OHIO STANDARDS - WOUB Public Media · 2018. 2. 18. · African Pen Pal activities and projects meet...

AFRICAN PEN PALSSTATISTICS 10

WRITINGHolistic Rubric for the Ohio Graduation Test

African Pen Pals

CURRICULUM GUIDE

OHIO STANDARDS

OHIO STANDARDS • Holistic Rubic for Writing • Content Alignment

—Language Arts —Work and Family Life —Mathematics —Social Studies —Fine Art: Music —Fine Art: Art

AFRICAN PEN PALS 11STATISTICS

http://www.ode.state.oh.us/proficiency/ogt/default.asp

6 This is a superior piece of writing. The prompt is directly addressed, and the response is effectively adapted to audience and purpose. It is exceptionally developed, containing compelling ideas, examples and details. The response, using a clearly evident organizational plan, actively engages the reader with a unified and coherent sequence and structure of ideas. The response consistently uses a variety of sentence structures, effective word choices and an engaging style.

5 This is an excellent piece of writing. The prompt is directly addressed and the response is clearly adapted to audience and purpose. It is very well-developed, containing strong ideas, ex-amples and details. The response, using a clearly evident organizational plan, engages the reader with a unified and coherent sequence and structure of ideas. The response typically uses a variety of sentence structures, effective word choices and an engaging style.

4 This is an effective piece of writing. While the prompt is addressed and the response adapts to audience and purpose, there are occasional inconsistencies in the responseʼs overall plan. The response is well-developed, containing effective ideas, examples and details. The re-sponse, using a good organizational plan, presents the reader with a generally unified and coher-ent sequence and structure of ideas. The response often uses a variety of sentence structures, appropriate word choices and an effective style.

3 This is an adequate piece of writing. While the prompt is generally addressed and shows an awareness of audience and purpose, there are inconsistencies in the responseʼs overall plan. Although the response contains ideas, examples and details, they are repetitive, unevenly de-veloped and occasionally inappropriate. The response, using an acceptable organizational plan, presents the reader with a generally unified and coherent sequence and structure of ideas. The response occasionally uses a variety of sentence structures, appropriate word choices and an ef-fective style.

2 This is a marginal piece of writing. While an attempt is made to address the prompt, the prompt shows at best an inconsistent awareness of audience and purpose. When ideas, examples and details are present, they are frequently repetitive, unevenly developed and occasionally inappropriate. The response, using a limited organizational plan, does not present the reader with a generally unified and coherent sequence and structure of ideas. The response is exemplified by noticeable lapses in sentence structure, use of appropriate word choices and a clear, readable style.

1 This is an inadequate piece of writing. There is a weak attempt made to address the prompt. The response shows little or no awareness of audience and purpose. There is little or no development of ideas, or the response is limited to paraphrasing the prompt. There is little or no evidence of organizational structure. The response is exemplified by severe lapses in sentence structure, use of appropriate word choices and a clear, readable style.

0 The following are categories of papers that cannot be scored: off task (complete disre-gard for the writing task identified by the prompt), completely illegible, in a language other than English, or no response.

WRITINGHolistic Rubric for the Ohio Graduation Test

OHIO STANDARDS


LANGUAGE ARTSAfrican Pen Pals

Ohio Department of Education Web Sitehttp://www.ode.state.oh.us/academic_content_standards/acsenglish.asp

African Pen Pal activities and projects meet many of the Language Arts indicators. This quick reference lists are provided for your convenience. Each unit guide begins with a list of grade level indicators for that unit.

WRITING PROCESSES

All writing processes may be addressed by the activities in the African Pen Pal unit writing activities. The indicators listed below are stressed in the units.

Grade 4

Indicators: 1, 4, 9, 13, 15 Grade 5, 6, 7, 8, and 9

Indicators: 1, 2, 5, 10, 12, 14, 16 WRITING APPLICATIONS

Grade 4

Indicators: 1, 2, 3, 4, and 5. Grade 5

Indicators: 1, 2, 4, and 5 Grade 6 to 9

Indicators: 1, 2, 4, 5, and 6 RESEARCH

Grade 4, 5

Indicators: 1, 2, 3, 4, 5, 6 Grade 6, 7, 8, and 9

Indicators: 1, 2, 3, 4, 5, 6, 7, 8

COMMUNICATION: ORAL AND VISUAL .

Grade 4

Indicators: 1, 2, 3, 4 and 8, 9 Grade 5

Indicators: 1, 2, 3, 4 and 8, 9, 10 Grades 6, 7

Indicators: 1 , 2, 3, and 8, 9, 10 Grade 8

Indicators: 1, 2 and 8, 9, 10 Grade 9

Indicators: 1 and 8, 9, 10 WRITING CONVENTIONS

All of the writing convention indicators for each grade level can be addressed through the written activities in the African Pen Pal units.

Alignment With Academic Content Standards

OHIO STANDARDS


LANGUAGE ARTSAfrican Pen Pals WORK & FAMILY LIFEAfrican Pen Pals

http://www.ode.state.oh.us/ctae/teacher/fcs/work_family_studies/MS_WFL.asp

African Pen Pal activities and projects meet many of the Work & Family Life (also known as Family & Consumer Sciences) indicators. This quick reference lists is provided for your convenience. Each unit guide begins with a list of grade level indicators for that unit. PROCESS: The processes of managing responsibilities, solving problems, making choices, relating to others and assuming leadership roles are found in daily life. Strong skills in these processes lead to quality work and family life. These processes are learned and strengthened over time and can be used in a variety of settings. To build successful careers, mold stable families, create lasting friendships and shape strong communities, skills in these processes are essential and must be practiced.

Grades 6, 7, 8

Indicators: • 1.1 • 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 • 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

CONSUMER AND FAMILY RESOURCE: Resources include time, energy, technology, finances and the environment. Managing resources wisely is a skill that is necessary in order to achieve individual and family goals.

Grades 6, 7, and 8

Indicators: 2.1, 2.2, 2.3, 2.4

FAMILY RELATIONSHIPS COMPETENCIES: Family is defined as the basic unit of society, a group of people who share goals and values and have commitment to one another. The quality of family relationships has a key role in the ability of individuals to be effective in school, work and the community. The family has a significant impact on the well being of individuals, society and the global community.

Grades 6, 7, and 8

Indicators • 4, 1. 5 • 2.1, 2.5, 2.6 • 4.1, 4.3, 4.4

OHIO STANDARDS



WORK & FAMILY LIFEAfrican Pen Pals

OHIO STANDARDS

MATHEMATICSAfrican Pen Pals

INTERPERSONAL RELATIONSHIPS: Healthy personal development is essential to functioning effectively in relationships with others at home, in the community and in the workplace. Individuals with skills for nurturing relationships and managing conflict enhance the quality of oneʼs personal, family, community and workplace interactions.

Grades 6, 7, and 8

Indicators: • 1.1, 1.4, 1.5, 1.7, 1.8, 1.9 • 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.8 • 3.1, 3.2, 3.3, 3.5, 3.6, 3.7 • 4.5, 4.6, 4.7, 4.8 • 6.3 • 8.3, 8.4, 8.7, 8.8

NUTRITION AND WELLNESS: Good wellness practices and the quality of food choices impact physical, emotional and social health on a daily basis. Wellness practices and food choices made today will affect life expectancy, reproductive health and risk factors for disease. The ability to competently plan strategies for choosing, acquiring, preparing and storing foods will affect overall health and wellness.

Grades 6, 7, and 8

Indicators: • 2.2 • 3.1, 3.3 • 6.2

PARENTING COMPETENCIES: Knowledge and skills of good parenting practices are critical in todayʼs world. Good parenting practices enhance healthy child development and strengthen families. The effect of good parenting practices impacts home, community and work environments.

Grade 6, 7, and 8

Indicator: 1.3


WORK & FAMILY LIFEAfrican Pen Pals MATHEMATICSAfrican Pen Pals


Ohio Department of Education Web Sitehttp://www.ode.state.oh.us/academic_content_standards/acsmath.asp

African Pen Pal activities and projects meet many of the Mathematics indicators. This quick reference list is provided for your convenience. Each unit guide begins with a list of grade level indicators for that unit.

NUMBER, NUMBER SENSE AND OPERATIONS

Grade 4 Indicators: 1, 2, 3, 12, 13 Grade 5 Indicators: 1, 3, 4 Grade 6 Indicators: 4, 5, 8, 11, 12 Grade 7

Indicator: 8 MEASUREMENT

Grade 5 Indicators: 1, 7

GEOMETRY AND SPATIAL SENSE

Grade 5 Indicators: 1, 7

PATTERNS, FUNCTIONS AND ALGEBRA Grade 4

Indicator: 2 Grade 6

Indicator: 1

DATA ANALYSIS AND PROBABILITY Grade 4

Indicators: 1, 2, 4, 5, 6 Grade 5

Indicators: 1, 3, 4, 5 Grade 6

Indicators: 1, 2, 3, 6 Grade 7 Indicator: 8 Grade 8

Indicators: 1, 2, 9 Grade 9

Indicator: 4OHIO STANDARDS


SOCIAL STUDIESAfrican Pen Pals

Alignment with Academic Content Standards

Ohio Department of Education Web Sitehttp://www.ode.state.oh.us/Academic_Content_Standards/acssocialstudies.asp

The list below shows the grade levels and content areas indicators most likely align with the African Pen Pals series.

PEOPLES IN SOCIETIES

Grade 4 Indicator: 4 Grade 6 Indicators: 1, 2, 3 Grade 7 Indicator: 4 Grade 9 Indicators: 1, 2

HISTORY

Grade 6 Indicators: 3, 4 Grade 7 Indicators: 2, 6, 7 Grade 9 Indicators: 4, 5, 6, 13, 15

GEOGRAPHY

Grade 6 Indicator: 1, 2, 3, 4, 6, 8 Grade 9 Indicators: 1, 2, 3, 4, 5,

ECONOMICS

Grade 6 Indicators: 1, 3 Grade 7 Indicator: 2 Grade 9 Indicators: 1, 2, 3

GOVERNMENT

Grade 6 Indicators: 3, 4 Grade 9 Indicators: 1, 2

CITIZENSHIP & RIGHTS

Grade 6 Indicator: 2 Grade 7 Indicator: 1 Grade 9 Indicator: 1

SOCIAL STUDIES SKILLS & METHODS

Grade 6 Indicators: 5,6 Grade 7 Indicator: 1

OHIO STANDARDS


SOCIAL STUDIESAfrican Pen Pals FINE ART: MUSICAfrican Pen Pals


2003 - 2004

Ohio Department of Education Web Sitehttp://www.ode.state.oh.us/academic_content_standards/acsarts.asp

The list below shows the grade levels and content area indicators most likely to align with the African Pen Pals series.

HISTORICAL, CULTURAL AND SOCIAL CONTEXTSStudents demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of compos-ers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

Grade 4

Indicator 2

Grade 5

Indicators 1, 2, 3

Grade 6

Indicator 5

Grade 7 and 8

Indicators 1, 5

Grade 9

Indicators 2, 5

CONNECTIONS, RELATIONSHIPS AND APPLICATIONSStudents identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other cur-ricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.

Grade 5 and 6

Indicator 5

Grade 7

Indicator 6

Grade 9

Indicator 6

OHIO STANDARDS


FINE ART: ARTAfrican Pen Pals

Ohio Department of Education Web Sitehttp://www.ode.state.oh.us/academic_content_standards/acsarts.asp

The list below shows the grade levels and content area indicators most likely to align with the African Pen Pals series.

HISTORICAL, CULTURAL AND SOCIAL CONTEXTSStudents understand the impact of visual art on the history, culture and society from which it emanates. They understand the cultural, social and political forces that, in turn, shape visual art communication and expression. Students identify the significant contributions of visual artists to cultural heritage. They analyze the historical, cultural, social and political contexts that influence the function and role of visual art in the lives of people.

Grade 4: Indicator 2

Grade 5: Indicators 1, 3

Grade 6: Indicators 1, 2, 3

Grade 7: Indicators 2, 3.

Grade 8: Indicators 1, 2, 3.

Grade 9: Indicator 5.

VALUING THE ARTS/AESTHETIC REFLECTIONStudents understand why people value visual art. They present their beliefs about the nature and significance of selected artworks and the reasons for holding these beliefs. Students reflect on and respect diverse points of view about artworks and artifacts.


Grade 5 and 6: Indicator 3

Grade 7: Indicators 1, 2, 3


Grade 9: Indicator 1

CONNECTIONS, RELATIONSHIPS AND APPLICATIONSStudents connect and apply their learning of visual art to the study of other arts areas and dis-ciplines outside the arts. They understand relationships between and among concepts and ideas that are common across subjects in the curriculum. Students recognize the importance of lifelong learning and experience in visual art.

Grade 4: Indicator 2, 3

Grade 5: Indicator 2, 3, 4

Grade 6: Indicator 2, 3, 5

Grade 7: Indicator 1, 2 Grade 8: Indicator 2, 3, 4


2003 - 2004

OHIO STANDARDS

OHIO STANDARDS - WOUB Public Media · 2018. 2. 18. · African Pen Pal activities and projects meet...

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