Web viewdefine real-life vocabulary terms related to correspondence- i.e. business letters, ......
Transcript of Web viewdefine real-life vocabulary terms related to correspondence- i.e. business letters, ......
Teacher: CORE Year: 2012-13 Course: English 12 Month: All Months
August
Writing probe ~ Reaction journal
Standards Essential Questions Assessments Skills Content Lessons Resources
1.3.F-Read and respond to literary works. read and respond to fiction and non-fiction
Current Events- Teen Topics
Scholastic Scope Magazine or current newspaper article
1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed and appropriate content.1.5.C-Write with effective and logical organization that supports unity and clarity.1.5.D-Write with effective style.
write a well-developed, focused reaction that supports his/her position on a particular topic (unexcused absences linked to acquiring a driver's license 2009, 2010)
Current Events-Teen topics
Student Journal
September
Vocabulary
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab. Test Unit 3 9/30/2012
define real-life vocabulary terms related to correspondence- i.e. business letters, wedding invitations, letter of complaint, etc.
Real-life vocabulary related to correspondence
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab Test Unit 5 9/30/2012
define real-life vocabulary terms related to common household medicine cabinets and simple medical terms i.e., dosage, ingestion, pharmacist, physician, etc.
Real-life vocabulary related to common household medicine cabinet items and simple medical terms
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab. Test Unit 8 9/30/2012
define and use real-life vocabulary terms related to banking (account, debit, credit) and keeping a checking/savings account
Real-life vocabulary related to common terms involved in banking and keeping a savings/checking account
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
Beowulf
Standards Essential Questions Assessments Skills Content Lessons Resources
1.6.A-Listen to others.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.D-Contribute to discussions.1.6.F-Use media for learning purposes.1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.1.G-Understand and apply knowledge gained from text.1.1.H-Read fluently with a high level of comprehension.1.3.A-Read and understand works of literature.1.3.B-Evaluate author's use of literary elements.1.3.C-Evaluate the effectiveness of authors' use of literary devices (e.g., sound techniques, figurative language, literary structures).1.3.F-Read and respond to literary works.
respond with relevant information or opinions to questions asked.
listen to and acknowledge the contributions of others.
take notes on literary terms and the characteristics and events of an epic poem.
use forms of media to complete class assignments or elicit information.
summarize/reflect on what has been heard.
read, understand and respond to fiction including poetry and drama.
define and analyze the uses and effectiveness of literary elements used by the author.
read materials aloud with accuracy and use appropriate rhythm, flow, pronunciation, as well as self-correct mistakes.
demonstrate after-reading understanding and interpretation of fiction text expand a reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings. Use a dictionary or related reference.
Background information on culture of the time period.
Summary background information on Beowulf.
Literary terms: alliteration, consonance, assonance, litote, kenning, caesura.
Characteristics and events of an epic poem
Characteristics of an epic hero.
Pagan versus Christian influences.
Themes of good vs. evil and Good always triumphs over evil
Prentice Hall Literature -The British Tradition-2005"Beowulf"
Old version- Unferth's Taunt
Progress Monitoring ~ Baseline
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.H-Demonstrate fluency and comprehension in reading.1.6.B-Listen to selections of literature (fiction and/or nonfiction).
Graded level passages for Listening Comprehension 9/30/2012
demonstrate comprehension through answering main idea, detail, sequence and inference questions with at least 75% accuracy
Stories written at different grade levels to determine an independent level that a student understands at least 75% of the material
Burns and Roe Informal Reading Inventory c. 2007, 2009
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Fluency 9/30/2012
read materials aloud with accuracy and use appropriate rhythm, flow and pronounciation, as well as, self-correct mistakes with a 98% accuracy level for an independent level and a 90-95% for an instructional level at the appropriate determined grade level
Passages written at different grade levels to determine an instructional level at which a student can accurately pronounce 55-94% of the material
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 6th edit.
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Comprehension 9/30/2012
demonstrate comprehension through answering main idea, detail, sequence and inference questions with at least 75% accuracy
Stories written at different grade levels to determine an instructional level at which a student understands at least 75% of the material and an independent level of at least 90%
Burns and Roe Informal Reading Inventory c. 2007, 2009
1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.
Finished Writing piece 9/30/2012
write a well-developed, organized reaction that supports his/her position on a particular topic (what makes a hero OR write a detailed, organized reaction to the perfect meal
Writing Prompts of different types: Persuasive, Descriptive
District Writing Rubric (Courtesy of Exeter Twnsp. Schl. Dist. & BCIU) with 6 Headings: Spelling, Grammar/Sentence Structure, Sequence and Organization, Word Choice/ Vocabulary, Capitalization and Punctuation
Oc
Vocabulary
tober
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab. Test Unit 8 10/31/2012
define and use real-life vocabulary terms related to banking (account, debit, credit) and keeping a checking/savings account
Real-life vocabulary related to common terms involved in banking and keeping a savings/checking account
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab. Test Unit 19 10/31/2012
define and use real-life vocabulary terms related to entering a lease; premises, tenant, violate, lease,etc.
Real-life vocabulary related to common terms involved in entering a housing lease
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
Media Unit
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.2.A-Read and understand informational texts and documents.1.6.A-Listen to others.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.C-Speak using skills appropriate to formal speech situations.1.6.D-Contribute to discussions.1.6.E-Participate in discussions and presentations.1.6.F-Use media for learning purposes.1.8.B-Locate information using
discuss the components of media: pictures, words and sounds and define "mass media" compare and contrast the powerfulness of different types of media; radio, television, internet
li?st the 4 main consequences of mass media- personal, economic, artistic and political
take notes on the history /popularity of radio and write a reaction to Orson Welles "War of the Worlds" broadcast
use the internet to answer questions about the evolution
"You and the Mass Media" by August Franza. J Weston Walch, Publisher: Portland, Maine 1998"War of the Worlds" Starring Orson Welles-presented by Radio Reruns: Metacom, Inc. Minneapolis, MN 1977. Audio recording - cassette tapes-
"TV Evolution Pictures". How Stuff Works. <http://www.howstuffworks.com/tv-evolution-pictures.htm>"Who We are and What We Do". Nielsen Media Research. 2001. Accessed 27 Nov. 2001. http://www.nielsenmedia.com/main_frame.html and http://www.nielsenmedia.com/who_we_are.htmlFederal Communications Commission Website.<http://fcc.gov/aboutus.html> and <http://www.fcc.gov/omd/history/> 2010.
appropriate sources and strategies.1.4.C-Write persuasive pieces that:1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed and appropriate content.1.5.C-Write with effective and logical organization that supports unity and clarity.8.3.12.C-Evaluate how continuity and change in U.S. history are interrelated with the world. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organizations
of television and write a persuasive essay about the positive or negative aspects of TV or the good or bad influence of TV
use the internet to answer questions about the Nielsen Media rating system in America
interpret the meaning of both positive and negative quotes about the media and journalism
locate information and orally present a mini-debate about censorship in various areas of life
calculate the amount of time spent on advertising and discuss how advertising impacts the average American
Progress Monitoring
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Fluency 10/31/2012
read materials aloud with accuracy and use appropriate rhythm, flow and pronounciation, as well as, self-correct mistakes with a 98% accuracy level for an independent level and a 90-95% for an instructional level at the appropriate determined grade level
Passages written at different grade levels to determine an instructional level at which a student can accurately pronounce 55-94% of the material
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 6th edit. Burns and Roe Informal Reading Inventory c. 2007, 2009
1.1.H-Demonstrate fluency and comprehension in
Graded level passages for
demonstrate comprehension through answering main idea,
Stories written at different
Burns and Roe Informal Reading Inventory c. 2007, 2009
reading. Reading Comprehension 10/31/2012
detail, sequence and inference questions with at least 75% accuracy
grade levels to determine an instructional level at which a student understands at least 75% of the material and an independent level of at least 90%
1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.
Finished Writing piece 10/31/2012
write a well-developed, organized reaction that supports his/her position on a particular topic (what makes a hero OR write a detailed, organized reaction to the perfect meal
Writing Prompts of different types: Persuasive, Descriptive
District Writing Rubric (Courtesy of Exeter Twnsp. Schl. Dist. & BCIU) with 6 Headings: Spelling, Grammar/Sentence Structure, Sequence and Organization, Word Choice/ Vocabulary, Capitalization and Punctuation
November
Vocabulary
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab. Test Unit 11 11/30/2012
define and use real-life vocabulary terms related to entering a lease; premises, tenant, violate, lease,etc.
Real-life vocabulary related to common terms involved in entering a housing lease
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab. Test Unit 12 11/30/2012
define and use real-life vocabulary related to Limited Warranties on electronics /equipment; guarantee, shoddy, defective, effective, etc.
Real-life vocabulary related to limited warranties on electronics / equipment products
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
Media Unit
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.2.A-Read and understand informational texts and documents.1.6.A-Listen to others.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.C-Speak using skills appropriate to formal speech situations.1.6.D-Contribute to discussions.1.6.E-Participate in discussions and presentations.1.6.F-Use media for learning purposes.1.8.B-Locate information using appropriate sources and strategies.8.3.12.C-Evaluate how continuity and change in U.S. history are interrelated with the world. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organizations
interpret the meaning of both positive and negative quotes about the media and journalism
locate information and orally present a mini-debate about censorship in various areas of life
calculate the amount of time spent on advertising and discuss how advertising impacts the average American
"You and the Mass Media" by August Franza. J Weston Walch, Publisher: Portland, Maine 1998Federal Communications Commission Website.<http://fcc.gov/aboutus.html> and <http://www.fcc.gov/omd/history/> 2010.
Decem
ber
Vocabulary
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab. Test Unit 12 12/31/2012
define and use real-life vocabulary related to Limited Warranties on electronics /equipment; guarantee, shoddy, defective, effective, etc.
Real-life vocabulary related to limited warranties on electronics / equipment products
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab. Test Unit 20 12/31/2012
define and use real-life vocabulary terms related to working, salaries, and completing tax forms Ex. gross, internal, revenue, deductions, etc.
Real-life vocabulary related to common terms involved in working, salaries, and completing tax forms
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
Progress Monitoring
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Fluency 12/31/2012
read materials aloud with accuracy and use appropriate rhythm, flow and pronounciation, as well as, self-correct mistakes with a 98% accuracy level for an independent level and a 90-95% for an instructional level at the appropriate determined grade level
Passages written at different grade levels to determine an instructional level at which a student can accurately pronounce 55-94% of the material
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 6th edit. Burns and Roe Informal Reading Inventory c. 2007, 2009
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Comprehension 12/31/2012
demonstrate comprehension through answering main idea, detail, sequence and inference questions with at least 75% accuracy
Stories written at different grade levels to determine an instructional level at which a student understands at least 75% of the material and an independent level of at least 90%
Burns and Roe Informal Reading Inventory c. 2007, 2009
1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.
Finished Writing piece 12/31/2012
write a well-developed, organized reaction that supports his/her position on a particular topic (what makes a hero OR write a detailed, organized reaction to the perfect meal
Writing Prompts of different types: Persuasive, Descriptive
District Writing Rubric (Courtesy of Exeter Twnsp. Schl. Dist. & BCIU) with 6 Headings: Spelling, Grammar/Sentence Structure, Sequence and Organization, Word Choice/ Vocabulary, Capitalization and Punctuation
Short Story Unit
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.D-Identify basic facts and ideas in text using specific strategies (e.g., recall genre characteristics, set a purpose for reading, generate essential questions as aids to comprehension and clarify understanding through rereading and discussion).1.1.E-Expand a reading vocabulary by identifying and correctly using idioms and words with literal and figurative
Short Story Essay 12/31/2012
Expand a reading vocabulary and multiple meaings of words using the book and reference materials as needed
Fluently read units of short stories both orally and silently (with minimal-moderate teacher assistance)
Comprehend plot components, story lines and make connections on a literal and inferential level
The Hitchhiker- elements of surprise, 1st person point-of-view (POV) Man vs. Man conflict
August Heat-foreshadowing, Man vs. Supernatural
The Bicycle/Ghosts and Shadows- POETRY-
Globe Fearon Literature- Green Level. Globe Fearon: NJ. 2001
"The Gift of the Magi" Adapted. Scholastic SCOPE Magazine. December 13, 2010
Vonnegut, Kurt. "Harrison Bergeron". Adventures in
meanings. Use a dictionary or related reference.1.1.G-Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents.1.1.H-Demonstrate fluency and comprehension in reading.1.3.A-Read and understand works of literature.1.3.B-Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.1.3.C-Analyze the effectiveness, in terms of literary quality, of the author's use of literary devices.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.D-Contribute to discussions.
Participate in class discussions involving the plot components and literary elements
Watch a short film version of "Harrison Bergeron" entitled, '2081" and react to the differences and similarities
compare/contrast
Promise Kept, Promise Broken-Japanese tale Man. vs.Supernatural
Gift of the Magi- Situational irony
Harrison Bergeron- futuristic fiction - equality for all- Man vs. Society
Appreciation. Harcourt, Brace, Jovanovich:FL.1989.
"2081". Dir. Unknown. www.izzit.org. 2011. DVD.
The Writing Process-Introduction ~ Students will learn how to proceed through the proper steps in the writing process to produce written work.
Standards Essential Questions Assessments Skills Content Lessons Resources
1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.1.5.E-Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed.
Identify sentences, fragments and run-on sentences
Create a topic sentence identifying ideas in clusters.
Distinguish areas of concern in rough draft of essay after thorough read through and thoughts about revision.
Identify spelling errors, grammar errors, word usage errors, mechanics, accuracy, and legibility issues during the editing/proofeading phase.
The drafting phase: focusing on the form of the writing, developing a strong lead, using transition, providing sentence structure, providing paragraph structure, wrapping up the writing.
The revising phase: using a logical approach to analyzing the student's work, mark cues in the student's work to further
Warriner's Complete Course-John Warriner. Harcourt Brace and Jovanovich, Pub. Orlando, FL: 1986
1.5.F-Edit writing using the conventions of language.1.8.B-Locate information using appropriate sources and strategies.
Correct errors and make revisions based on previous steps in the writing process to produce a typed final copy essay
examine, examine the overall structure of the work
The editing/proofreading phase: address spelling errors, grammar errors, word usage, mechanics, accuracy, and legibility
January
Vocabulary-Income Tax Form
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab. Test Unit 20 1/31/2013
define and use real-life vocabulary terms related to working, salaries, and completing tax forms Ex. gross, internal, revenue, deductions, etc.
Real-life vocabulary related to common terms involved in working, salaries, and completing tax forms
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
The Writing Process-Introduction ~ Students will learn how to proceed through the proper steps in the writing process to produce written work.
Standards Essential Questions Assessments Skills Content Lessons Resources
1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.1.5.E-Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed.1.5.F-Edit writing using the conventions of language.1.8.B-Locate information using appropriate sources and
Identify sentences, fragments and run-on sentences
Create a topic sentence identifying ideas in clusters.
Distinguish areas of concern in rough draft of essay after thorough read through and thoughts about revision.
Identify spelling errors, grammar errors, word usage errors, mechanics, accuracy, and legibility issues during the editing/proofeading phase.
Correct errors and make revisions
The drafting phase: focusing on the form of the writing, developing a strong lead, using transition, providing sentence structure, providing paragraph structure, wrapping up the writing.
The revising phase: using a logical approach to analyzing the student's work, mark cues in the student's work to further examine, examine the overall structure of the work
The editing/proofreading phase: address spelling errors, grammar errors, word usage,
Warriner's Complete Course-John Warriner. Harcourt Brace and Jovanovich, Pub. Orlando, FL: 1986
strategies. based on previous steps in the writing process to produce a typed final copy essay
mechanics, accuracy, and legibility
Progress Monitoring
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Fluency 1/31/2013
read materials aloud with accuracy and use appropriate rhythm, flow and pronounciation, as well as, self-correct mistakes with a 98% accuracy level for an independent level and a 90-95% for an instructional level at the appropriate determined grade level
Passages written at different grade levels to determine an instructional level at which a student can accurately pronounce 55-94% of the material
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 6th edit. Burns and Roe Informal Reading Inventory c. 2007, 2009
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Comprehension 1/31/2013
demonstrate comprehension through answering main idea, detail, sequence and inference questions with at least 75% accuracy
Stories written at different grade levels to determine an instructional level at which a student understands at least 75% of the material and an independent level of at least 90%
Burns and Roe Informal Reading Inventory c. 2007, 2009
1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.
Finished Writing piece 1/31/2013
write a well-developed, organized reaction that supports his/her position on a particular topic (what makes a hero OR write a detailed, organized reaction to the perfect meal
Writing Prompts of different types: Persuasive, Descriptive
District Writing Rubric (Courtesy of Exeter Twnsp. Schl. Dist. & BCIU) with 6 Headings: Spelling, Grammar/Sentence Structure, Sequence and Organization, Word Choice/ Vocabulary, Capitalization and Punctuation
F
e
b
ru
a
Five Paragraph Essays
Standards
Essential Questions
Assessments Skills Content Lessons Resources
1.5.A-Write with a sharp, distinct focus.
Write a well-developed introductory paragraph with three main points and thesis/main idea
Introductory Paragraph- attention grabber, three
Thay. "How to write a simple five-paragraph essay". Web. http://www.ehow.com/print/how_4562285_write-simple-fiveparagraph-essay.html
ry
1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.1.5.E-Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed.1.5.F-Edit writing using the conventions of language.
Provide well-written body paragraphs with transitions and stay focused on the topic
Conclude the five paragraph essay with a clincher statement/questions that either summarizes the intro or persuades the reader to do some action or new thinking
main points, and main idea/thesis
Body Paragraphs- Support the three main points- one per paragraph
Conclusion- summary (restating of points) or conclusion (offering new insight or call to action) and clincher sentence
Barnard, Paula. "Five-Paragraph Expository Essay Model". Web. 22 Sept. 2010. http://www2.asd.wednet.edu/Pioneer/barnard/wri/essay_model.htm
Graphic Organizers: Grades 4-8. "Five-Paragraph Essay". Teacher Created Resources, Inc. Web. http://www.teachervision.fen.com/graphic-organizers/printable/43086.html
Vocabulary- Employment Ads/Applications
Standards
Essential Questions
Assessments Skills Content Lessons Resources
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab. Test Unit 17 2/28/2013
define and use real-life vocabulary related to employment classified/want ads Ex. aptitude, commission, courteous, initiative, personnel, punctual, etc.
Real-life vocabulary terms related to terminology used in employment classified/want ads
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab. Test Unit 14 2/28/2013
define and use real-life vocabulary related to employment applications Ex. applicant, discrimination, preceding, prohibit, qualification, etc
Real-life vocabulary related to terms on employment applications
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
World of Work-Writing ~ Preparing documentation for entering the working world
Standards
Essential Questions
Assessments Skills Content Lessons Resources
1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.1.G-Understand and apply knowledge gained from
Workforce Writing Pre-test 2/28/2013Writing Skills Self-Assessment 2/28/2013Personal Resume 2/28/2013Personal Cover Letter
Complete job applications with all relevant information and understand what your signature means
Complete mini-vocabulary and comprehension checks about resumes and cover letters
Use media to search for,
Self inventory of Writing Skills
Personal Data sheets
Job Applications
Cover Letters and Business Envelopes
Resumes
Diamond, Harriet. Project Consultant. Workforce: Building Success "Writing". Steck -Vaughn. Austin:TX 1997
Career Crusing. Portfolio Homepage. Specialized Tools. Resume Builder.www.careercrusing.com
Cover Letter Template. http://www.thepcmanwebsite.com/cover_letter_creator/cover_letter_creator.php OR www.jobbankusa.com/resumes/cover_letters_free_samples/examples_templates_formats
Keys2Work on-line program. Improve tab. Improve skills through KeyTrain.
text.1.2.B-Use, understand, and evaluate a variety of media.1.4.D-Maintain a written record (i.e., portfolio) organized by theme or topic which includes:1.4.E-Write a personal resume that could be effectively utilized as part of a college application, a scholarship application, or a job application.1.6.D-Contribute to discussions.1.6.F-Use media for learning purposes.
2/28/2013 view, and extract information to create a resume and cover letter suitable for the student's probable career choice
Create a memo and mock customer service letter and complete a phone message and e-mail message using the given information
Writing with a Computer/Memos
E-mail/Phone Messages and Customer Service Letters
Handbook of Skills- Sentences, Run-ons & Fragments, Punctuation, Spelling, & Homonyms
The Writing Process -business related
Interview ProcessFollow-up letters and W-9/Other Forms
Career Skills. The Job Search. Interviewing Skills. http://smartfutures.org/
Progress Monitoring
Standards
Essential Questions
Assessments Skills Content Lessons Resources
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Fluency 2/28/2013
read materials aloud with accuracy and use appropriate rhythm, flow and pronunciation, as well as, self-correct mistakes with a 98% accuracy level for an independent level and a 90-95% for an instructional level at the appropriate determined grade level
Passages written at different grade levels to determine an instructional level at which a student can accurately pronounce 55-94% of the material
Burns and Roe Informal Reading Inventory c. 2007, 2009
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Comprehension 2/28/2013
demonstrate comprehension through answering main idea, detail, sequence and inference questions with at least 75% accuracy
Stories written at different grade levels to determine an instructional level at which a student understands at least 75% of the material and an independent level of at least 90%
Burns and Roe Informal Reading Inventory c. 2007, 2009
1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle
Finished Writing piece 2/28/2013
write a well-developed, organized reaction that supports his/her position on a particular topic (what makes a hero OR write a detailed, organized reaction to the perfect meal
Writing Prompts of different types: Persuasive, Descriptive
District Writing Rubric (Courtesy of Exeter Twnsp. Schl. Dist. & BCIU) with 6 Headings: Spelling, Grammar/Sentence Structure, Sequence and Organization, Word Choice/ Vocabulary, Capitalization and Punctuation
organization.1.5.D-Write with a command of the stylistic aspects of composition.
March
Core Shakespeare- Macbeth
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.1.G-Understand and apply knowledge gained from text.1.3.A-Read and understand works of literature.1.3.B-Evaluate author's use of literary elements.1.3.F-Read and respond to literary works.1.6.A-Listen to others.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.D-
Act I and Act II Quiz 3/31/2013Act III and Act IV Quiz 3/31/2013Act V Quiz 3/31/2013Persuasive Essay Beowulf vs. Macbeth 3/31/2013
Take notes on Macbeth's family tree and the historical roots behind the play
Read a map showing the primary locations discussed in the play
Take notes and discuss the literary elements involved in the dramatic tragedy
Read the scenes with minimal assistance and discuss the plot
Display comprehension through quizzes of plot material
Watch a film version of "Macbeth" and compare to the written playDiscuss the similarities and differences between the two tragic heros we have read about this year and develop a T-chart with the information
Complete a planning worksheet and select a topic sentence to start their five-
Macbeth's Family Tree- Fact or FictionGeography Map of the area
Literary Structural Elements: exposition, exciting force, rising action, climax, falling action, catastrope (resolution)
Act 1-Battle victories, witches prophesies, Malcolm is Duncan's succesor, Lady Macbeth plans Duncan arrives at M.Beth's castle, Lady M.Beth puts plans into place
Act 2-Dagger vision, King Duncan's murder, discovery of murder, Macbeth becomes King and Malcolm and Donalbain flee
Costello, Mary Enda. ,et al. "Macbeth- William Shakespeare". Curriculum Unit. The Center for Learning:OH. 1988.
Shakespeare, William. "MACBETH". AGS Classics Classroom Reading Plays. Adapted by Joanne Suter. Circle Pines: MN. 1996.
Little, Jennifer and Taro, Kuriyama, ed. "Macbeth Quizzes". Gradesaver. 23 June 2008. Web. Retrieved29 Mar. 2011
http:www.sparknotes.com/shakespeare/macbeth/quiz.html (Parts of Quiz III and IV)
Macbeth. Dir. Roman Polanski. Perf. Jon Finch, Francesca Annis and Martin Shaw. Columbia Pictures., 1971 Renewed 1999. DVDTeacher made: Family Tree Note Sheet, Part of Quizzes III and IV; Quiz V, and Boys of Power Planning Worksheet
Contribute to discussions.1.6.E-Participate in discussions and presentations.1.1.H-Read fluently with a high level of comprehension.1.4.C-Write persuasive pieces that:1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed and appropriate content.1.5.C-Write with effective and logical organization that supports unity and clarity.
paragraph persuasive essay Act 3-Murderers hired to kill Banquo who suspects, Macbeth and Lady MB start to split, Banqu??o's murder and Fleance escapes, Banquo's ghost, Hecate plans Macbeth's ruin, Macduff goes to England for help
Act 4- Witches visions, Mucduff's family murdered, Malcolm tests Macduff
Act 5- Lady MB walks in sleep and starts going crazy, military preparations made, Birnam Wood moves, Lady MB dies, battle at Castle Dunsinane and the death of MB from Macduff
Lady Macbeth's positive and negative qualities
Progress Monitoring
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Fluency 3/31/2013
read materials aloud with accuracy and use appropriate rhythm, flow and pronounciation, as well as, self-correct mistakes with a
Passages written at different grade levels to determine an instructional level at
Burns and Roe Informal Reading Inventory c. 2007, 2009
98% accuracy level for an independent level and a 90-95% for an instructional level at the appropriate determined grade level
which a student can accurately pronounce 55-94% of the material
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Comprehension 3/31/2013
demonstrate comprehension through answering main idea, detail, sequence and inference questions with at least 75% accuracy
Stories written at different grade levels to determine an instructional level at which a student understands at least 75% of the material and an independent level of at least 90%
Burns and Roe Informal Reading Inventory c. 2007, 2009
1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.
Finished Writing piece 3/31/2013
write a well-developed, organized reaction that supports his/her position on a particular topic (what makes a hero OR write a detailed, organized reaction to the perfect meal
Writing Prompts of different types: Persuasive, Descriptive
District Writing Rubric (Courtesy of Exeter Twnsp. Schl. Dist. & BCIU) with 6 Headings: Spelling, Grammar/Sentence Structure, Sequence and Organization, Word Choice/ Vocabulary, Capitalization and Punctuation
Vocabulary- Insurance Application
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.F-Understand the meaning of and apply key
Teacher Made Vocab. Test Unit 15 3/31/2013
define and use real-life vocabulary related to insurance applications Ex. beneficiary,
Real-life vocabulary terms related to terminology used on insurance
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
vocabulary. applications
April
Core Shakespeare- Macbeth
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.1.G-Understand and apply knowledge gained from text.1.3.A-Read and understand works of literature.1.3.B-Evaluate author's use of literary elements.1.3.F-Read and respond to literary works.1.6.A-Listen to others.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.D-Contribute to discussions.1.6.E-Participate in discussions and presentations.1.1.H-Read fluently with a high level of comprehension.1.4.C-Write
Act I and Act II Quiz 4/30/2013Act III and Act IV Quiz 4/30/2013Act V Quiz 4/30/2013Persuasive Essay Beowulf vs. Macbeth 4/30/2013
Take notes on Macbeth's family tree and the historical roots behind the play
Read a map showing the primary locations discussed in the play
Take notes and discuss the literary elements involved in the dramatic tragedy
Read the scenes with minimal assistance and discuss the plot
Display comprehension through quizzes of plot material
Watch a film version of "Macbeth" and compare to the written playDiscuss the similarities and differences between the two tragic heros we have read about this year and develop a T-chart with the information
Complete a planning worksheet and select a topic sentence to start their five-paragraph persuasive essay
Macbeth's Family Tree- Fact or FictionGeography Map of the area
Literary Structural Elements: exposition, exciting force, rising action, climax, falling action, catastrope (resolution)
Act 1-Battle victories, witches prophesies, Malcolm is Duncan's succesor, Lady Macbeth plans Duncan arrives at M.Beth's castle, Lady M.Beth puts plans into place
Act 2-Dagger vision, King Duncan's murder, discovery of murder, Macbeth becomes King and Malcolm and Donalbain flee
Act 3-Murderers hired to kill Banquo who suspects, Macbeth and Lady
Costello, Mary Enda. ,et al. "Macbeth- William Shakespeare". Curriculum Unit. The Center for Learning:OH. 1988.
Shakespeare, William. "MACBETH". AGS Classics Classroom Reading Plays. Adapted by Joanne Suter. Circle Pines: MN. 1996.
Little, Jennifer and Taro, Kuriyama, ed. "Macbeth Quizzes". Gradesaver. 23 June 2008. Web. Retrieved29 Mar. 2011
http:www.sparknotes.com/shakespeare/macbeth/quiz.html (Parts of Quiz III and IV)
Macbeth. Dir. Roman Polanski. Perf. Jon Finch, Francesca Annis and Martin Shaw. Columbia Pictures., 1971 Renewed 1999. DVDTeacher made: Family Tree Note Sheet, Part of Quizzes III and IV; Quiz V, and Boys of Power Planning Worksheet
persuasive pieces that:1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed and appropriate content.1.5.C-Write with effective and logical organization that supports unity and clarity.
MB start to split, Banqu??o's murder and Fleance escapes, Banquo's ghost, Hecate plans Macbeth's ruin, Macduff goes to England for help
Act 4- Witches visions, Mucduff's family murdered, Malcolm tests Macduff
Act 5- Lady MB walks in sleep and starts going crazy, military preparations made, Birnam Wood moves, Lady MB dies, battle at Castle Dunsinane and the death of MB from Macduff
Lady Macbeth's positive and negative qualities
Progress Monitoring
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Fluency 4/30/2013
read materials aloud with accuracy and use appropriate rhythm, flow and pronounciation, as well as, self-correct mistakes with a 98% accuracy level for an independent level and a 90-95% for an instructional level
Passages written at different grade levels to determine an instructional level at which a student can accurately pronounce 55-94% of the material
Burns and Roe Informal Reading Inventory c. 2007, 2009
at the appropriate determined grade level
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Comprehension 4/30/2013
demonstrate comprehension through answering main idea, detail, sequence and inference questions with at least 75% accuracy
Stories written at different grade levels to determine an instructional level at which a student understands at least 75% of the material and an independent level of at least 90%
Burns and Roe Informal Reading Inventory c. 2007, 2009
1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.
Finished Writing piece 4/30/2013
write a well-developed, organized reaction that supports his/her position on a particular topic OR write a detailed, organized descriptive essay
Writing Prompts of different types: Persuasive, Descriptive
District Writing Rubric (Courtesy of Exeter Twnsp. Schl. Dist. & BCIU) with 6 Headings: Spelling, Grammar/Sentence Structure, Sequence and Organization, Word Choice/ Vocabulary, Capitalization and Punctuation
Vocabulary-Service Station Work Order
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab. Test Unit 18 4/30/2013
define and use real-life vocabulary terms related to maintaining a vehicle and taking it for service Ex. appraise, economical, gauge, odometer, transmission, velocity, etc.
Real-life vocabulary related to common terms involved in maintaining a vehicle or taking it for service
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998
M Core Novel- Animal Farm
ay Standards Essential
Questions Assessments Skills Content Lessons Resources
1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.1.G-Understand and apply knowledge gained from text.1.3.A-Read and understand works of literature.1.3.B-Evaluate author's use of literary elements.1.3.F-Read and respond to literary works.1.6.A-Listen to others.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.D-Contribute to discussions.1.6.E-Participate in discussions and presentations.1.8.A-Select, refine, and narrow a topic for research.1.8.B-Locate information using appropriate sources and strategies.1.8.C-Organize, summarize, and present the main ideas from the research.
Russian Revolution background-Key players/concepts
Chapter Plot summaries
Progress Monitoring
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Fluency 5/31/2013
read materials aloud with accuracy and use appropriate rhythm, flow and pronounciation, as well as, self-correct mistakes with a 98% accuracy level for an independent level and a 90-95% for an instructional level at the appropriate determined grade level
Passages written at different grade levels to determine an instructional level at which a student can accurately pronounce 55-94% of the material
Burns and Roe Informal Reading Inventory c. 2007, 2009
1.1.H-Demonstrate fluency and comprehension in reading.
Graded level passages for Reading Comprehension 5/31/2013
demonstrate comprehension through answering main idea, detail, sequence and inference questions with at least 75% accuracy
Stories written at different grade levels to determine an instructional level at which a student understands at
Burns and Roe Informal Reading Inventory c. 2007, 2009
least 75% of the material and an independent level of at least 90%
1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.
Finished Writing piece 5/31/2013
write a well-developed, organized reaction that supports his/her position on a particular topic OR write a detailed, organized descriptive essay
Writing Prompts of different types: Persuasive, Descriptive
District Writing Rubric (Courtesy of Exeter Twnsp. Schl. Dist. & BCIU) with 6 Headings: Spelling, Grammar/Sentence Structure, Sequence and Organization, Word Choice/ Vocabulary, Capitalization and Punctuation
Vocabulary-Help Line Directory
Standards Essential Questions Assessments Skills Content Lessons Resources
1.1.F-Understand the meaning of and apply key vocabulary.
Teacher Made Vocab. Test Unit 13 5/31/2013
define and use real-life vocabulary terms related to seeking our services through a (telephone) directory Ex. advocacy, delegation, intervention, obtain, regulation, subsidy, etc.
Real-life vocabulary related to common terms involved in seeking out services through a (telephone) directory
400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998