Individual Studies I Level 5

Transcription

1 Individual Studies I Level 5 ( ) Erica Wiseley ewiseley@lrhsd.org, x8466 jmccarthy@lrhsd.org x8090 Liz Hower ehower@lrhsd.org x4403, Susan Gaskill sgaskill@lrhsd.org x8485, Jill McCarthy Unit #2, Literacy Stage 1 Desired Results Established Goals New Jersey Core Curriculum Standards 21 st Century B.1-Present resources and date in a format that effectively communicates the meaning of data and its implications for solving problems, using multiple perspectives E.1-Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets English Language Arts L Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 9-10, reading and content, choosing flexibility from a range of strategies L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L 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 _X Global Awareness _X Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy Learning and Innovation Skills: _X Creativity and Innovation _X Critical Thinking and Problem Solving _X Communication and Collaboration Information, Media and Technology Skills: _X Information Literacy _X Media Literacy _X ICT (Information, Communications and Technology) Literacy Life and Career Skills: _X Flexibility and Adaptability _X Initiative and Self- Direction _X Social and Cross- Cultural Skills _X Productivity and Accountability 21 st Century Themes ( ) 21 st Century Skills

2 word or phrase important to comprehension. _X Leadership and Responsibility W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. W 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. W Use technology, including the internet to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Enduring Understandings: Students will understand that... Abundant and varied vocabulary is essential for reading comprehension and written and oral communication. Written responses will differ depending on task, purpose, and audience. EU 3 Analyzing data from charts, graphs, and maps will allow fuller understanding of information relative to daily life. Essential Questions: How can enhancing my vocabulary help me succeed? How is vocabulary linked to speaking, listening, reading, and writing? Why is it important to vary my writing style? EU3 How will the use of charts, graphs, and maps help in my everyday life?

3 Knowledge: Students will know... Skills: Students will be able to... The meanings of prefixes, suffixes, and root words. How context clues will lead to word meaning. Why reference sources are valuable tools to uncover the meanings of words. How inferential thinking will lead to deeper understanding of written and oral language. Different writing styles and purposes. EU 3 What valuable information is found in charts, maps, and graphs. EU 1 Use prefixes, suffixes, and root words to decode the meanings of words. Use the overall meaning of a sentence, paragraph, or text as a clue to the meaning of the word or phrase. Independently reference a variety of print and/or digital sources. Draw logical conclusions from inferences. Distinguish which writing style is appropriate given a specific purpose. (i.e. journals, short answer, friendly letter, , essay, etc.) EU 3 Acquire useful information by interpreting the data displayed in charts and graphs. Utilize a map to gain better understanding of directional relationships, locations, and spatial orientation. Stage 2 Assessment Evidence Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form. The New (Student s Name) Dictionary -Imagine your family is hosting a foreign exchange student for the upcoming school year. You want to help this new student succeed in school. You decide to create a dictionary highlighting challenging words you have encountered in your everyday life. The dictionary must include: - Challenging vocabulary word - Part of speech - Definition(s) - The word written in a sentence correctly - Mnemonic device - Illustration

4 EU 3 You will utilize maps to construct a chart or graph to compare and contrast several routes to a given location. The task is, as a driver, to plan three routes to a concert in the tri-state area to determine to the most efficient route. You must consult both electronic and print materials in order to map out your route. Create a chart with the following criteria: Mileage, tolls, length of time, other expenses. Your map must include a highlighting of the actual route and attached written directions to coincide. Other Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc. Vocabulary Quizzes Journals Writing tasks Map Skills Quiz Chart/Graph Skills Quiz Writing Styles Portfolio containing various types of writing samples including, but not limited to, journals, short answer, essay, s, and research papers. Samples will be used to as a way to critique and revise the writing skills of the students. Complete supplemental worksheets, tests, and quizzes on material covered

5 Stage 3 Learning Plan Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements Discuss word of the day (A,M) Participate in teacher directed choral response activity on vocabulary words (A) Participate in vocabulary enhancement games (i.e-apples to Apples, Scattergories, Balderdash, Crossword puzzles, etc.) (M) Create student word journals in which a teacher summarizes a given topic with a single word. Then students will write a paragraph to explain why they believe teacher chose that word (A,M) Write minute papers on teacher directed topic (M) Teacher/student paper revision sessions (A) Assess and revise daily edits (M) Facilitate peer editing conferences (T) Model map skills (A) Identify data displayed in charts/graphs (A) Analyze a map and answer related questions (M) Analyze charts/graphs and answer related questions (M) Create a route on a map from point A to point B (T) Create a mileage scale, key, and compass rose for a map(t) Design a chart given information (T)

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