. They are examples of ____________________.
a. Web Robots
b. Web Directories
c. Web Groups
d. Web Portals
4. Web Directories use a search engine to gather websites, but then those websites are evaluated, selected and saved to their Internet Library by _______________________________.
a. Artificial Intelligence (AI).
b. University of Wisconsin professors.
c. human editors.
d. specialists from the Federal Government.
49
TR 6a. Ability to research financial aid programs to help pay for education or training in Career Plan A and B.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:

RST.6-8.4.
Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.


n/an/an/a6.14 Activity - Searching a General Web Directory for Financial Aid Resources
6.15 Career Web Directories
6.16 Researching the World Wide Web
6.17 Activity - Searching a Career Web Directory
Completed Activity: Group Discussion: General Web Directories and Scholarship Websites performed in class and worksheet saved in student folder.

Completed Activity: Searching a General Web Directory for Financial Aid Resources worksheet saved in student folder.

Completed Activity: Searching a Career Web Directory worksheet saved in student folder.

Given multiple choice quiz questions student demonstrates comprehension of the sources of funding that are commonly known as financial aid for postsecondary education/training.

Given multiple choice quiz questions student correctly identifies CareerOneStep as a resource for training and employment services.
5. Grants, loans, and scholarships for postsecondary education and training are all considered ______________ _________________.
a. Repayable Support
b. Collegiate Resourcing
c. Education Resourcing
d. Financial Aid
e. Leave blank

6. American Job Centers are a resource for training and employment that you can find using ____________________________.
a. CareerOneStep
b. JobLink
c. Monster.com
d. Jobs.gov
e. Leave blank
5. Which of the following are included under the heading of Financial Aid for postsecondary education and training?
a. Scholarships
b. Grants
c. Loans
d. All of the above (a,b,c)

6. CareerOneStep has resources to help you find employment and training centers that are close to you. These offices are called _________________________.
a. American Job Centers
b. Job Services
c. Training and Education Centers
d. Nation’s Job Centers
50
TR 6b. Ability to develop SMART short-term and medium-term goals to achieve long-term goals for Career Plan A and/or B.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:

RST.6-8.4.
Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.


n/an/an/a6.20 Goal Setting for Your Future - Part 1
6.21 Goal Setting for Your Future - Part 2
6.22 Activity - My Future, My Pathway



Given multiple choice quiz questions, student demonstrates knowledge of the components of S.M.A.R.T. goals by correctly identifying accurate statements about short-term, medium-term, and long-term S.M.A.R.T. goals.

Completed Activity: My Future, My Pathway worksheets saved in the student folder.

7. When you use the S.M.A.R.T. goals strategy, what kinds of goals do you develop?
a. Short-term goals, medium-term goals, long-term goals
b. Short-term goals, mid-range steps, long-term goals
c. Short-term goals, mid-range goals, long-term goals
d. Short-range goals, mid-range goals, long-range goals
e. Leave blank
7. When you are developing the steps for your long-term S.M.A.R.T. goals, the steps become ____________ ____________ _____________.
a. future planning goals
b. medium-term S.M.A.R.T. goals
c. mid-range S.M.A.R.T. goals
d. short-term S.M.A.R.T. goals
51
TR 6c. Knowledge of the courses necessary for high school graduation and career transition
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:

RST.6-8.4.
Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.


n/an/an/a6.23 High School Graduation - Part 1
6.24 High School Graduation - Part 2
6.25 High School Graduation - Part 3
6.26 Activity - High School Course Schedule

Given multiple choice quiz questions student correctly identifies accurate statements about the relationship between educational attainment and earnings and employment.

Given a multiple choice quiz question, student accurately identifies the person on the school staff to consult for academic planning in high school.

Given a multiple choice quiz question, student demonstrates comprehension of the relationship between high school course selection and career goals.

Completed Activity: High School Course Schedule worksheet saved in the student folder.
8. According to the Bureau of Labor Statistics what education level will most likely result in the lowest earnings in a person’s lifetime?
a. High School Graduate
b. High School Drop-Out
c. College Graduate
d. Technical Certification
e. Leave blank

10. Which statement about high school courses is true?
a. When possible, plan to take courses that support your life and career goals.
b. You really don’t have any choices about what to take in high school.
c. If you don’t plan to go to college, it doesn’t matter what you take.
d. Only the courses you take in 12th grade mean anything.
e. Leave blank

8. Select the option that names the barriers a person without a high school diploma will face.
a. Likely to make the least amount of pay
b. Unable to get into a college, university, community college, and some training programs
c. More likely to be unemployed
d. All of the above

10. When you are planning the course you will take in high school it is very important to talk to the ____________ ______________ to make sure you are scheduled for the right courses for your education and career plan.
a. Cafeteria lady
b. School librarian
c. Guidance counselor
d. Science teacher
52
TR 6d. Ability to calculate Grade Point Average (GPA) and Cumulative GPA
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:

RST.6-8.4.
Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.


n/an/an/a6.23 High School Graduation - Part 1
6.24 High School Graduation - Part 2
6.25 High School Graduation - Part 3
6.26 Activity - High School Course Schedule
Given multiple choice quiz questions, student correctly identifies accurate statements about the calculation and use of course grades for Grade Point Average.

Completed Activity: High School Course Schedule worksheet saved in the student folder.
9. Which grades count in your high school Grade Point Average? (TR 6.3, 6.4)
a. All the grades in your senior year (Grade 12)
b. All of your grades from 9 to 12
c. Only your grades in English, math, science, and social studies
d. Only the grades in the courses that are considered College-Prep
e. Leave blank
9. Which statement about grade point average is true? (Tr 6.4, Math)
a. Colleges and employers never care about your grade point average.
b. Colleges only want to know your grade point average only for the classes you took your senior year.
c. You should take only easy courses to get a high grade point average.
d. Your grade point average includes all the courses you took from 9th grade to 12th grade.
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ELA 6a. Demonstrate ability to use a R.E.A.P. Chart or Concept Mapping as a reading comprehension strategy and as a short summary writing strategy.Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Writing Standards:
Text Types and Purposes:

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
c. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.9-10.2. 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.
c. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
W.11-12.2. 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.
c. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Production and Distribution of Writing:
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build an Present Knowledge:
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction alludes to themes, patterns of events, or character types from myths, traditional stories, and religious literary texts, such as (but not limited to) the Bible and The Epic of Gilgamesh, including describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author alludes to and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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 (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.6. 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.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.6. 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.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.1a Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a Cite details from text to support the answers to literal or inferential questions.
Writing Standards Extended Standards:
Text Types and Purposes

W.68.1a Generate a written paragraph expressing an opinion, with supporting information or details.
W.912.1b Generate a written text by selecting reasons and relevant facts to support a stated topic.
Production and Distribution of Writing:
W.68.4b With guidance and support, generate a written text following the conventions of a persuasive, informative or narrative task (sentence).
W.912.4b With some support, generate a written text (sentence) following the conventions of a persuasive, informative or narrative task.
Research to Build and Present Knowledge:
W.68.9a Gather and organize information from (adapted) grade-level/age-appropriate literary or informational material to support research and understanding.
W.912.9a Gather information on a specific topic and use the information to support analysis, reflection or research.
Language Standards Extended Standards:
Vocabulary Acquisition and Use:
L.68.4a Use context clues, word structures (e.g., affixes, root words) or reference materials (e.g., dictionaries, thesauruses) to determine the meaning of unknown words.
L.68.6a Communicate using grade-level/age appropriate academic and content-specific words and phrases.
L.912.4a Use context clues, word structures or reference materials to determine the meaning of unknown words.
L.912.6a Acquire and use grade-level/age-appropriate academic and domain-specific words and phrases in speaking and writing.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Writing Standards:
Text Types and Purposes:

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.9-10.2. 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.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
W.11-12.2. 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.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Production and Distribution of Writing:
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build an Present Knowledge:
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later
author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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 (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.6. 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.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.6. 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.
n/an/an/a6.18 Literacy Strategy - Summarizing
6.19 Check Your Knowledge - Summarizing
Student submits a R.E.A.P. Chart and written short summary (at least five sentences) for the passage from "Fahrenheit 451" by Ray Bradbury (or teacher selected poem or passage).
54
Unit 7: Build a Resume
55
ICT 7a. Ability to perform basic and advanced Internet searches. Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:

RST.6-8.4.
Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.


Standard 3: Technology for Productivity Applications
A. Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

Standard 5: Technology and Information Literacy
B. Apply a research process model to conduct research and meet information needs.

C. Formulate advanced search strategies, demonstrating an understanding of the strengths and limitations of the Internet, and evaluate the quality and appropriate use of Internet resources.
B. Information Research
I.12.4:
Students know that advanced search techniques can be used with digital and network tools and media resources to locate information and to check the credibility and expertise of sources.

I.12.5: Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

C. Investigation of Academic and Practical Problems
I.12.8:
Students are able to use digital tools to collect, analyze, and display data in order to design and conduct complicated investigations in various subject areas. Explain rationale for the design and justify conclusions based on observed patterns in the data.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

2. Digital Citizen:
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:
b.
engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
a.
plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

7.6 Basic Strategies for Searching the Web
7.7 Group Discussion Activity - Basic Web Search for Résumés
7.8 Advanced Strategies for Searching the Web
7.9 Group Discussion Activity - Advanced Web Search for High School Résumés

Completed Activity: Group Discussion: Basic Web Search for Résumés saved in student folder and /or report out has answered the questions:
a. What is the title of the website that your group chose?
b. What is the URL of the website that your group chose? (Copy and paste)
c. Who is the author or publisher of this website?
d. What is the website’s copyright date? Or, when was the website last updated?
e. What is the primary purpose the website? Is it commercial, advocacy, or reference? How did you determine the primary purpose?
f. Is this website a reliable and credible resource on résumés Why or why not?
n/an/a
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ICT 7b. Ability to apply search strategies to learn how to build a résumé. Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Speaking and Listening Standards Extended Standards:
Comprehension and Collaboration:

SL.68.1a Engage in discussions about grade-level/age-appropriate topics and text
- Follow rules of discussion.
- Ask questions about the topic; respond to others’ questions and comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a topic.
- Respond thoughtfully to others’ comments.
- Participate in the setting of goals, establishing roles and clarifying conclusions
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Standard 3: Technology for Productivity Applications
A.
Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

B. Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology-enhanced models.

Standard 4: Technology and Communication Applications
A.
Apply appropriate communication design principles in published and presented projects.

B. Create, publish and present information, utilizing formats appropriate to the content and audience.
A. Construction and Exchange of Ideas and Solutions
I.12.3:
Students are able to synthesize input from multiple sources to communicate ideas to a variety of audiences using various media, genres, and formats.

B. Information Research
I.12.4:
Students know that advanced search techniques can be used with digital and network tools and media resources to locate information and to check the credibility and expertise of sources.

I.12.5: Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

C. Investigation of Academic and Practical Problems
I.12.8:
Students are able to use digital tools to collect, analyze, and display data in order to design and conduct complicated investigations in various subject areas. Explain rationale for the design and justify conclusions based on observed patterns in the data.

E. Selection and Use of Digital Tools
I.12.13:
Students are able to demonstrate the capability to use a variety of digital tools to accomplish a task or develop a solution for a practical problem. Justify the choice of tools, explain why other tools were not used based on specific features of the tools, and summarize the results.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
a.
plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
b.
evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c.
curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

6. Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:
b. create original works or responsibly repurpose or remix digital resources into new creations.

7.6 Basic Strategies for Searching the Web
7.7 Group Discussion Activity - Basic Web Search for Résumés
7.8 Advanced Strategies for Searching the Web
7.9 Group Discussion Activity - Advanced Web Search for High School Résumés
7.10 Résumés - Part 1
7.11 Résumés - Part 2
7.12 Résumés - Part 3
7.13 Résumés - Part 4
7.14 Résumés - Part 5
Completed Activity: Group Discussion: Basic Web Search for Résumés saved in student folder and /or report out has answered the questions:
a. What is the title of the website that your group chose?
b. What is the URL of the website that your group chose? (Copy and paste)
c. Who is the author or publisher of this website?
d. What is the website’s copyright date? Or, when was the website last updated?
e. What is the primary purpose the website? Is it commercial, advocacy, or reference? How did you determine the primary purpose?
f. Is this website a reliable and credible resource on résumés? Why or why not?
Completed Activity: Group Discussion: Advanced Web Search for High School Résumés worksheet saved in student folder.
n/an/a
57
TR 7a. Ability to rate sample and draft resumes using an EnvisionIT Résumé rubric. Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Speaking and Listening Standards Extended Standards:
Comprehension and Collaboration:

SL.68.1a Engage in discussions about grade-level/age-appropriate topics and text
- Follow rules of discussion.
- Ask questions about the topic; respond to others’ questions and comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a topic.
- Respond thoughtfully to others’ comments.
- Participate in the setting of goals, establishing roles and clarifying conclusions
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
n/an/an/a7.10 Résumés - Part 1
7.11 Résumés - Part 2
7.12 Résumés - Part 3
7.13 Résumés - Part 4
7.14 Résumés - Part 5
7.15 Activity - Reviewing Résumés
Completed Activity Reviewing Résumés worksheet saved in student folder.

Given multiple choice quiz questions student correctly identifies the different types of resumes and matches the different types to their purpose/usage.

Given multiple choice quiz questions, student correctly identifies the definition of the word ‘Résumé’.
1. Normally, when do you use a résumé?
a. When applying for a credit card.
b. When applying for a car loan.
c. When applying for a job.
d. When applying for a passport.
e. Leave blank

2. Which list correctly names the two main types of résumé a person may have?
a. Chronological, Functional
b. Inventory, Functional
c. Ordered, Functional
d. Blocked, Chronological
e. Leave blank
1. What is a résumé?
a. A professional document that contains your high school graduation test scores
b. A professional document that summarizes your skills, education, and work experience.
c. A professional portfolio binder.
d. A professional document that describes your learning preferences and your career interests.

2. A résumé that summarizes your skills, education, and work experience is a _____________ _______________.
a. chronological résumé
b. ordered résumé
c. functional résumé
d. inventory résumé
58
TR 7b. Ability to draft a résumé using a template and resume writing rules.

ELA 7a. Ability to draft a résumé using a template and resume writing rules.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Writing Standards: Text Types and Purposes:
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
c. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
e. Use precise language and domain-specific vocabulary to inform about or explain the topic.
f. Establish and maintain a formal style.
g. Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.9-10.2 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.
c. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
e. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
f. 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 explanation (e.g., articulating implications or the significance of the topic).
W.11-12.2. 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.
c. Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
f. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
g. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing:
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently, as well as to interact and collaborate with others.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:

RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Writing Standards: Extended Standards: Text Types and Purposes:
W.68.1b Generate a written text by selecting reasons and relevant facts to support a given opinion.
W.912.1b Generate a written text by selecting reasons and relevant facts to support a stated topic.
Production and Distribution of Writing:
W.68.4a Generate a written text following the conventions of a persuasive, informative or narrative task (paragraph or story).
W.68.5a With some guidance and support, plan, edit and revise writing to increase clarity and coherence.
W.68.6a Use technology, including the Internet, to compose a paragraph.
W.912.4b With some support, generate a written text (sentence) following the conventions of a persuasive, informative or narrative task.
W.912.5b With some support, edit and revise writing.
W.912.6b With some support, use technology to compose two or more sentences on a specific topic.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Writing Standards: Text Types and Purposes:
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.9-10.2 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.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
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 explanation.
W.11-12.2. 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.
b. Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
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 explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing:
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
n/an/an/a7.16 Summary or Career Objective - Part 1
7.17 Summary or Career Objective - Part 2
7.18 Using a Career Objective
7.19 Activity - Writing Your Career Objective
7.20 Your Résumé
7.21 Activity - Writing Your Résumé
7.22 Activity - Evaluating Your Résumé with a Rubric
7.23 Your Résumé and the Web - Part 1
7.24 Your Résumé and the Web - Part 2
7.25 Your Résumé and the Web - Part 3
Given multiple choice quiz questions student correctly identifies the definition and structure of a ‘Career Objective’

Given multiple choice quiz questions student correctly identifies the definition and structure of a ‘Summary Statement’

Completed Activity Writing Your Career Objective; student’s career objective saved in student folder.

Completed Activity Writing Your Résumé resume saved in student folder.
3. What is a Career Objective on a résumé?
a. A short statement about the amount of money you want to make.
b. A short statement about your last job.
c. A short statement about your employment goals.
d. A short statement about how an employer can contact you.
e. Leave blank

4. Which of the choices is not included in a résumé?
a. Contact information
b. Work preferences
c. Summary of education
d. Work experiences
e. Leave blank

5. When you write a Career Objective, it should normally be no longer than ________ sentences.
a. Five
b. Seven
c. Two
d. Eight

6. A ___________________ résumé is organized by the relevance of your experiences to the job you are applying for.
a. Hierarchical
b. Functional
c. Skill-Centered
d. Chronological
e. Leave blank

7. Why would you include a Summary Statement on a résumé?
a. It tells the employer where your résumé ends.
b. It tells the employer why you are applying for the job.
c. It tells the employer why you are the best person for the job.
d. It tells the employer what you plan to be doing five years into the future.
e. leave blank

8. Where is the best resource to help you find synonyms for words? )
a. A Thesaurus
b. An Emoticon
c. Netscape
d. A rhyming dictionary
e. Leave blank

3. A statement, sometimes included in your résumé about your employment goals is called a _________________ __________________.
a. Career Narrative
b. Career Objective
c. Objective Narrative
d. Employment Statement

4. What are the basic parts of a résumé?
a. Name and contact information, summary of education and training, list of work experiences
b. Name and contact information, skills and experience, references
c. Name and contact information, summary of interests, desired salary
d. Contact information, education and training, salary requirements

5. Evaluate the following statement: a Career Objective should be a paragraph of five sentences.
a. True. You want to get as much information in the five sentences as possible.
b. False. The Career Objective should not be longer than two well written sentences.
c. There is no right answer
d. Both A and B are correct

6. What kind of resume is organized by your experiences through a hierarchy of time?
a. A Hierarchical Resume
b. A Functional Resume
c. A Skill-Centered Resume
d. A Chronological Resume

7. Sometimes you include a statement on your resume that shows why you are the best person for the job. What is this statement called?
a. A summary statement
b. A career objective
c. A reference letter
d. A career statement
59
TR 7c. Ability to revise draft resume based on feedback from group discussion.

ELA 7b. Ability to revise draft resume based on feedback from group discussion.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Speaking and Listening Standards Extended Standards:
Comprehension and Collaboration:

SL.68.1a Engage in discussions about grade-level/age-appropriate topics and text
- Follow rules of discussion.
- Ask questions about the topic; respond to others’ questions and comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a topic.
- Respond thoughtfully to others’ comments.
- Participate in the setting of goals, establishing roles and clarifying conclusions
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
n/an/an/a7.16 Summary or Career Objective - Part 1
7.17 Summary or Career Objective - Part 2
7.18 Using a Career Objective
7.19 Activity - Writing Your Career Objective
7.20 Your Résumé
7.21 Activity - Writing Your Résumé
7.22 Activity - Evaluating Your Résumé with a Rubric
7.23 Your Résumé and the Web - Part 1
7.24 Your Résumé and the Web - Part 2
7.25 Your Résumé and the Web - Part 3
Given multiple choice quiz questions, student correctly identifies accurate statements about the structure and composition of a résumé.

Completed Activity: Evaluating Your Resume with a Rubric; group activity rubric, comments, and second resume draft are saved in student folder.
9. Which statement about résumés is true?
a. Doing a spell check is all you should do before you send it out.
b. Résumés should be printed on good paper.
c. Fold the resume into thirds – not in half.
d. Use bright colored paper like yellow or orange to get attention.
f. Leave blank

10. What is the standard font and size for résumés?
a. Arial or Times New Roman, 9-point
b. Arial or Times New Roman, 12-point
c. Arial or Comic Sans, 12-Point
d. Calibri or Lucida, 9-point
e. Leave blank
9. What is the very next thing you should after you have written your resume?
a. Start looking for employers and send it to them.
b. Save it on a disk and send the disk to the employer.
c. Start your job search using words from the career objective.
d. Proofread the résumé to make sure there are no mistakes.

10. Typically, for a high school student who has not had a lot of work experience, the résumé should be _____________________________________________.
a. one page long
b. two pages – double sided
c. two pages on two separate sheets of paper
d. as long as is needed to included your relevant high school courses
60
ELA 7c. Demonstrate understanding of strategies for taking a multiple-choice test as it was explained in the reading passage 7.26.Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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 (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.6. 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.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.6. 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.1a C
ite evidence in text to support answers to literal or inferential questions.
RI.912.1a
Cite details from text to support the answers to literal or inferential questions.
Language Standards Extended Standards:
Vocabulary Acquisition and Use:

L.68.4a Use context clues, word structures (e.g., affixes, root words) or reference materials (e.g., dictionaries, thesauruses) to determine the meaning of unknown words.
L.68.6a Communicate using grade-level/age appropriate academic and content-specific words and phrases.
L.912.4a Use context clues, word structures or reference materials to determine the meaning of unknown words.
L.912.6a Acquire and use grade-level/age-appropriate academic and domain-specific words and phrases in speaking and writing.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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.
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, its part of speech, or its etymology.
L.9-10.6. 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.
L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
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, its part of speech, its etymology, or its standard usage.
L.11-12.6. 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.
7.26 Test-Taking Strategy: Multiple Choice Tests
7.27 Check Your Knowledge: Multiple Choice Tests
Given multiple choice "Check Your Knowledge" questions, student correctly identifies strategies for selecting the best answer on multiple choice tests stated in the reading assignment 7.261. Adrianne described test-taking strategies that her teacher Ms. Sims shared with the class. What did Ms. Sims say was the best test-taking strategy?
a. Skim the whole test and look for the easy questions.
b. Study so that you know the material you’re going to be tested on.
c. Make a REAP chart no matter what kind of test you are taking.
d. Re-read the questions to make sure you didn’t miss something.

2. What part of the test should you read very carefully to find out what kind of questions you will see, how to mark your answers, and how much time you have?
a. The appendix
b. The directions
c. The table of contents
d. The concept map

3. When you can, why is it a good idea to skim the whole test first and answer the questions you think are easy?
a. You can finish the test and hand it in faster.
b. You might get clues to answer the questions that are harder for you.
c. You might run out of time and lose points on questions that you could have answered correctly.
d. Both b and c.

4. If you have finished your test and still have time left, what should you do?
a. Read the questions and your answers again.
b. Try to be the first person to turn in the test.
c. If it is an online test, close the browser window.
d. Sit quietly and do nothing until time is up.

5. What is a reading strategy you can use on a test where you read a passage and then answer questions about what you read?
a. Make a quick REAP chart to remember important points
b. Make a quick FLOW chart to remember important points
c. Make a quick vocabulary chart to find difficult words
d. Make a quick SCAN chart to remember important points

61
Unit 8: Develop a Cover Letter
62
ICT 8a. Ability to define primary or secondary resources.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.1a Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a Cite details from text to support the answers to literal or inferential questions.
Craft and Structure:
RI.68.4b Identify the meaning of words or phrases based on how they are used in a text.
RI.912.4b Determine the meaning of words or phrases based on how they are used in a text.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Standard 5: Technology and Information Literacy
A.
Determine and apply an evaluative process to all information sources chosen for a project.

D. Evaluate choices of electronic resources and determine their strengths and limitations.
B. Information Research
I.12.4:
Students know that advanced search techniques can be used with digital and network tools and media resources to locate information and to check the credibility and expertise of sources.

I.12.5:
Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
c.
curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
8.8 Sources of Information - Part 1
8.9 Sources of Information - Part 2
8.10 Sources of Information - Part 3

Given multiple choice quiz questions, student is able to correctly identify the definitions and characteristics of:
• Primary Sources
• Secondary Sources
• Tertiary Sources
1. Which of the following would be considered a Primary Source of information?
a. An online transcription of the Declaration of Independence
b. A live webcast of an actor reading the Declaration of Independence in Washington D.C.
c. A video of an actor reading the Declaration of Independence
d. The original Declaration of Independence
e. Leave blank

2. An online article explaining the U.S. Constitution would be considered a ____________ ________________ of information.
a. chronological source
b. dependent sources
c. secondary source
d. synthetic source
e. Leave blank

3. A source that is a collection or summary of primary and secondary sources is called a ___________________________.
a. Primary Collective Source
b. Secondary source
c. Tertiary source
d. Direct Summary source
e. Leave blank
1. If you used an original source of information, like the original Constitution of the United States, for a history report, it would be considered a _________ __________ of information.
a. original source
b. primary source
c. initial source
d. historic source

2. A source that explains or evaluates primary sources are called _____________ _______________.
a. chronological sources
b. dependent sources
c. secondary sources
d. synthetic sources

3. If you are reading Gamer magazine to read a review on a new video game you are playing; what king of source is the magazine?
a. Primary Source
b. Secondary source
c. Tertiary source
d. Direct source
63
ICT 8b. Ability to apply knowledge about Internet searches to another search tool.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Standard 3: Technology for Productivity Applications
A.
Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

Standard 5: Technology and Information Literacy
B.
Apply a research process model to conduct research and meet information needs.
B. Information Research
I.12.4:
Students know that advanced search techniques can be used with digital and network tools and media resources to locate information and to check the credibility and expertise of sources.

I.12.5: Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

C. Investigation of Academic and Practical Problems
I.12.8:
Students are able to use digital tools to collect, analyze, and display data in order to design and conduct complicated investigations in various subject areas. Explain rationale for the design and justify conclusions based on observed patterns in the data.

E. Selection and Use of Digital Tools
I.12.12:
Students know that a variety of digital tools exist for a given purpose. The tools differ in features, capacities, operating modes, and style. Knowledge about many different ICT tools is helpful in selecting the best tool for a given task.

I.12.13: Students are able to demonstrate the capability to use a variety of digital tools to accomplish a task or develop a solution for a practical problem. Justify the choice of tools, explain why other tools were not used based on specific features of the tools, and summarize the results.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
c.
curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
8.11 Activity - Searching a Library Catalog for Career Sources
8.12 Searching for Sources - Part 1
8.13 Searching for Sources - Part 2
8.14 Activity - Searching a Library Catalog for Primary Career Sources

Completed Activity: Searching a Public Library Catalog for Career Sources saved in student folder.

Completed Activity: Searching an Online Catalog for Primary Career Sources saved in student folder.
n/an/a
64
ICT 8c. Knowledge of key rules for finding what you need on the Internet.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Standard 3: Technology for Productivity Applications
A.
Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

Standard 5: Technology and Information Literacy
B. Apply a research process model to conduct research and meet information needs.
B. Information Research
I.12.4:
Students know that advanced search techniques can be used with digital and network tools and media resources to locate information and to check the credibility and expertise of sources.

E. Selection and Use of Digital Tools
I.12.12:
Students know that a variety of digital tools exist for a given purpose. The tools differ in features, capacities, operating modes, and style. Knowledge about many different ICT tools is helpful in selecting the best tool for a given task.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
c.
curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
8.8 Sources of Information - Part 1
8.9 Sources of Information - Part 2
8.10 Sources of Information - Part 3
8.12 Searching for Sources - Part 1
8.13 Searching for Sources - Part 2

Given multiple choice quiz questions student correctly identifies example and accurate statement about Library Catalogs as related to performing searches/research utilizing the World Wide Web.6. The Library of Congress is an example of a _________________.
a. Recovered Database
b. Library Catalog
c. Synonym Catalog
d. Primary Catalog
e. Leave blank
6. True or false: Using a library catalog can only be done in a library.
a. True. The strategies for internet research can’t work with a library website.
b. False. Internet research strategies can be used for library catalogs online.
c. There is no right answer
d. Both A and B are correct
65
ICT 8d. Ability to cite sources formally using MLA or APA style manuals.


ELA 8a. Write and edit work that conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Standard 2: Technology and Society Interaction
A.
Interpret and practice responsible citizenship relative to technology.

D. Analyze ethical and legal technology issues and formulate solutions and strategies that foster responsible technology usage.

D. Acknowledgement of Ideas and Information
I.12.10: Students know that legal requirements governing the use of copyrighted information and ethical guidelines for appropriate citations are intended to protect intellectual property.

I.12.11: Students are able to identify or provide examples of responsible and ethical behavior that follow the letter and spirit of current laws concerning personal and commercial uses of copyrighted material as well as accepted ethical practices when using verbatim quotes, images, or ideas generated by others.
2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:
b.
engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
c.
demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
a.
plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
b.
evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c.
curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

8.15 Citing Your Sources - Part 1
8.16 Citing Your Sources - Part 2
8.17 Citing Your Sources - Part 3
8.18 Citing Your Sources - Part 4
8.19 Activity - Cite Your Career Research Sources

Given multiple choice quiz questions, student correctly identifies the definition of the term ‘Style Manual’ as it relates to citation of sources.

Given a multiple choice quiz question, student correctly identifies the two most common types of style manuals used presently in the United States.

Completed Activity: Cite Your Career Research Sources saved in student folder.

Given multiple choice quiz questions student correctly names the standard for using a citation of a source of information.

Given multiple choice quiz questions student correctly identifies the definition of plagiarism.
4. Anytime you use ideas or information that is not your own, you should name or _________ your sources.
a. divulge
b. cite
c. divest
d. disregard
e. Leave blank

5. Paraphrasing or summarizing someone else's writing without citing the author is an example of ________________.
a. plagiarism
b. intonement
c. syntax
d. allocution
e. Leave blank

7. What type of manual is a guide to creating citations for different types of formats and sources?
a. formatting manual
b. style manual
c. citation handbook
d. references handbook
e. leave blank

8. What does the “MLA” stand for in the MLA Style Manual?
a. Middle-European Language Association
b. Modern Language Association
c. Modern Lexicon of Annotations
d. Modern Lexicon Association
e. Leave blank
4. What is the rule to remember for using what you find on the Internet in your schoolwork or on a job?
a. You only need to cite or name sources from college or university websites.
b. Any time you use ideas or information that are not your own, you need to cite or name the source.
c. Everything on the Internet is free, you can use it without naming the author or website.
d. If the author’s ideas are close to your own, you do not have to cite or name your sources.

5. Which of the following statements is an example of plagiarism?
a. Using someone else's ideas or facts without citing the author (or creator).
b. Copying someone else's writing word-for-word without citing the author.
c. Paraphrasing or summarizing someone else's writing without citing the author.
d. All of the above

7. A __________ ______________ is a guide to creating citations for different types of formats and sources.
a. formatting manual
b. style manual
c. citation handbook
d. references handbook

8. What are the two most common types of style manuals?
a. MLA and PMD
b. APA and EDU
c. AMA and PMD
d. MLA and APA
66
TR 8a. Ability to use a library catalog to search for career resources.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Standard 5: Technology and Information Literacy
B. Apply a research process model to conduct research and meet information needs.



B. Information Research
I.12.4: Students know that advanced search techniques can be used with digital and network tools and media resources to locate information and to check the credibility and expertise of sources.

I.12.5: Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d. understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
a.
plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

c.
curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
8.11 Activity - Searching a Library Catalog for Career Sources
8.12 Searching for Sources - Part 1
8.13 Searching for Sources - Part 2
8.14 Activity - Searching a Library Catalog for Primary Career Sources

Completed Activity: Searching a Public Library Catalog for Career Sources saved in student folder.n/an/a
67
TR 8b. Demonstrate knowledge of the purpose of a cover letter in applying for a job.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
n/an/an/a8.22 Cover Letters - Part 1
8.23 Cover Letters - Part 2
8.24 Cover Letters - Part 3
8.25 Cover Letters - Part 4


Given multiple choice quiz questions student correctly identifies the definition of cover letter as it pertains to job seeking.

Given multiple choice quiz questions student correctly identifies the structure and purpose of a cover letter in a job-seeking context..
9. If you want to provide an employer with additional information about your skills and experience in addition to your resume, you would send a _________ ___________.
a. career narrative
b. letter of recommendation
c. cover letter
d. qualities statement
e. leave blank

10. Which statement about a cover letter is true?
a. The same letter can be used for each job application
b. It should be revised and customized for each job application.
c. A cover letter should always be sent with a résumé.
d. Only send a cover letter is the position pays $45,000 or more a year.
e. Leave blank
9. A professional document that provides additional information about your skills and experience and complements your résumé or job application is called a _________ ___________.
a. cover letter
b. career narrative
c. letter of recommendation
d. qualities statement

10. Which selection below has the correct parts that should be in a cover letter?
a. Heading, Greeting, Education, References, Closing
b. Name and Contact information, Education, Work Experience, Closing
c. Heading, Greeting, Introduction Paragraph, Body Paragraph(s), Closing
d. All of the above
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TR 8c. Ability to use an online tool to find resources to craft a cover letter. Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Speaking and Listening Standards Extended Standards:
Comprehension and Collaboration:
SL.68.1a Engage in discussions about grade-level/age-appropriate topics and text
- Follow rules of discussion.
- Ask questions about the topic; respond to others’ questions and comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a topic.
- Respond thoughtfully to others’ comments.
- Participate in the setting of goals, establishing roles and clarifying conclusions.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Standard 5: Technology and Information Literacy
A. Determine and apply an evaluative process to all information sources chosen for a project.

B. Apply a research process model to conduct research and meet information needs.

D. Evaluate choices of electronic resources and determine their strengths and limitations.
B. Information Research
I.12.4: Students know that advanced search techniques can be used with digital and network tools and media resources to locate information and to check the credibility and expertise of sources.

I.12.5: Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d. understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
8.22 Cover Letters - Part 1
8.23 Cover Letters - Part 2
8.24 Cover Letters - Part 3
8.25 Cover Letters - Part 4
8.26 Group Discussion Activity - Cover Letter Web Sources

Completed Activity: Group Discussion Cover Letter Web Sources is saved in student folder.n/an/a
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ELA 8b. Ability to draft a cover letter utilizing an EnvisionIT Cover Letter Rubric. Writing Standards: Text Types and Purposes:
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
c. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
e. Use precise language and domain-specific vocabulary to inform about or explain the topic.
f. Establish and maintain a formal style.
g. Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.9-10.2 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.
c. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
e. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
f. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
g. Provide a concluding statement or section that follows from and supports
the information or explanation (e.g., articulatingimplications or the significance of the topic).
W.11-12.2. 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.
c. Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
f. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
g. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing:
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently, as well as to interact and collaborate with others.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Writing Standards: Extended Standards: Text Types and Purposes:
W.68.1b Generate a written text by selecting reasons and relevant facts to support a given opinion.
W.912.1b Generate a written text by selecting reasons and relevant facts to support a stated topic.
Production and Distribution of Writing:
W.68.4a Generate a written text following the conventions of a persuasive, informative or narrative task (paragraph or story).
W.68.5a With some guidance and support, plan, edit and revise writing to increase clarity and coherence.
W.68.6a Use technology, including the Internet, to compose a paragraph.
W.912.4b With some support, generate a written text (sentence) following the conventions of a persuasive, informative or narrative task.
W.912.5b With some support, edit and revise writing.
W.912.6b With some support, use technology to compose two or more sentences on a specific topic.
Writing Standards: Text Types and Purposes:
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.9-10.2 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.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
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 explanation.
W.11-12.2. 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.
b. Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
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 explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing:
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
n/an/an/a8.22 Cover Letters - Part 1
8.23 Cover Letters - Part 2
8.24 Cover Letters - Part 3
8.25 Cover Letters - Part 4
8.27 Activity - Draft Your Cover Letter

Completed final and draft cover letters are saved in the student folder.n/an/a
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ELA 8c. Demonstrate understanding of strategies for taking a multiple-choice test as it was explained in the reading passage 8.20Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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 (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.6. 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.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.6. 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.
Reading Standards for Informational Text Extended Standards: Key Ideas and Details:
RI.68.1a C
ite evidence in text to support answers to literal or inferential questions.
RI.912.1a
Cite details from text to support the answers to literal or inferential questions.
Language Standards Extended Standards:
Vocabulary Acquisition and Use:

L.68.4a Use context clues, word structures (e.g., affixes, root words) or reference materials (e.g., dictionaries, thesauruses) to determine the meaning of unknown words.
L.68.6a Communicate using grade-level/age appropriate academic and content-specific words and phrases.
L.912.4a Use context clues, word structures or reference materials to determine the meaning of unknown words.
L.912.6a Acquire and use grade-level/age-appropriate academic and domain-specific words and phrases in speaking and writing.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Language Standards:
Vocabulary Acquisition and Use:

L.8.4. Determine or clarify the 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.
L.8.6. 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.
L.9-10.4. 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.
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, its part of speech, or its etymology.
L.9-10.6. 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.
L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
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, its part of speech, its etymology, or its standard usage.
L.11-12.6. 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.
n/an/an/a8.20 Test-Taking Strategy: Multiple Choice Tests
8.21 Check Your Knowledge: Multiple Choice Tests
Given multiple choice "Check Your Knowledge" questions, student correctly identifies strategies for selecting the best answer on multiple choice tests stated in the reading assignment 8.201. What were some of the strategies Belle said you could use to find the best answers on a test?
a. Alphabet charts, E.A.R.P. charts, number charts, word charts
b. Vocabulary tables, diagram sets, verb counts, number crunching
c. Compare and contrast, skimming and scanning, REAP charts, look-alikes, echoes
d. Echoes, FLOW charts, number averages, shortest answers

2. An important thing to remember is that when you are using strategies and tips to find the best answer, getting the correct answer is ______________________.
a. absolutely guaranteed
b. probable, but not guaranteed
c. no better than a random guess
d. the same as flipping a coin

3. A tip that can be used on a math test to narrow your options is to ________________________________________________.
a. add all the numbers together and then use the one that is closest to the average
b. remember that the answer is usually “B” on number or math questions
c. pick the negative number, if there are negative numbers and positive numbers
d. take out the highest and lowest numbers and see if the midrange numbers work

4. When should you change your first answer on a test?
a. Never change your first answer!
b. If you see something on the test that indicates you should look at your answer again, use a strategy to find the best answer.
c. If you finish and have time to review your answers and you get a bad feeling, you should change your answer.
d. If most of your answers on a multiple-choice are “b”, you should change some of the answers just in case.

5. Where is a place Belle mentioned that you may find clues to answer a hard question?
a. In other questions and answers on the test
b. Web directories
c. Google
d. In an online web portal
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Unit 9: Fill Out An Application
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ICT 9a. Ability to define what a database is and what purpose it can serve.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.1a Cite evidence in text to support answers to literal or inferential questions.
RI.912.1a Cite details from text to support the answers to literal or inferential questions.
Craft and Structure:
RI.68.4b Identify the meaning of words or phrases based on how they are used in a text.
RI.912.4b Determine the meaning of words or phrases based on how they are used in a text.
Reading Standards for Informational Text: Key Ideas and Details: RI.8.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure: RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Standard 3: Technology for Productivity Applications
A.
Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

E. Selection and Use of Digital Tools
I.12.12:
Students know that a variety of digital tools exist for a given purpose. The tools differ in features, capacities, operating modes, and style. Knowledge about many different ICT tools is helpful in selecting the best tool for a given task.

1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d. understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
9.7 Databases - Part 1
9.8 Databases - Part 2
9.9 Databases - Part 3

Given multiple choice quiz questions student correctly identifies the definition and purposes of databases. 1. A large collection of information that is organized and stored on a computer is called a _________________.
a. primary source
b. list-serve
c. database
d. cache
e. leave blank
2. For what purpose is a database created?
a. Rename files to make them easier to count
b. Count files to make them easier to delete
c. Format files to make them all one type
d. Organize files to make searches easier and faster
e. Leave blank
1. Which of these is the best description of a database?
a. The primary source for all knowledge on a specific subject
b. A large collection of information that is organized and stored on a computer
c. A large collection of information stored in a room in a public library
d. A type of program used by colleges to determine energy uses
2. The purpose of a database is to _____________ information into files, records, and fields to make searches easier and faster.
a. rename
b. count
c. organize
d. format
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ICT 9b. Ability to use a database to search for job listings. Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Speaking and Listening Standards Extended Standards:
Comprehension and Collaboration:
SL.68.1a Engage in discussions about grade-level/age-appropriate topics and text
- Follow rules of discussion.
- Ask questions about the topic; respond to others’ questions and comments; share ideas.
SL.912.1a Initiate and participate in discussions about grade-level/age-appropriate topics and text with diverse partners.
- Form and express an opinion on a topic.
- Respond thoughtfully to others’ comments.
- Participate in the setting of goals, establishing roles and clarifying conclusions.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Speaking and Listening Standards: Comprehension and Collaboration:
SL.8.1 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.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, 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.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, 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.
Standard 3: Technology for Productivity Applications
A.
Integrate conceptual knowledge of technology systems in determining practical applications for learning and technical problem-solving.

Standard 5: Technology and Information Literacy
B.
Apply a research process model to conduct research and meet information needs.

C. Formulate advanced search strategies, demonstrating an understanding of the strengths and limitations of the Internet, and evaluate the quality and appropriate use of Internet resources.
B. Information Research
I.12.5:
Students are able to select digital and network tools and media resources to gather information and data on a practical task, and justify choices based on the tools’ efficiency and effectiveness for a given purpose.

C. Investigation of Academic and Practical Problems
I.12.8:
Students are able to use digital tools to collect, analyze, and display data in order to design and conduct complicated investigations in various subject areas. Explain rationale for the design and justify conclusions based on observed patterns in the data.

E. Selection and Use of Digital Tools
I.12.13:
Students are able to demonstrate the capability to use a variety of digital tools to accomplish a task or develop a solution for a practical problem. Justify the choice of tools, explain why other tools were not used based on specific features of the tools, and summarize the results.
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
d. understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
b.
evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c.
curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

5. Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:
b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

9.7 Databases - Part 1
9.8 Databases - Part 2
9.9 Databases - Part 3
9.10 Group Discussion Activity - Searching a Career Development Database
9.11 Activity - Compare and Contrast Career Databases to Find Jobs

Completed Activity: Searching a Career Development Database is saved in student folder.

Completed Activity: Compare and Contrast Career Databases to Find Jobs.
n/an/a
74
TR 9a. Ability to fill out a sample job applications. Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
n/an/an/a9.12 Applications - Part 1
9.13 Applications - Part 2
9.14 Applications - Part 3
9.15 Activity - My Fact Sheet
9.16 Employment Applications
9.17 Activity - Fill Out a Sample Application for Employment
Completed Activity: My Fact Sheet saved in student folder.

Completed Activity: Fill Out a Sample Application for Employment is saved in student folder.

Given multiple choice quiz questions student correctly identifies:
- common personal information necessary to complete most résumés
- best persons for personal references on a résumé
- actions to take to ensure the best communication through a résumé
3. What information will you almost always need when you fill out a job application?
a. Number of people in your family
b. Social Security Number
c. Facebook page address
d. Doctor’s name
e. Leave blank

4. Of the options below, which is the most important to remember when filling out a job application?
a. If you are applying online, always include a selfie
b. Proofread and check your spelling, then ask someone else to check what you wrote
c. If you are not sure how to spell a word, go ahead and use it anyway, other people will know what you meant
d. Use an email address that is really funny or cute so that it will stand out from the rest of the crowd
e. Leave blank

5. Who would make the best reference for a job application?
a. A responsible adult who knows you well
b. A classmate who knows you well
c. Any teacher in your school
d. A friend who lives in another state
e. Leave blank

3. Which of the options below is a section you will commonly have to fill out on a job application?
a. Number of people in your family
b. Your Facebook information
c. Social Security Number
d. Guidance Counselor’s name

4. What should you always do before you turn in a job application?
a. Ask someone how many vacation days you get each year
b. You should find out how many other people have turned in an application for the same job
c. Proofread the application to make sure that all of your information and spelling is correct
d. Ask someone how long the job interview is going to be

5. How should you pick your references when you are going to put them on your job application?
a. Pick some friends that you know from school; they know you best
b. Pick a responsible adult who knows you and can talk about your abilities
c. Pick the principal of the school, even if she or he doesn’t know you that well
d. Pick a relative who is over 18 years old
75
TR 9b. Ability to fill out a sample application for education or training after high school.Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Reading Standards for Informational Text Extended Standards:
Key Ideas and Details:
RI.68.3c Identify a series of steps or events described in historical, scientific or technical text (e.g., first, middle, last).
RI.912.3c Identify steps, ideas or events in historical, scientific or technical text.
Craft and Structure:
RI.68.4a Explain the meaning of words or phrases as they are used in a text, including technical meanings.
RI.912.4a Analyze figurative language, connotation and technical terms.
Reading Standards for Literacy in Science and Technical Subjects:
Key Ideas and Details:
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure:
RST.6-8.4. Determine the meaning of symbols, 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.
RST.9-10.4. Determine the meaning of symbols, 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.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
n/an/an/a9.18 College Applications
9.19 Activity - Fill Out a Sample College Application

Given multiple-choice quiz questions the student can identify the URL that indicates that a website is secure.6. What does https at the beginning of a URL stand for?
a. Hyper Telecommunications Transfer for Private Security
b. Hidden Text Telecommunications Privacy Security
c. High Technology Termination Point Screen
d. Hypertext Transfer Protocol Secure
e. Leave blank
6. How can you tell if a website is secure?
a. Anytime you fill out forms online the site is using security software. It is built in to protect people.
b. The transfer protocol of the URL will be “https”. Https stands for Hypertext Transfer Protocol Secure
c. In the URL right after “www” there will be a picture of a key before the rest of the URL.
d. The browser tab will have a green “X” or a green “+” when it is secure. The tab will have a red “X” or red “+” when it is not secure.

76
TR 9c. Ability to write a personal statement for use with an application. Writing Standards: Text Types and Purposes:
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
c. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
e. Use precise language and domain-specific vocabulary to inform about or explain the topic.
f. Establish and maintain a formal style.
g. Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.9-10.2 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.
c. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
e. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
f. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
g. Provide a concluding statement or section that follows from and supports
the information or explanation (e.g., articulatingimplications or the significance of the topic).
W.11-12.2. 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.
c. Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
e. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
f. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
g. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing:
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently, as well as to interact and collaborate with others.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Writing Standards: Extended Standards: Text Types and Purposes:
W.68.1b Generate a written text by selecting reasons and relevant facts to support a given opinion.
W.912.1b Generate a written text by selecting reasons and relevant facts to support a stated topic.
Production and Distribution of Writing:
W.68.4a Generate a written text following the conventions of a persuasive, informative or narrative task (paragraph or story).
W.68.5a With some guidance and support, plan, edit and revise writing to increase clarity and coherence.
W.68.6a Use technology, including the Internet, to compose a paragraph.
W.912.4b With some support, generate a written text (sentence) following the conventions of a persuasive, informative or narrative task.
W.912.5b With some support, edit and revise writing.
W.912.6b With some support, use technology to compose two or more sentences on a specific topic.
Writing Standards: Text Types and Purposes:
W.8.2. Write informative/explanator