Rigorous Curriculum Design DEKALB COUNTY SCHOOL DISTRICT ... · Task 3: Visual Representation...
Transcript of Rigorous Curriculum Design DEKALB COUNTY SCHOOL DISTRICT ... · Task 3: Visual Representation...
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
1
DEKALB COUNTY SCHOOL DISTRICT
RIGOROUS CURRICULUM DESIGN
UNIT PLANNING ORGANIZER
Subject(s) English Language Arts
Grade and Course
10th Grade World Literature and Composition
Unit of Study
Unit 2: Asia – How are multiple themes traced across Asian cultures?
Pacing
Timeframe:
Block: 4 weeks Traditional: 9 weeks
“Unwrapped” Priority Common Core State Standards
Skills and Concepts
ELAGSE9-10RL2: DETERMINE a theme and/or central idea of text and closely ANALYZE its development over the course of the text, including how it emerges and is shaped and refined by specific details; PROVIDE an objective summary of the text. ELAGSE9-10W3: WRITE narratives to DEVELOP real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
2
“Unwrapped” Priority Standards
“Unwrapped” Concepts
(Students Need to Know)
“Unwrapped” Skills (Students Need
to Be Able to Do)
Bloom’s Taxonomy Levels
DOK (For Overall Standard)
ELAGSE9-10RL2
● Determine ● Analyze ● Provide
● Theme ● Textual
development ● Summary of the
text
● 3 (Analyze) ● 3 (Analyze)
● 3 (Strategic thinking/Reasoning)
ELAGSE9-10W3
● Write ● Develop
● Narrative
technique ● Sequencing of
events
● 2 (Application)
● 2 (Skill concept)
Supporting Standards
ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account. ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. ELAGSE9 -10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
3
ELA Overarching Standards
ELAGSE9-10RL10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELAGSE9-10RI10: By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently.
ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (begins in grade 3).
Essential Questions Corresponding Big Ideas
1. How is the influence of American culture reflected in modern Asian culture, and vice versa?
2. Why is the ability to express and define contrasting philosophies of life, important?
1. The influence of American culture on modern Asian culture can be discovered through analysis, comparison, and juxtaposition of both cultures. The influences are reflected through the similarities and differences both cultures share.
2. The ability to express and define contrasting philosophies of life is an important skill as it enables the capability to demonstrate proficiency in writing and articulating narratives that develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
4
Unit Assessments
Pre-Assessment Post-Assessment
Student Version: Gr10_ELA_10thGradeWorldLiterature_Unit 2_Preassessment_Student Teacher Version: Gr10_ELA_10thGradeWorldLiterature_Unit 2_Preassessment_Teacher
Student Version: DeKalb Benchmark Assessment Teacher Version: DeKalb Benchmark Assessment
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
5
Performance Assessment
Engaging Scenario
There has been an ongoing rift between the Hindu and Muslim people in your neighborhood. Buildings have been burned and physical altercations have taken place. Unfortunately, your business is located in the middle of this cultural divide. As a respected business owner in the community, leaders from each side have appointed you as mediator between the two groups. They have requested that you as an unbiased representative deliver a speech during the community town hall meeting addressing your personal [account of] experiences living in a mixed community [as someone with no cultural connection]. The community leaders have asked that you include in your personal accounts the social injustices you have witnessed within and towards each culture. Their hope is that your personal narrative will shed light on the negativity of the injustices, the caste systems, and other factors that have bred division Their intent is to publish your personal narrative in the community newspaper.
Performance Task Synopses
Task 1: Cultural Analysis ELAGSE9-10RL2 Use literary and informational texts to examine, research and define the: history, value orientations, interpersonal relationships, communication, religion, social systems, dietary habits, and health and illness belief systems of Hindu and Muslim cultures. The culmination of research using the Cultural Analysis Guide will lead to the discovery of similar and dissimilar themes amongst both cultures. Task 2: Sentence Outline ELAGSE9-10W2a Using the completed Cultural Analysis Guide, students will determine the themes that have had the greatest impact on the division between the Hindus and the Muslims and construct a sentence-outline detailing how those themes have contributed to the ongoing rift between the two cultures. Task 3: Visual Representation ELAGSE9-10RL2 Using the completed Cultural Analysis Guide and the detailed sentence-outline, students will construct a visual representation (i.e. Prezi, tri-fold board, sculpture, etc.) to display which themes have had the greatest impact on the division. Students will create a bibliography annotating the literary and informational texts used to determine theme. Task 4: Personal Narrative ELAGSE9-10W3 Use the research gathered in the Cultural Analysis Guide, the detailed sentence-outline, and the visual representation to construct a personal account of your experiences living in a mixed community as someone with no cultural connection. Include in your personal account the social injustices you have seen within and towards each culture. Your account should shed light on the negativity of the injustices, the caste systems, and other factors that have bred division. Your personal account will be delivered to the community as a speech and published in the local newspaper.
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
6
Performance Task 1 In Detail
Cultural Analysis Use literary and informational texts to examine, research and define the: history, value orientations, interpersonal relationships, communication, religion, social systems, dietary habits, and health and illness belief systems of Hindu and Muslim cultures. The culmination of research using the Cultural Analysis Guide will lead to the discovery of similar and dissimilar themes amongst both cultures.
ELAGSE9-10RL2 Task 1 Student Directions:
• Research the internet, literary and informational texts on both cultures.
• Use the cultural analysis guide to lead your research.
• Determine which information is most relevant and why.
• Reflect your analysis on your Cultural Analysis Guide.
• Construct responses to the guide that will aid deeper analysis of the tribes. Task 1 Teacher Notes:
• Time allotted will be determined by the teacher.
• Cultural Analysis Guide (see instructional resources below). **Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.
Performance Task 1 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
All “3” criteria plus: o The student has
researched additional
themes and contributing
factors.
o The cultural analysis
guide consisting of 8
sections is complete
for both cultures.
o Meets _6_ of the “3”
criteria
o Meets fewer than _4_
of the “3” criteria
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
7
Performance Task 2 In Detail
Sentence Outline Making use of the completed Cultural Analysis Guide, students will determine the themes that have had the greatest impact on the division between the Hindus and the Muslim and construct a sentence-outline detailing how those themes have contributed to the ongoing rift between the two cultures.
ELAGSE9-10W2a Task 2 Student Directions:
• Using web-based and print resources, identify several significant influences and themes that may have impacted the rift between Hindus and Muslims.
• Determine the level of impact each contributing factor had on the rift between Hindus and Muslims.
• Create a thesis statement based on factors with the highest level of impact.
• Construct a detailed sentence-outline. Task 2 Teacher Notes:
• Review the guidelines for constructing a thesis statement with students.
• Sentence-outline guide (see technology resources)
**Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.
Performance Task 2 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
All “3” criteria plus: o A conclusion that
does not simply restate the thesis, but readdresses it in light of the evidence provided.
o The claim is introduced, clearly communicated, and the focus is strongly maintained
o Adequate introduction and conclusion
o Adequate use of transitional strategies with some variety to provide clarity
o Adequate progression of ideas from beginning to end; adequate connections between and among ideas
o Evidential support with clear, concise, and defined thesis statement
o Meets 4 of the “3”
criteria
o Meets fewer than 3
of the “3” criteria
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
8
Performance Task 3 In Detail
Visual Representation Making use of the completed Cultural Analysis Guide and the detailed sentence outline, students will construct a visual representation (i.e. Prezi, tri-fold board, sculpture, etc.) to display which themes have had the greatest impact on the division. Students will create a bibliography annotating the literary and informational texts used to determine theme.
ELAGSE9-10RL2 Task 3 Student Directions:
• Using the cultural analysis guide and detailed sentence outline determine which themes have had the greatest impact on the rift between Hindus and Muslims.
• Cite evidence in support of all claims.
• Create a visual representation to display which themes have had the greatest impact on the division
Task 3 Teacher Notes:
• Teacher will review guidelines for oral presentations. (see instructional resources below).
• Teachers will teach students how to annotate print and non-print resources.
• Possible technology integration with the use of Prezi (see instructional resources below). **Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.
Performance Task 3 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
All “3” criteria plus: o Relationship
made between
identified themes
and cultures not
studied within the
unit
o At least three
themes have been
identified
o Visual
representation
accurately
displays multiple
themes
o Annotation
sources are valid
o Multiple themes
are evident in
annotation
o Meets 3 of the “3”
criteria
o Meets fewer than 3
of the “3” criteria
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
9
Performance Task 4 In Detail
Personal Narrative Use the research gathered in the Cultural Analysis Guide, the detailed sentence outline, and the visual representation to construct a personal account of your experiences living in a mixed community as someone with no cultural connection. Include in your personal account the social injustices you have seen within and towards each culture. Your account should shed light on the negativity of the injustices, the caste systems, and other factors that have bred division. Your personal account will be delivered to the community as a speech and published in the local newspaper. ELAGSE9-10W3
Task 4 Student Directions:
• Using appropriate presentation format and guidelines, create a presentation that presents a prediction about the future of the two cultures if the division continues.
• Cite specific sources regarding the previous impacts of themes and factors that have created division between Hindus and Muslims.
• Restate the claim about key factors that have bred division between the two cultures.
• Defend the claim using evidential support of the claim.
• Create and present a possible solution to any negative factors contributing to the division between the Hindus and Muslims.
Task 4 Teacher Notes:
• Teacher will review guidelines for oral presentations. (see instructional resources below).
• Students will need to be taught about responsible research, appropriate citation technique, and acceptable presentation formatting.
• Possible technology integration with the development of the presentation (see instructional resources below).
**Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.
Performance Task 4 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
All “3” criteria plus:
o Narrative has a beginning, middle, and an end
o The claim is restated in the narrative
o Evidential support of the claim is present
o The presentation is accurately elocuted (including information from Tasks 1-3)
o Meets 3 of the “3”
criteria
o Meets fewer than 3 of
the “3” criteria
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
10
Instructional Strategies Instructional Strategies
Research-Based Effective Teaching Strategies
21st Century Learning Skills
□ Learning Objectives (posted and referenced)
□ Identifying Similarities and Differences
□ Summarizing and Note Taking
□ Reinforcing Effort, Providing Recognition
□ Homework and Practice
□ Nonlinguistic Representations
□ Cooperative Learning
□ Purposeful small group instruction
□ Increased think time
□ Setting Objectives, Providing Feedback
□ Check for Understanding
□ Generating and Testing Hypotheses
□ Cues, Questions, and Advance Organizers
□ Interdisciplinary Non-Fiction Writing
□ Teamwork and Collaboration
□ Initiative and Leadership
□ Curiosity and Imagination
□ Innovation and Creativity
□ Critical thinking and Problem Solving
□ Flexibility and Adaptability
□ Effective Oral and Written Communication
□ Accessing and Analyzing Information
□ Other
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
11
Intervention Strategies Intervention Strategies
(Tiers 1, 2, 3) Additional Supports in
Classroom
Specially Designed Instruction for Special
Education Students
Strategies for English Language Learners
□ Re-voicing
□ Explaining
□ Prompting for participation
□ Challenging or countering
□ Asking “Why?” “How?”
□ Reread
□ Practice new academic vocab.
□ Assistive technology
□ Pre-teach & re-teach in a different way
□ Repetition
□ Use of manipulatives
□ Collaborative work
□ Direct/explicit instruction
□ “Chunking”
□ Accommodating different learning styles
□ Create differentiated text sets
□ Providing additional guided
practice
□ Conferencing
□ Additional time
□ Small group collaboration
□ Modify quantity of work
□ Take student’s dictation
□ Scaffold information
□ Differentiated content process or product
□ Consistent reward system
□ Refer to students’ IEP or 504 plan
□ Assistive technology
□ Visuals/Realia
□ Front-loading
□ Echoing/Choral response
□ Color-coding
□ Multiple exposures in different media
□ Pair-share
□ Modeling
□ Language scaffolds: eg, sentence frames
□ Deconstruct complex sentences and texts
□ L1 support
□ increased opportunities for student-student talk
□ Strategic vocabulary instruction
□ Additional think time
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
12
Strategies for Gifted Learners
Tier 1: Low Preparation Tier 2: Medium Preparation
Flexible-Learning Groups by Readiness, Interest, Learning Profiles
Gifted Education Cluster Classes
Choice of Books Gifted Education Collaboration Classes
Homework Options Tiered Activities and Products
Use of Reading Buddies Use of Literature Clubs
Various Journal Prompts Multiple Testing Options
Student/Teacher Goal Setting Multiple Texts
Varied Pacing with Anchor Options Alternative Assessments
Work Alone or Together Subject Advancement within class
Flexible Seating Curriculum Compacting
Varied Scaffolding Tiered Centers
Varied Computer Programs Spelling by Readiness
Design-A-DAY Varying Organizers
Varied Supplemental Materials Community Mentorships
Computer Mentors Stations
Think-Pair-Share by Readiness, Interest, Learning Profiles
Group Investigations
Open-ended Activities Students are Assessed in Multiple Ways
Explorations by Interest Student choice in selecting learning activities.
Options for Competition Simulations
Tier 3: High Tier 4: Advanced/Autonomous
Advanced Content English/language arts, mathematics, science and/or social studies courses
Above grade level accelerated English/language arts, mathematics, science and/or social studies courses
Resource Classes Advanced Placement Classes
Independent/Directed Study International Baccalaureate Classes
Socratic Seminars Internship/Mentorships
Whole Grade Acceleration
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
13
Instructional Resources and Materials Suggested Resources Suggested Technology Resources
Myths and Legends of Japan by F. Hadland Davis The Joy Luck Club by Amy Tan Hiroshima by John Hersey Balzac and the Little Chinese Seamstress by Dai Sijie Snow Flower and the Secret Fan: A Novel by Lisa See Chinese Cinderella: The True Story of an Unwanted Chinese Daughter by Adeline Yen Mah The Good Earth by Pearl S. Buck American Shaolin: Flying Kids, Buddhist, Monks, and the Legend of Iron Crotch: An Odyssey in the New China by Matthew Polly Ties That Bind, Ties That Break by Lensey Namioka Waiting by Ha Jin
Task 1
● Cultural Analysis Guide ● Web credibility checklist - How to
determine source credibility.
● Web Cred Google Sheet
● OWL at Purdue MLA Guidelines - How
to properly cite academic sources.
● Google Docs - Digital, collaborative
documents for group manipulation.
Task 2
● Narrative Sentence Outline
● www.commonlit.com
Task 3
● Guidelines for oral presentation ● Prezi.com - Online presentation
software ● Microsoft Word - Windows word
processing application
● Google Docs - Google online word
processing application
● OWL at Purdue MLA Guidelines - How
to properly cite academic sources.
● Bibme.org|easybib.com|sonofacitation
machine.com - Online help for creating
proper citations
Task 4
● Guidelines for oral presentation ● Prezi.com - Online presentation
software ● Google Slides - Google online
presentation software ● PowerPoint - Microsoft presentation
software
● Sway - Microsoft online presentation software
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
14
Unit Vocabulary
Unit Vocabulary Terms Interdisciplinary Connections
Academic / Tier 2 Unit-Specific / Domain / Tier 3
Determine Analyze Write Develop Exposition Denouement Character(ization) Pacing Flashback Chapter Parallel Plot Climax Foreshadowing Dialogue Conflict Imagery In media res Figurative language Resolution Sensory detail
Theme Textual Development Narrative Sequencing Engage Setting Resolution Motif Archetype Symbol Rising action Protagonist Plot Falling action Editorial bias Epilogue
Social Studies, Math, Science, CTAE
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
15
Weekly Planner Course: 10th Grade World Literature and Composition Unit: Asia – How are multiple themes traced across Asian cultures?
Pacing Priority (in bold) and Supporting Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional
resources
Formative Assessments
Week 1
ELAGSE9-10RL2
• Independent Reading
• Exposure and Interaction with Grade Level Text or Higher
Task 1:
• Research the internet, literary and informational texts on both cultures.
• Use the cultural analysis guide to lead your research.
● Introduce engaging scenario
● Teach students about responsible research
● Discuss different types of texts
● Teach note taking strategies
● Review the Cultural
Analysis Guide (see
instructional
resources below)
with students.
● Time allotted will be
determined by the
teacher.
Pre-Assessment Discussion of the Essential Questions (throughout unit) Task 1 scoring guide Suggested informal progress monitoring checks: Open ended question Reflection Summarize Think Pair Share KWL Quiz
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
16
Week 2 ELAGSE9-10W2a
• Independent Reading
• Exposure and Interaction with Grade Level Text or Higher
Task 2:
• Using web-based and print resources, identify several significant influences and themes that may have impacted the rift between Hindus and Muslims.
• Determine the level of impact each contributing factor had on the rift between Hindus and Muslims
• Create a thesis statement based on factors with the highest level of impact
• Construct a detailed sentence-outline
● Review the guidelines for constructing a thesis statement with students
● Review the Sentence-outline guide (see technology resources) with students
● Review key vocabulary with students
Suggested informal progress monitoring checks: Ticket out the door Misconception check Peer instruction Think pair share Oral questioning
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
17
Week 3 ELAGSE9-10RL2
• Independent Reading
• Exposure and Interaction with Grade Level Text or Higher
Task 3:
• Using the cultural analysis guide and detailed sentence outline.
• Determine which themes have had the greatest impact on the rift between Hindus and Muslims.
• Cite evidence in support of all claims.
• Create a visual representation to display which themes have had the greatest impact on the division.
● Teacher will review guidelines for oral presentations. (see instructional resources)
● Possible technology integration with the use of Prezi. Review how to use Prezi with students.
● Teach citation technique
● Teach use of text based evidence
● Review guidelines for the visual representation
Socratic seminar Numbered heads together Gallery walk
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
18
Week 4 All priority standards
• Independent Reading
• Exposure and Interaction with Grade Level Text or Higher
Task 4:
• Cite specific sources regarding the previous impacts of themes and factors that have created division between Hindus and Muslims.
• Restate the claim about key factors that have bred division between the two cultures
• Defend the claim using evidential support of the claim
• Present a prediction about the future
• Create and present a possible solution to any negative factors contributing to the division.
● Teacher will review guidelines for oral presentations. (see instructional resources)
● Teach responsible
research, appropriate
citation technique, and
acceptable
presentation
formatting.
● Possible technology integration with the development of the presentation (see instructional resources below)
Post Assessment