COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE --FIRST DRAFT--
|
|
|
- Karin Hill
- 8 years ago
- Views:
Transcription
1 COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE Grade Level or Course: 10 th grade SS Authors: Murray, Corliss, Spitzer --FIRST DRAFT-- Assessment Topic: Civics and Government Selected Power Standards: SS 1.1 UNDERSTAND personal and political rights of citizens in the United States. SS 1.2 IDENTIFY the responsibilities of citizens of the United States and UNDERSTAND what an individual can do to meet these responsibilities. LA: 1.5 DIFFERENTIATE among reasoning based on fact versus reasoning based on opinions, emotional appeals, or other persuasive techniques. Graphic Organizer of Unwrapped Concepts and Skills Concepts: Need to Know about Civic Responsibilities_ Citizens Rights of citizens: Personal rights Political rights Individual responsibilities Reasoning Facts Opinions Emotional appeals Persuasive techniques Skills: Be able to: (Next to each skill, write number in parentheses indicating approximate level of Bloom s Taxonomy of thinking skills. Refer to Bloom s Taxonomy resource in supporting documents.) (2) UNDERSTAND (rights as citizens) (1) IDENTIFY (responsibilities as citizens) (2) UNDERSTAND (what a citizen can do) (4) DIFFERENTIATE (persuasive reasoning) (2)COMPARE/CONTRAST (fact/opinion/emotional appeal/persuasive tech.) (5) JUSTIFY (reasoning) All rights reserved. Copy only with permission. (800) Page S-52
2 Big Ideas from Unwrapped Power Standards 1. Concept of citizenship and how citizenship involves rights and responsibilities. 2. As an individual and a citizen, you have power within our governmental system, and therefore an obligation to participate. 3. To be an informed citizen, you must be able to understand the motivation behind the presentation of political information. Essential Questions Matched to Big Ideas 1. Is every person who lives in the United States a citizen? Should they be protected under the Bill of Rights? Defend your answer using three specific examples. 2. How can an individual make a difference in governmental decisions? 3. How can citizens get to the truth despite of the many types of reasoning and persuasion behind what the information they receive presented through the media? All rights reserved. Copy only with permission. (800) Page S-53
3 (2) UNDERSTAND (rights as citizens) (1) IDENTIFY (responsibilities as citizens) (2) UNDERSTAND (what a citizen can do) (4) DIFFERENTIATE (persuasive reasoning) (2)COMPARE/CONTRAST (fact/opinion/emotional appeal/persuasive tech.) (5) JUSTIFY (reasoning) SECTION 1: Selected-Response Items. Matching: Choose the letter of the reasoning method that supports the corresponding statement. 1. Everyone deserves equal rights! A. Fact 2. Uncle Sam wants you! B. Opinion 3. Join the winning team! C. Emotional appeal 4. One small step for man, D. Group Identification one giant step for mankind! 5. My vote doesn t matter ,000 African Americans served in WWII. 7. Ask not what your country can do for you, but what you can do for your country! 8. You have the right to remain silent Answer the following true/false statements. Write T for True and O for false. 9. Even if your parents are from another country, if you are born in the United States, you are a citizen of the US. 10.When applying to become a citizen you must take an oath of allegiance to the United States. 11.Anyone can become a citizen of the United States if they desire. 12.Your political party of choice does not matter to the United States government. 13.You must be able to speak, understand, read and write English during a citizenship interview. Answer Key: 1. B 9. T True 2. D 10. T True 3. D 11. O (False) 4. C 12. O (False) 5. B 13. T True 6. A 7. C 8.A All rights reserved. Copy only with permission. (800) Page S-54
4 (2) UNDERSTAND (rights as citizens) (1) IDENTIFY (responsibilities as citizens) (2) UNDERSTAND (what a citizen can do) (4) DIFFERENTIATE (persuasive reasoning) (2)COMPARE/CONTRAST (fact/opinion/emotional appeal/persuasive tech.) (5) JUSTIFY (reasoning) SECTION 2: Extended Constructed-Response 1. As a citizen, if you disagree with a government action, list three ways you could respond: a. b. c. 2. You can kill a man, but you can t kill an idea. Medgar Evers. Apply this quote to a historical event and explain your choice. 3. Put the following civic responsibilities in order of importance to you and provide a rationale for your choices. a. Voting b. Being informed about current events c. Obeying the law d. Supporting public education e. Paying Taxes f. Being patriotic All rights reserved. Copy only with permission. (800) Page S-55
5 Look at the following picture. Create captions for the picture using each of the reasoning methods below. A. Fact B. Group Identification C. Emotional Appeal D. Opinion All rights reserved. Copy only with permission. (800) Page S-56
6 Task-Specific Scoring Guide: Exemplary All Proficient criteria plus: Provides more than three diverse ways to respond to government Justification of quote beyond text to event connection Rationale provides insight, real world or personal connections Proficient Provides 3 ways to respond to government Identifies historical event to support quote Supports prioritizing with logical rationale Writes appropriate captions for image Progressing Meets 2 of the Proficient criteria Beginning Meets fewer than _2_ of the Proficient criteria Task to be repeated after remediation Teacher s Evaluation Comments regarding student s performance: All rights reserved. Copy only with permission. (800) Page S-57
7 SECTION 3: Short Constructed-Response Student Directions: Write a Big Idea response for each of the following Essential Questions. Include supporting details and any vocabulary terms from the unwrapped concepts you have been learning for each response. Your responses will be evaluated using the Generic Scoring Guide below. 1. Is every person who lives in the United States a citizen? Should they be protected under the Bill of Rights? Defend your answer with three examples. 2. How can an individual make a difference in governmental decisions? 3. How can citizens get to the truth despite the many types of reasoning and persuasion behind the information they receive as presented by the media? All rights reserved. Copy only with permission. (800) Page S-58
8 Generic Scoring Guide: Exemplary All Proficient criteria plus: Makes connections to other areas of school or life Provides example(s) as part of explanation Proficient States Big Ideas correctly in own words Provides supporting details for each one Includes vocabulary of unwrapped concepts in explanation Progressing Meets 2 of the Proficient criteria Beginning Meets fewer than 2 of the Proficient criteria Task to be repeated after remediation Teacher s Evaluation Comments regarding student s performance: All rights reserved. Copy only with permission. (800) Page S-59
9 Design Team Reflections after Administration of Assessment to Students 1. Which assessment items produced the results we intended? 2. Which items do we need to revise? 3. Regarding the design, administration, scoring, and analysis of the assessment, what worked? What didn t? 4. What do we need to do differently next time? 5. What should we again do the same? All rights reserved. Copy only with permission. (800) Page S-60
Oklahoma Bar Association. Foundations of Democracy Lesson Plan for Responsibility We are Poetry. Authors
Oklahoma Bar Association Foundations of Democracy Lesson Plan for Responsibility We are Poetry Product of the Oklahoma Writing Project in Partnership with Civitas 2011 Authors Audra Plummer Ann Rosales
LESSON 2 The Responsibilities of Citizenship
LESSON 2 The Responsibilities of Citizenship LEARNING OBJECTIVE Students will explain the responsibilities of United States citizens. LESSON OVERVIEW This lesson encourages students to tap into their prior
Argument Mapping 2: Claims and Reasons
#2 Claims and Reasons 1 Argument Mapping 2: Claims and Reasons We ll start with the very basics here, so be patient. It becomes far more challenging when we apply these basic rules to real arguments, as
Lesson Plan: Citizenship
Key Concepts: Rights Responsibilities Bystander Patriotism Democracy Materials: White board, chalkboard, overhead projector, or easel with chart paper Downloadable testimony clips: Testimony - TV and DVD
The Great Debate. Handouts: (1) Famous Supreme Court Cases, (2) Persuasive Essay Outline, (3) Persuasive Essay Score Sheet 1 per student
The Great Debate OVERVIEW This lesson introduces students to the judicial branch and the Constitution, and engages students in creating a debate. First, the teacher has students review one of four landmark
Writing and Presenting a Persuasive Paper Grade Nine
Ohio Standards Connection Writing Applications Benchmark E Write a persuasive piece that states a clear position, includes relevant information and offers compelling in the form of facts and details. Indicator
JOURNALISM. for. PEN ARGYL AREA SCHOOL DISTRICT 501 West Laurel Avenue Pen Argyl, Pennsylvania 18072. Prepared by
JOURNALISM for PEN ARGYL AREA SCHOOL DISTRICT 501 West Laurel Avenue Pen Argyl, Pennsylvania 18072 Prepared by Spring Shank Spring 2012 Table of Contents INTRODUCTION/COURSE BACKGROUND.............................
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT June 2012 This document is a working draft. The information in this document is subject to change, and any changes will
Teacher Resources for
Teacher Resources for Teaching Civic Literacy Projects Student Engagement with Social Problems Grades 4 12 Shira Eve Epstein Teachers College Columbia University New York and London Teacher Resource A
Reminder of the categories papers were graded on: 1) Do you clearly state a thesis: 1-6 points 2) Do you defend your thesis will well-reasoned
Paper Overview Reminder of the Questions asked: 1. Why are there laws against drunk driving? 2. What were the forces that shaped the creation of the law? 3. Why do people obey or disobey the drunk driving
Teaching Critical Thinking Skills to English for Academic Purposes Students
Teaching Critical Thinking Skills to English for Academic Purposes Students Agenda 1. What is critical thinking? 2. Critical thinking and culture 3. Critical thinking tasks, Bloom s Taxonomy 4. Structuring
Understanding Your GACE Scores
Understanding Your GACE Scores July 2015 Georgia educator certification is governed by the Georgia Professional Standards Commission (GaPSC). The assessments required for educator certification are administered
Citizenship Mock Interview Form
Student Name Date Citizenship Mock Interview Form I. Following Instructions, Truth Oath, Small Talk, ID Check READ ALL DIRECTIONS/QUESTIONS IN THIS SECTION ALOUD Questions asked by USCIS Immigration Officer
Learning from Harvey Milk: Building Support and Coalitions for Change
Learning from Harvey Milk: Building Support and Coalitions for Change Written by: David Donahue s class, Schools, Sexuality, and Gender, at Mills College, Oakland, California, including the following students:
INDIVIDUAL MASTERY for: St#: 1153366 Test: CH 9 Acceleration Test on 29/07/2015 Grade: B Score: 85.37 % (35.00 of 41.00)
INDIVIDUAL MASTERY for: St#: 1153366 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1346350 Grade: I Score: 21.95 % (9.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1350672 Grade: A
INDIVIDUAL MASTERY for: St#: 1141027 Test: CH 9 Acceleration Test on 09/06/2015 Grade: A Score: 92.68 % (38.00 of 41.00)
INDIVIDUAL MASTERY for: St#: 1141027 Grade: A Score: 92.68 % (38.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1172998 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1232138 Grade: B
RISK MANAGEMENT HEALTH CARE
RISK MANAGEMENT HEALTH CARE Level: Grades 9-12. Purpose: The purpose is to identify and investigate health care issues so that students maintain good health. Content Standards: This unit covers Science
Standard 2: The student will identify and describe the impact of local, state, and federal taxes upon income and standard of living..
STUDENT MODULE 2.2 TAXES PAGE 1 Standard 2: The student will identify and describe the impact of local, state, and federal taxes upon income and standard of living.. Taxes: Voluntary Compliance Ashlee
A Correlation of. Pearson myworld Social Studies Grade 2 Florida Edition. To the Monroe County Curriculum Guide
A Correlation of Pearson myworld Social Studies Grade 2 Florida Edition To the Monroe County Curriculum Guide Table of Contents HISTORICAL THINKING SKILLS... 3 Unit 1- Rules and Laws... 4 Unit 2: Citizenship:
BERGENFIELD PUBLIC SCHOOL DISTRICT PUBLIC RELATIONS PLAN 2016-2021
BERGENFIELD PUBLIC SCHOOL DISTRICT PUBLIC RELATIONS PLAN 2016-2021 Approved by the Bergenfield Board of Education December 21, 2015 Table of Contents Introduction... 3 Rationale... 4 Public Relations Goals...
TOP TEN TIPS FOR WINNING YOUR CASE IN JURY SELECTION
TOP TEN TIPS FOR WINNING YOUR CASE IN JURY SELECTION PRESENTED BY JEFF KEARNEY KEARNEY & WESTFALL 2501 PARKVIEW STREET, SUITE 300 FORT WORTH, TEXAS 76102 (817) 336-5600 LUBBOCK CRIMINAL DEFENSE LAWYERS
Research-Based Lesson Planning and Delivery Guide
Research-Based Lesson Planning and Delivery Guide Mini-Lesson Planning for Fact and Opinion Benchmark(s)/Standard(s): What is the next benchmark(s) on my course curriculum guide or FCIM calendar? LA.3.1.7.8;
TEKS: 8.14A, 8.14B, 8.14C, 8.14D, 8.14E, 8.18A, 8.18B, 8.18C
Course: 8 th Grade Grading Period: 3 rd Six Weeks Model Lesson for Middle School ELAR Unit: PerspectivesPersuasion and Information in Reading and Writing Arc: PersuasionWriting 20102011 Lesson Title: Persuasive
EXAMPLE CIS CITIZENSHIP INTERVIEW/TEST
EXAMPLE CIS CITIZENSHIP INTERVIEW/TEST This exercise shows how a typical CIS interview/test might be conducted. The purpose of this sample is to give citizenship applicants an idea of the general steps
Instructional Development Unit Quality and Efficiency
COURSE DESIGN TEMPLATE COMPONENTS Course Description** Title of the course and number What the Course is about an overview of course material. Prerequisites what knowledge the students must know to succeed
Exhibit 3.3.f.2. Candidate s Score
Exhibit..f. Name Date: Teaching Process TWS Standard Contextual Factors Affecting The candidate teacher uses information about the learning- Student Learning teaching context and student individual differences
E2E Project Management Process Governance (Electric Capital)
Attachment AG-1-8-10 Page 1 of 10 E2E Project Management Process Governance (Electric Capital) Report No. 1332 Final Distribution Final Report Audit Team: Report Grading: Number of Findings: Date of issue
Discovery Devices. Rule 26 requires the automatic disclosure of a host of basic information regarding the case
Discovery Devices Automatic (mandatory) disclosure Rule 26 requires the automatic disclosure of a host of basic information regarding the case Interrogatories Questions addressed to the other party Depositions
Copyright 2013 CTB/McGraw-Hill LLC. 1
TerraNova, Third Edition Science and Social Studies Joan Buzick DRC/CTB Assessment Consultant Organizing for Assessment Success Today s Webinar Objectives Why test Science and Social Studies with TerraNova3
Physical Assessment & Clinical Judgment Rubric
Physical Assessment & Clinical Judgment Rubric The following criteria will be used to grade your individual assignment. The grade you receive will account for 20% of your final grade. Keep in mind that
Private Today, Public Tomorrow
Estimated time: 45 minutes Essential Question: How can you respect the privacy of others online? Learning Overview and Objectives Overview: Students reflect on their responsibility to protect the privacy
Designing and Implementing Your Communication s Dashboard: Lessons Learned
Designing and Implementing Your Communication s Dashboard: Lessons Learned By Katie Delahaye Paine President, Paine & Partners Contact Information: Katie Delahaye Paine CEO KDPaine & Partners Durham, NH
MEDIA ETHICS. Unit Overview
Unit Overview We believe that your visit to the Newseum, along with this unit of study on media ethics, will help you and your students better understand the guidelines and principles journalists use to
Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered
Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered 6 Personal Narrative Parts of speech (noun, adj, verb, adv) Complete sentence (subj. and verb) Capitalization Tense (identify)
How Do People Settle Disputes? How a Civil Trial Works in California
Article brought to you by the Administrative Office of the California Courts and California Council for the Social Studies in partnership for Civic Education How Do People Settle Disputes? How a Civil
Sexual Assault of a Child VOIR DIRE QUESTIONS
ATTORNEYS Sexual Assault of a Child VOIR DIRE QUESTIONS 1. What are your feelings or opinions about criminal defense attorneys? 2. Have you ever had a bad experience with a criminal defense attorney? If
Lesson Title: Argumentative Writing (Writing a Critical Review)
Lesson Title: Argumentative Writing (Writing a Critical Review) Author: Carl Myers, DeeAnne Simonson Subject Area(s): Type an X in the box to the left of the subject area(s) addressed in this lesson: Subject
Understanding Your Texas Educator Certification Program Test Scores
Understanding Your Texas Educator Certification Program Test Scores April 2015 Texas educator certification is governed by the State Board for Educator Certification (SBEC). The tests required for educator
Private Today, Public Tomorrow
Estimated time: 40 minutes Essential Question: How can you respect the privacy of others online? Learning Overview and Objectives Overview: Students reflect on their responsibility to protect the privacy
Know, Do, Reflect Interdisciplinary or Single- Class Project Planning Wheel
Interdisciplinary or Single- Class Project Planning Wheel Planning does not always happen linearly. However, a good project or unit must have all of the spokes of the wheel, or the wheel does not roll
Oregon Institute of Technology Bachelor of Science Degree in Dental Hygiene Degree Completion Outreach Program
Oregon Institute of Technology Bachelor of Science Degree in Dental Hygiene Degree Completion Outreach Program Assessment Report 2008-2009 1 I. Introduction The OIT Dental Hygiene program began in 1970
Civil Disobedience During the Civil Rights Movement Grade 10
Ohio Standards Connection: Citizenship Rights and Responsibilities Benchmark A Analyze ways people achieve governmental change, including political action, social protest and revolution. Indicator 2 Explain
ASSESSMENT DIRECTIONS: Please use the data sets provided below to complete Steps 1-3 of the worksheet. Day 3 Assessment
ASSESSMENT DIRECTIONS: Please use the data sets provided below to complete Steps 1-3 of the worksheet Day 3 Assessment Tier 1 Problem Solving Worksheet Review of Universal Screening/Large Group Data School:
HIGH SCHOOL MASS MEDIA AND MEDIA LITERACY STANDARDS
Guidelines for Syllabus Development of Mass Media Course (1084) DRAFT 1 of 7 HIGH SCHOOL MASS MEDIA AND MEDIA LITERACY STANDARDS Students study the importance of mass media as pervasive in modern life
Methodology Teaching in a Digital Age Phase 1
Methodology Teaching in a Digital Age Phase 1 Participants Forty-four educators from seven schools participated in the study, representing a diverse range of technology initiatives, years of implementation,
Alignment of Taxonomies
Alignment of Taxonomies Bloom s Taxonomy of Cognitive Domain Bloom s Taxonomy Cognitive Domain Revised Cognitive Demand Mathematics Cognitive Demand English Language Arts Webb s Depth of Knowledge Knowledge
Team-Based Learning Student Study Guide
Team-Based Learning Student Study Guide Facilitators Names Simon Tweddell Required References Required This Pack Contact Details s.j.tweddell@bradford.ac.uk Optional Visit www.teambasedlearning.org Learning
Evaluation of the College Bound Program: Early Findings
Working Paper Evaluation of the College Bound Program: Early Findings Vi-Nhuan Le, Louis T. Mariano, Susannah Faxon-Mills RAND Education WR-971-COBND February 2013 Prepared for TG and the College Bound
Marzano Center Non-Classroom Instructional Support Member Evaluation Form
Marzano Center Non-Classroom Instructional Support Member Evaluation Form Prepared by Learning Sciences Marzano Center for Teacher and Leader Evaluation March, 2013 OUR MISSION The Learning Sciences Marzano
Undergraduate Psychology Major Learning Goals and Outcomes i
Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical
CLARK UNIVERSITY POLL OF EMERGING ADULTS. Work, Education and Identity
CLARK UNIVERSITY POLL OF EMERGING ADULTS Work, Education and Identity 1 Research Objectives Reflections on education and its impact on the lives of Emerging Adults and their transition into the workplace
Science Notebooks. a tool for increasing student understanding of inquiry and science content a tool for enhancing literacy skills
Science Notebooks a tool for increasing student understanding of inquiry and science content a tool for enhancing literacy skills s Table of Contents Investigation/Activity Page Advantages of Science Notebooks
Data Analysis, Statistics, and Probability
Chapter 6 Data Analysis, Statistics, and Probability Content Strand Description Questions in this content strand assessed students skills in collecting, organizing, reading, representing, and interpreting
Syllabus. Dr. Calderón connects instructional practice with the Common Core State Standards, and backs up her recommendations with research:
Syllabus Course: Teaching Reading and Comprehension to English Language Learners, K-5 Presenter: Margarita Calderón Number of Credits: 3 Required ebook: Teaching Reading & Comprehension to English Learners,
The C-Print Service: Using Captions to Support Classroom Communication Access and Learning by Deaf and Hard-of-Hearing Students
The C-Print Service: Using Captions to Support Classroom Communication Access and Learning by Deaf and Hard-of-Hearing Students Michael Stinson, Pamela Francis, and Lisa Elliot National Technical Institute
Site Credibility. Grade Level: 4-8
Site Credibility Grade Level: 4-8 Objectives: 1. Students will identify and classify sources of information for validity according to the source. 2. Through the use of a concept map, students will list
Description: Objectives & Purpose:
Description: Hosted in the restored 1902 historic House Chamber, Issues in the House of Representatives is our most popular program for school groups. Students will be seated in reproduction 1902 desks
Expanding Success Through Expanded Access. Imhotep Institute Charter High School Unapologetically Centered On Student Success
Expanding Success Through Expanded Access Imhotep Institute Charter High School Unapologetically Centered On Student Success By Every Means Necessary M. Christine Wiggins, Founder Who Are We? Imhotep Institute
Computer Science Graduate Program Rules and Procedures Michigan Technological University. September 17, 2015
Computer Science Graduate Program Rules and Procedures Michigan Technological University September 17, 2015 Contents 1 Introduction 3 2 PhD Policies and Procedures 3 2.1 Admission Requirements....................................
Business Principles. Business, Management & Administration. Keyboarding; Computer Applications (5891/3638/3721)
Business Principles Primary Career Cluster: Business, Management & Administration Consultant: Course Code(s): 5905/3709 Recommended Prerequisite(s): Credit: ½ to 1 Grade Level: 9-10 Aligned Student Organization(s):
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
Civics and Ethical Education -Teachers `Content and Pedagogical Standards For Grades 9To 10
Civics and Ethical Education Teachers `Content and Pedagogical Standards For Grades 9To 10 Content standard Knowledge Indicator Performance Indicator 1 Building A democratic System understands on: Democracy
Part Three: How Does the Government Decide how much Tax to Levy?
Part Three: How Does the Government Decide how much Tax to Levy? Purpose and Curricular Connections Property taxes pay for important services, such as schools. In this part, students learn about what the
Content Approach #1: Undergraduate degree in special education leading to a co-teaching placement.
Approach #1: Undergraduate degree in special education leading to a co-teaching placement. Completion of the undergraduate degree in special education would signify mastery of content related to differentiated
2015 Education Progress Report
2015 Education Progress Report Since the launch of Plan 2020, Alabama has made significant progress toward its goal of a 90 percent high school graduation rate. In 2014, the state s public schools reported
OPENING INSTRUCTIONS
OPENING INSTRUCTIONS Members of the Jury: Respective Roles of Jurors and Judge You ve been chosen as jurors for this case, and you ve taken an oath to decide the facts fairly. As we begin the trial, I
High School Algebra Reasoning with Equations and Inequalities Solve equations and inequalities in one variable.
Performance Assessment Task Quadratic (2009) Grade 9 The task challenges a student to demonstrate an understanding of quadratic functions in various forms. A student must make sense of the meaning of relations
Table of Contents. Part One: Social Studies Curriculum
Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities 1. Western Political Thought 1 2. The Age of Revolution 6 3. The Age of Napoleon
ESL I English as a Second Language I Curriculum
ESL I English as a Second Language I Curriculum ESL Curriculum alignment with NJ English Language Proficiency Standards (Incorporating NJCCCS and WIDA Standards) Revised November, 2011 The ESL program
Project Management Assessment Overview
Project Management Assessment Overview Goals The goals of the assessment are to: Provide a self assessment of your company skills in nine areas of project management (e.g. Risk Management, Scope Management,
IEP Basics for Boston SpedPac Written by Carolyn Kain - 2012
IEP Basics for Boston SpedPac Written by Carolyn Kain - 2012 Eligibility determination by: Initial evaluation Re-Evaluation Every Three Years Question: Does the child have a disability? Types of disabilities
Significant Change to a Graduate Degree Program PhD Program in Economics
Significant Change to a Graduate Degree Program PhD Program in Economics I. Identifying Information a) Academic unit: College of Arts and Sciences b) Teaching unit Department of Economics c) Degree program
Instructional Design Principles in the Development of LearnFlex
Instructional Design Principles in the Development of LearnFlex A White Paper by Dr. Gary Woodill, Ed.D. Chief Learning Officer, Operitel Corporation gwoodill@operitel.com Dr. Karen Anderson, PhD. Senior
Language Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
THE AMERICAN UNIVERSITY OF PARIS
THE AMERICAN UNIVERSITY OF PARIS COURSE TITLE: Marketing Strategies for Brand Development COURSE NO: CM 4048 PREREQUISITES: SEMESTER: Fall 2013 PROFESSOR: P.M. Barnet CREDITS: 4 CLASS SCHEDULE: Tuesday,
Resources for Writing Program Learning Outcomes
Resources for Writing Program Learning Outcomes Supplementary Materials for Writing and Revising Learning Outcomes Workshop Presented Jointly by TLA and Student Affairs LEVEL OF SPECIFICITY AND REACH Learning
Instructional Design. Educating Today s Students for Tomorrow. Susan Owens MS OTR
Instructional Design Educating Today s Students for Tomorrow Susan Owens MS OTR Instructional Design Instructional Design is the systematic development of instructional specifications using learning and
Activity. What is Reading Comprehension? Reading Across the Content Areas K-12 The Responsibility of All Educators. Read the passage.
Reading Across the Content Areas K-12 The Responsibility of All Educators Lee Anne Larsen Literacy Specialist Maine Department of Education Leeann.larsen@maine.gov Activity Read the passage. Try to determine
GRADE 8 LITERACY: FORENSIC ANTHROPOLOGY SUPPORTS FOR ENGLISH LANGUAGE LEARNERS
GRADE 8 LITERACY: FORENSIC ANTHROPOLOGY SUPPORTS FOR ENGLISH LANGUAGE LEARNERS AGREE DISAGREE SUPPORT NO SUPPORT Your Opinion Finding in Text GRADE 8 LITERACY: FORENSIC ANTHROPOLOGY Supports for ELLs English
Hall, J. L. (2010). Grant management; Funding for Profit and Nonprofit programs. Sudbury, MA: Jones and Bartlett Publishers. ISBN: 978-0-7637-5527-0
LIS5426 GRANT WRITING, EVALUATION & ADMINISTRATION SECTION(S) TERM 20XX, COURSE MEETING DAY/TIME, COURSE MEETING LOCATION MODE OF INSTRUCTION: Online Instructor: Email: Office: Phone: Course Location/Website:
Rise of the Revolution Grade Nine
Ohio Standards Connection: Citizenship Rights and Responsibilities Benchmark A Analyze ways people achieve governmental change, including political action, social protest, and revolution. Indicator 1 Analyze
UNIT 2: CRITICAL THINKING IN GAME DESIGN
UNIT 2: CRITICAL THINKING IN GAME DESIGN UNIT 2: CRITICAL THINKING IN GAME DESIGN 2.A: Unit Overview 2.B: Instructional Resource Guide 2.C: Learning Activities Guide 2.D: Standards Alignment Guide 2.E:
NABET Accreditation Criteria for QMS Lead Auditor Training Course
NABET Accreditation Criteria for QMS Lead Auditor Training Course -0- Section 1: INTRODUCTION 1.1 This ISO 9000 series auditor/lead auditor training course shall provide training for potential auditors
Paternity Act. (700/1975; amendments up to 379/2005 included)
NB: Unofficial translation - Ministry of Justice, Finland Paternity Act (700/1975; amendments up to 379/2005 included) Chapter 1 General provisions Section 1 Scope of application of the Act The provisions
As a prereading activity, have students complete an anticipation guide structured in the following manner:
A Curriculum Guide for Evil Spy School By Stuart Gibbs About the Book During a spy school game of Capture the Flag, twelve-year-old Ben Ripley somehow accidentally shoots a live mortar into the principal
Effects of the Enlightenment Grade Nine
History Ohio Standards Connection: Benchmark A Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their governments. Indicator 1 Explain how
TESTING AND THE NEW FLORIDA STANDARDS
TESTING AND THE NEW FLORIDA STANDARDS New Florida Standards Florida Standards Assessment End of Course Assessments When are FSA & EOCs administered? How families can help students succeed THE NEW FLORIDA
parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS
TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past
Standard 1: The student will describe the importance of earning an income and explain how to manage personal income using a budget.
TEACHER GUIDE 1.1 EARNING AN INCOME PAGE 1 Standard 1: The student will describe the importance of earning an income and explain how to manage personal income using a budget. Jobs vs. Careers Priority
How To Reconcile The Conflict Between Individual Rights And Collective Responsibility Toward The Commons
The Commons: Our Right and Our Responsibility? Teacher s Guide Grade: 9-12 Lesson: The Commons: Our Right and Our Responsibility? Number of Class Periods: 3 45-minute periods The Healthy Commons Lesson
Learning-Focused Introduction. Introduction By Dr. Mills
Learning-Focused Introduction Introduction By Dr. Mills What is the Learning-Focused Strategies Model? A framework for thinking about planning, and delivering instruction using EXEMPLARY practices with
The Old Man and The Sea
The Old Man and The Sea By Ernest Hemingway Name: The Old Man and the Sea Reading and Writing Schedule Day Number Reading Writing One 9-19 2-5 Two 20-33 6-7 Three 34-43 8-9 Four 44-53 10-11 Five 54-63
School Library Standards. for California Public Schools, Grades Nine through Twelve
School Library Standards for California Public Schools, Grades Nine through Twelve STANDARD 1 Students Access Information The student will access information by applying knowledge of the organization of
Distance Education Certification Program Overview, Policies and Procedures
Distance Education Certification Program Overview, Policies and Procedures Association of Real Estate License Law Officials 150 North Wacker Drive, Suite 920, Chicago, Illinois 60606 Copyright 2014 Table
Accounting 3. Stage 1 Desired Results. Lenape Regional High School District BOE Approved 2/15/12 2012-2013
Accounting 3 2012-2013 [Pat Costello, pcostello@lrhsd.org, Seneca High School, 609-268-4600 X8392] Michael Smith, msmith@lrhsd.org, Lenape High School. 609-654-5111 X8958] - [Rick Bozarth, rbozarth@lrhsd.org,
PAY AND REWARD. Think Business, Think Equality
PAY AND REWARD Think Business, Think Equality CONTENTS INTRODUCTION WHAT TO CONSIDER WHEN DECIDING HOW MUCH TO PAY STAFF DEVELOPING PAY SYSTEMS INTRODUCING A NON-DISCRIMINATORY PAY RATE SYSTEM INTRODUCING
3 Guidance for Successful Evaluations
3 Guidance for Successful Evaluations In developing STEP, project leads identified several key challenges in conducting technology evaluations. The following subsections address the four challenges identified
Selective Service CHAPTER
Selective Service CHAPTER 5 Anyone required to register with Selective Service at any time must have done so to receive aid. The Department performs a match with Selective Service to confirm a student
ALIGNMENT OF AMERICAN CAREERS HEALTH PLANNER WITH THE NEW YORK STATE LEARNING STANDARDS
SCENARIO 1: MOTORCYCLE CRASH Project 1.1: Post-Traumatic Stress Disorder National Health Care Cluster Foundation Standards Academic Foundations: Know the academic subject matter required for proficiency