7 · Web viewImplementation Time 3 weeks Resources Graphing Calculators Access to components...

Section IV Grades 4-5

, 7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

Differentiated Curriculum:CHALLENGING HIGH-END LEARNERS:

ADDRESSING OREGON

STANDARDS AND BENCHMARKS

SECTION IV GRADES 4-5

OREGON DEPARTMENT OF EDUCATIONOFFICE OF SPECIAL EDUCATION

TALENTED AND GIFTED2003

Revised 2005 and 2009


DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

Table of ContentsDifferentiated Curriculum Samples

Grades 4-5G RA DE-L EVEL R AN GE

Title Page Number

ENG

LA

SS MT SC ARTS

K-3

4-5 6-8 9-12

Political Systems 3 X X X XHistorical Interpretation 12 X X X XPredict Change in Nature 22 X X X X XEarth Science 28 X X X X X XClimate and Weather 35 X X X X X XTransformation of Energy 41 X X X XPlanets 46 X X X X XCafeteria Cost Effectiveness 52 X X X X X XLinkage Over Time 59 X X X XCurrent Social Issues 69 X X X XPoint of View 77 X X X XDeclaration of Independence 85 X X X XHistorical Biographies 92 X X ? XFigurative Language 98 X X XLiterature Characters-Revolutionary War 104 X X X XOregon Regions 113 X X XOregon Trail Measurements 119 X X X XGeometric Shapes Intermediate 128 X X XQualities of Character 134 X X X


7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

POLITICAL SYSTEMSSOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 5 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 5 up to the standard used for grade-level 8-10.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Systems

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s Model of Reasoning

Differentiation Features:Students Will be assessed earlier or prior to teaching Choose from alternate tasks, products, and assessments Explore and apply advanced creative thinking and problem solving strategies to social

issues Use multiple higher-level skills Require multiple resources Study a concept with multiple applications Use advanced resources

Archetypal ModelUsing the strategy of comparing and contrasting different governments, the student will analyze two complex systems and write a persuasive composition based on the supporting evidence.

Sample Task ActivityGeneral class students will compare and contrast Athens and Sparta. read selected primary and secondary sources about two governments. create webs using the Graphic Organizer A Web to Gather Government Information for the

governments, highlighting key leaders, their contributions, their effects on citizens, and the key events that led to the development of the governmental system under study.

use the Graphic Organizer Venn Diagram to compare and contrast elements of the two governments.

write persuasive compositions using supporting evidence to explain under which government

SOCIAL SCIENCESCOMMON CURRICULUM GOAL

Civics and GovernmentAnalyze major political systems of the world.

CONTENT STANDARDCivics and GovernmentUnderstand that there are different ways for governments to be organized and to hold power.

BENCHMARKSCivics and GovernmentGrade 5Understand that there are different ways for governments to be organized.Grade 8Understand various forms of government.High School—Understand how various forms of government function in different situations.

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

ReadingFind, understand, and use specific information in a variety of texts across the subject areas to perform a task.

WritingWrite narrative, expository, and persuasive texts, using a variety of written forms – including journals, essays, short stories, poems, research reports, research papers, business and technical writing – to express ideas appropriate to audience and purpose across the subject areas.

GRADE-LEVEL STANDARDSReadingGrade 5READ TO PERFORM A TASK Read textbooks, biographical sketches, letters, diaries, directions, procedures,

magazines, news stories, and almanacs. Find information in specialized materials (e.g., thesaurus, almanac, newspaper).

Grade 7READ TO PERFORM A TASK Read textbooks; biographical sketches; letters; diaries; directions;

procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical


they prefer to live. directions; consumer, workplace, public documents.




Grade: 5 Page 2

Questions—Athens and Sparta1. What influenced the development of governments in Athens and Sparta?2. Why did they develop so differently?3. How did the governments affect the citizens?4. Under which government would you prefer to have lived? Why?

Sample Task ActivityHigh-end learners will select two contemporary international governments. (See list of Resources for websites.) read advanced-level primary and secondary sources about two governments. create webs using the Graphic Organizer A Web to Gather Government Information for the

governments, highlighting key leaders, their contributions, effect on citizens, and key events that led to the development of the governmental system under study.

form a specific, focus question to use with the Graphic Organizer Social Sciences Wheel of Reasoning after studying the results of the completed government information web that relates to effects on citizens (life style, occupation, family, health).

write a persuasive composition based on the supporting evidence to explain under which government they prefer to live.

Questions—Two Current International Governments1. What influenced the development of the two governments?2. Why did they develop so differently?3. How does the government affect the citizens (e.g., lifestyle, military power,

occupations, health and family)?4. What is the leadership style of the head of government in each country?5. Under which government would you prefer to live? Why?

Implementation Time Five class periods Reading assigned outside of class over two nights

Note: High-end learners should already understand and be able to implement the high school benchmarks that are listed for English/Language Arts.

Grade 8READ TO PERFORM A TASK Synthesize information found in various parts of charts, tables, diagrams,

glossaries, or related grade-level text to reach supported conclusions. Understand and explain the use of complex mechanical device by following

technical directions.High SchoolREAD TO PERFORM A TASK Analyze the structure and format of job and consumer-related materials, including

the graphics and headers, and explain how the features support the intended purposes.

Demonstrate sophisticated use of technology by following directions in technical manuals (e.g., those found with graphing calculators and specialized software programs and in access guides to World Wide Websites on the Internet).

WritingGrade 5PERSUASIVE WRITING State a clear position in support of a proposal Support a position with relevant evidence.Grade 7PERSUASIVE WRITING State a clear position or perspective in support of a proposition or

proposal. Describe the points in support of the proposition, employing

well-articulated evidence.Grade 8PERSUASIVE WRITING Include a well-defined thesis that makes a clear and knowledgeable judgment or

appeal. Provide details, reasons, and examples, arranging them effectively by anticipating

and answering reader concerns and counter-argumentsHigh SchoolPERSUASIVE WRITING Structure ideas and arguments in a sustained and logical fashion. Use specific rhetorical (communication) devices to support

assertions, such as appealing to logic through reasoning; appealing to emotion or ethical beliefs; or relating a personal anecdote, case study, or analogy.

Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.

Address readers’ concerns, counter-claims, biases, and


expectations.



Grade: 5 Page 3

Resources Graphic Organizers Social Sciences Text Books Books on early Greece, Athens, and Sparta US State Department lists background information on all countries.

h t tp: / / w w w .s t a te . go v / co untr i es/ For example, Afghanistan http:// w w w.s t a te . g o v/r / p a /ei/bgn/ 5 38 0 . h t m and Pakistan http:// w ww . st a t e .g o v/r / p a /ei / b g n/ 3 45 3 .htm

SCORING GUIDESee Writing Scoring Guide in Standards and Assessments

Section.Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Describe governments in terms of development.Describe governments in terms of changes.Describe governments in terms of effect on citizens.Compare lives of citizens under each type of government.Support an evaluation of which government would have been best for him/her.

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

http://www.state.gov/r/pa/ei/bgn/3453.htm

http://www.state.gov/r/pa/ei/bgn/5380.htm

http://www.state.gov/countries/


GRAPHIC ORGANIZER

A WEB TO GATHER GOVERNMENT INFORMATION

Name Date Health Historical Key events that led to

Contributors creation of their government system.

Family

Effects on Citizens Government

Occupation

Key Leaders

Life Style

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003


GRAPHIC ORGANIZER

COMPARING AND CONTRASTING VENN DIAGRAM

Name Date



GRAPHIC ORGANIZER

SOCIAL SCIENCES WEB—WHEEL OF REASONING

Name Date Government

Assumptions Data, Evidence

Issue ConceptFocus Question

Implications Point of View

Purpose Inferences



ARTS TASK Political Systems Grades 4-5

Option 1: The student will draw advertising campaign posters for an ad campaign titled “Life in (Athens/Sparta) is Great Because….”Extensions: Make a TV ad for the “Life is Great” campaign. Write a jingle or theme song for the “Life is Great” campaign.Implementation Time: Basic task: One to two class periods. Extensions: Varies

SCORING GUIDE 6 5 4 3 2 1Design elements (e.g., color, composition, rhythm, etc.) are imaginatively used. Elements are selected and used to achieve persuasive effect.Student identifies essential elements, organizational principles, and aesthetic criteria in his/her work.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will stage a debate between an advocate of Sparta and one from Athens.Extensions: Write and perform a scene from Athenian life or Spartan life reflecting the political values of each. Write and perform a short comic play in the style of Aristophanes satirizing the values of Sparta and Athens.Implementation Time: Basic task: Two to three class periods. Extensions: Three to four class periods (including performance time) and time out of class.

SCORING GUIDE 6 5 4 3 2 1Elements of Aristophanes’ comedies are evident.Design elements (e.g., color, composition, rhythm, etc.) are imaginatively used .Elements are selected and used to achieve persuasive effectElements of classic Greek theatre are evident


The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Create, present and perform works of art.

Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.Benchmark 2: Use experiences, imagination, observations, essential elements and organizational principles to achieve a desired effect when creating,

presenting and/or performing works of art.


ARTS TASK Political Systems CONTINUED Grades 4-5

Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art.

High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art for a variety of purposes.

Common Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the result.

Content Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium, choice of tools, analysis and revision) and identify the impact of choices made.

Benchmark 2: Identify the creative process used, and the choices made, when combining ideas, techniques and problem solving to produce one's work.

Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and problem solving to produce one's work.

High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and identify the impact that different choices might have made.

Historical and Cultural PerspectivesCommon Curriculum Goal: Distinguish works of art from different societies, time periods and cultures.

Content Standard: Distinguish works of art from different societies, time periods and cultures, emphasizing their common and unique characteristics.Benchmark 2: Identify and relate common and unique characteristics in works of art that reflect social, historical, and cultural contexts.Benchmark 3: Identify and relate works of art from different societies, time periods and cultures, emphasizing their common and unique

characteristics.High School: Describe and distinguish works of art from different societies, time periods, and cultures, emphasizing their common and unique

characteristics.




Grade: 5

TAG NEEDS ADDRESSEDINTELLECTUALLY

GIFTED⌧Advanced Critical Reasoning

Scholarly Interaction⌧Continuous Progress for

Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of Influence

⌧Leadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/ AudiencePursuit of Advanced Level ResearchAdvanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LA

Advanced Critical Thinking in LA

⌧Continuous Progress/Level and Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/ Failures/Successes

ADVANCED SOCIAL SCIENCES KNOWLEDGE/SKILLS

⌧Advanced Critical Thinking in Social SciencesContinuous Progress/Level and Rate* in Social SciencesChallenging Social Sciences ResourcesCreative Problem Solving Strategies in Social SciencesSocial Sciences Advanced Vocabulary Development

⌧Leadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in Social Sciences

CAREER-RELATED LEARNING

STANDARDSFOR

GRADUATION REQUIREMENTS

Personal Management

⌧ Problem Solving⌧ Communication

TeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__High School/Postsecondary

English/Language Arts__Grade-Level__High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High School/

Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High School/

Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High School/

Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.



HISTORICAL INTERPRETATIONSOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 5 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 5 up to the standard used for grade-level 8 through 10.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Concept of Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s Social Sciences: Historical analysis, multiple perspectives, persuasive writing; and English/Language Arts: Analyze and interpret literature, use reasoning in developing written forms.

Differentiation Features:Students Select fewer tasks to master standard of learning Use multiple higher-level skills Develop a product Make reasoning explicit

Archetypal ModelPoint of View/Perspective

Sample Task ActivityStudents will find primary source documents that pertain to two characters in the Revolution: one a loyalist,

one a revolutionary. (At the 5th grade-level, students study the American Revolution by reading My Brother Sam is Dead and Johnny Tremaine.)

write a persuasive paper from both points of view. (Optional task: debate.) apply Literature Web Wheel of Reasoning to the novels. (See explanation and example in

Graphic Organizers section.) analyze the two novels as point-counter-point and determine which writer presents the most

convincing arguments/evidence. compare perspectives/viewpoints of living authors writing at different times. (Use Graphic

Organizer Point of View/Perspective.)

SOCIAL SCIENCESCOMMON CURRICULUM GOALS

Historical SkillsIdentify and analyze diverse perspectives on and historical interpretation of historical issues and events.

Social Science AnalysisAcquire and organize materials from primary and secondary sources.

CONTENT STANDARDS

Historical SkillsUnderstand the importance and lasting influence of individuals, issues, events, people, and development in US History.

Social Science AnalysisIdentify and analyze various perspectives and interpretations of historical issues and events.

BENCHMARKSHistorical SkillsGrade 8-Evaluate data within the context it was created, testing its reliability, credibility, and bias.

High School—Understand how contemporary perspectives affect historical interpretation.

Social Science AnalysisGrade 8-Gather, interpret, use, and document information from multiple sources, distinguishing facts from opinions and recognizing points of view.

High School-Gather, analyze, use, and document information from various sources, distinguishing facts, opinions, inferences, biases, stereotypes, and persuasive appeals.


LiteratureDemonstrate general understanding of grade-level literary text.

WritingWrite narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.




Grade: 5 Page 2

QuestionsRegular classroom:1. What reasons does Sam have for becoming a Patriot?2. What reasons does Life have for remaining a Loyalist (Tory)?3. What reasons are supported in the social sciences text?4. What additional reasons does the text give for either/both sides?5. What is the author’s viewpoint toward Tories and Patriots in My Brother Sam is Dead?6. How would you explain differences in view point?

Accelerated Students:1. What reasons does your person have for being a Patriot?2. What reasons does your person have for being a Loyalist (Tory)?3. What additional reasons do additional social sciences sources give for either/both sides?4. What is the author’s viewpoint toward Tories and Patriots in your selected readings?5. How would you explain differences in view point?6. Which writer presents the most convincing arguments/evidence?

Implementation TimeTo be done concurrently with unit on Revolutionary War. Teacher needs to be sure students have had instruction in persuasive writing/speaking. Ask English/Language Arts teacher what has been done and/or use Hamburger Model or Dagwood Model. (See explanation and examples in Graphic Organizer section.)

Teacher Note:The Writing Common Curriculum Goals detail the expectations for persuasive essays under the Persuasive Writing. The Writing Scoring Guide shows levels of proficiency for clarity of ideas and organization. A social sciences teacher should expect that students also follow and meet expectations for sentence fluency and conventions.

Resources Collier, J., and Collier, C. (1974). My brother Sam is dead. NY: Scholastic, Inc. Forbes, Esther. (1968). Johnny Tremaine: A story of Boston revolt. NY: Dell Publishing. Jackdaws Publications Repository of Primary Resources. A listing of over 5000 websites describing holdings of

manuscripts, archives, rare books, historical photographs, and other primary sources for the research scholar. http:// www.uidaho.edu/special-c ollect ions/Other . Reposito r i e s .h t m l

GRADE-LEVEL STANDARDSLiteratureGrade 8LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING Identify and/or summarize sequence of events, main ideas, and supporting details in

literary selections.High SchoolLITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING Identify and/or summarize sequence of events, main ideas, and supporting details in

literary selections.

Writing Grade 5PERSUASIVE WRITING State a clear position on a proposition or proposal. Support the position with organized and relevant evidence. Address reader concerns.Grade 8PERSUASIVE WRITING Include a well-defined thesis that makes a clear and knowledgeable

judgment or appeal. Present detailed evidence, examples, and reasoning to support

arguments, differentiating between fact and opinions. Provide details, reasons, and examples, arranging them effectively by

anticipating and answering reader concerns and counter-arguments.High SchoolPERSUASIVE WRITINGWrite persuasive compositions: Structure ideas and arguments in a sustained and logical fashion. Use specific rhetorical (communication) devices to support assertions,

such as appealing to logic through reasoning; appealing to emotion or ethical beliefs; or relating a personal anecdote, case study, or analogy.

Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.

Address readers’ concerns, counter-claims, biases, and expectations.


http://www.uidaho.edu/special-collections/Other.Repositories.html

http://www.uidaho.edu/special-collections/Other.Repositories.html




Grade: 5 Page 3

SCORING GUIDEUse State Scoring Guide for Writing and Speaking see Standards andAssessments Section.

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emergin

g

1Beginning

Persuade reader of the validity of a view point.Demonstrate understanding of the contemporary look at history and how it changes.


GRAPHIC ORGANIZER

LITERATURE WEB—WHEEL OF REASONING

What assumptions does the author What evidence is presented that the centralAbout the concept of change? character is motivated by a given emotion?

Assumptions Data, EvidenceWhat concepts are central toUnderstanding the story?

What is the central What do we understandissue in this story? about these concepts?

Issue Concept

Reasoning in Literature

What are the implications Implications Point of Viewof character behaviorat this point in thestory? From what point of

view is the storytold?

Purpose Inferences

What is the purpose ofthe poem or story What inferences might

be made about the endingof the story based on…

Guide to teaching a language arts curriculum for high-ability learners. (1999). Center for Gifted Education The College of William and Mary. Dubuque: Iowa. Kendall Hunt Publishing. Pg. 59. Reprinted with permission.


GRAPHIC ORGANIZER

LITERATURE WEB

Name Date

Key Words Feelings

Reading

Ideas Images or Symbols

Structure

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary.


Dubuque: Iowa. Kendall Hunt Publishing. Pg 52. Reprinted with permission.


GRAPHIC ORGANIZER

POINT OF VIEW/PERSPECTIVE

Name Date

Point of View/Perspective

Example: Patriot Example: Tory Example: 20th Century

Point of View/Perspective

Author Author



GRAPHIC ORGANIZER

HAMBURGER MODEL

Name Date

Introduction (State your opinion)

Elaboration Elaboration Elaboration

Reason Reason Reason


Conclusion

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary. Dubuque: Iowa. Kendall Hunt Publishing. Pg 73. Reprinted with permission.


GRAPHIC ORGANIZER

DAGWOOD

Name Date

Details DetailsBackground

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary

Claim/Opinion/Introduction

ElaborationElaboration

Reason Other Points of View

Elaboration

Elaboration

Elaboration

Elaboration

Conclusion

Reason

Reason

Other Points of View

Other Points of View


College. Dubuque, Iowa: Kendall Hunt Publishing. Pg 79. Reprinted with permission.


ARTS TASK Historical Interpretation Grades 4-5

Option 1: The student will create write song lyrics—to an existing or original melody—that present ideas, moods or feelings of a literary character of the American Revolution.The student will

Identify ideas, moods and feelings by referring to descriptions in the literary work. Infer ideas, moods and feelings by studying the text and ask questions like, "How does the character feel now? What else could the character be

thinking at this point?” Include it in a catchy, repeated chorus and several verses that will be repeated after each verse.Extensions:The student will

Explain how examples, descriptions, and figurative language and other essential elements contributed to expressing the idea, mood and feeling of the composition.

Explain intended idea, mood or feeling and how control of examples, descriptions and figurative language contributed to the intended result. Evaluate how well different aspects of the lyrics contributed to the expression of the intended idea, mood, or feeling.

Implementation time: Basic task: two class periods; Extension: one period for performance; time outside of class

SCORING GUIDE 6 5 4 3 2 1Essential elements are used to express an intended, clearly discernible central idea and mood or feeling.Verses and chorus are presented in a logical sequence.Explanations are given for how the use of essential elements contributed to expression of an idea, mood, or feeling.The use of essential elements and organization to express an intended idea, mood or feeling are evaluated.



Create, Present and Perform Common Curriculum Goal: Create, present and perform works of art.

Content Standard: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent.Benchmark 2: Create, present and/or perform a work of art and explain how the use of essential elements and organizational principles shapes an

idea, mood or feeling found in the work.Benchmark 3: Create, present and/or perform a work of art by controlling essential elements and organizational principles to express an intended

idea, mood or feeling.High School: Create, present and/or perform a work of art by controlling essential elements and organizational principles and describe how well the

work expresses an intended idea, mood or feeling.




Grade: 5


GIFTED⌧Advanced Critical

ReasoningScholarly Interaction

⌧Continuous Progress for Level and Rate*Challenging ResourcesEffecting Change

⌧Decision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/ AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development


Advanced Critical Thinking in LA⌧Continuous Progress/Level and Rate*

in LA⌧Challenging LA Resources

Creative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/Career

⌧Decision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in LA


⌧ Advanced Critical Thinking in Social Sciences⌧Continuous Progress/Level and Rate* in Social

Sciences⌧ Challenging Social Sciences Resources

Creative Problem Solving Strategies in Social SciencesSocial Sciences Advanced Vocabulary DevelopmentLeadership Training/Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in Social Sciences


STANDARDS FOR

GRADUATION REQUIREMENTS

⌧Personal Management⌧Problem Solving

CommunicationTeamworkEmployment FoundationsCareer Development


STUDENT IS PURSUING

Math:__Grade-Level__High School/ Postsecondary

English/Language Arts__Grade-Level__High School/ Postsecondary


Postsecondary


Postsecondary


Postsecondary

Student Grade

Teacher School






PREDICT CHANGE IN NATURESCIENCE, MATHEMATICS, SOCIAL SCIENCES, AND ARTS

Grade: 5 Page 1

Acceleration Approach Recommend Redo on this oneThe standard has been accelerated by moving grade-level 5 up to the standard used for grade-level 8.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Patterns of Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s Model of Reasoning: Concepts, Evidence, Consequences and Implications

Differentiation Features:Students Study a concept in multiple applications Use advanced resources Make reasoning explicit

Archetypal ModelRead and learn how different variables cause erosion of different land surfaces.Explain consequences and implications of these changes in the environment. Use Graphic Organizer Change Model.

Sample Task ActivityStudents will compare, contrast, and predict outcomes of change when substances such as sandstone,

clay, salt, wood, ice etc., are exposed to different forms of nature [e.g., moisture (M), heat (H), pressure (P)].

choose appropriate units of measurement. construct a model of a certain geographic area to study erosion, one variable at a time. construct a graph showing change in different geographic areas over time. discuss the social implications of different geological areas for humans to live.

Questions to answer in the discussion: How has the population of _______(possible examples: the north side of the Columbia

River between Bonneville Dam and Bridge of the Gods, the downtown waterfront of Portland, Mt. St. Helens, Eugene) changed since earliest written history?

SCIENCECOMMON CURRICULUM GOAL

Physical Science—MatterUnderstand structure and properties of matter.

CONTENT STANDARDPhysical Science —Matter Understand structure and properties of matter.

BENCHMARKSGrade 8 Compare properties of specific substances.

MATHEMATICSCOMMON CURRICULUM GOALS

Measurement Understand measurable attributes of objects and the units, systems, and processes of measurement.

Apply appropriate techniques, tools, and formulas to determine measurements.

GRADE-LEVEL STANDARDGrade 7 Determine surface area and volume of three- dimensional block constructions, given

two dimensional representation.


GeographyUnderstand how people and the environment are interrelated.

CONTENT STANDARDSGeographyUnderstand how physical characteristics in the environment and changes in the environment affect human activities.Understand how humans affect the physical environment.

BENCHMARKS Grade 8 Identify economic, cultural, and environmental factors that affect population, and

predict how the population would change as a result.

Understand how changes in physical environment affect human activity.




Grade: 5 Page 2

Which factors have contributed to the population changes? Which occurred by natural means?

Questions for constructing the model or graph:1. Which materials erode faster/slower when exposed to moisture (M), temperature

change (H), or pressure (P)? Explain and prove.2. Which combinations of moisture (M), heat (H), and pressure (P) lead to faster/slower

erosion of elements? Explain and prove.3. What are the implications of this information when determining building locations?4. What are the implications of this information when determining natural resource

retrieval?

Implementation Time 3 weeks

Resources Graphing Calculators Access to components listed such as sandstone, clay, salt, wood,

ice, etc. Earth Science Texts Earth Science Lesson that follows this lesson has the Archetypal

Model: Students will investigate one variable that affects erosion caused by running water. BPA Northwest Power System Curriculum

www.bpa.gov/energy/n/education/

SCORING GUIDESCIENCE


6Exemplar

y

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Predict and explain which solid components will erode faster/slower under what conditions..

Graph and explain the rates of erosion of combinations of components versus rates of individual components – and predict consequences and implications for future sustainability of natural resources.Predict an increase or decrease in population at different levels of available resources.


http://www.bpa.gov/Corporate/KR/ed/nwpower/homepage.htm




Grade: 5 Page 3

SCORING GUIDEMATHEMATICS


6Exemplar

y

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Select and use the most appropriate unit to measure surface area and volume.Convert measurements accurately to solve problems.Explain accurately why all measurements are approximations and why the results of computations with measurements are approximate.

SCORING GUIDESOCIAL SCIENCES


6Exemplar

y

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Define natural resources.Explain economic concepts in regards to scarcity/abundance of natural resources.Explain the relationship between the environment (natural resources) and people.


GRAPHIC ORGANIZER

CHANGE MODEL

Name Date Directions: Record examples for

Change is linked to time: each of the following statements Change is everywhere:(generalizations) about change in your person’s life.

Change

Change may be positive: Change may be perceived as orderly:

…Or negative: … or random:

Change may happen naturally:

or may be caused by people:


ARTS TASK Predict Change in Nature Grades 4-5

Option 1: The student will create a visual representing the geologic changes which have occurred in a specific geographical area over a specified amount of time.Extensions: The student will write a jingle corresponding to the visual.Implementation Time: Basic task: three to five class periods; Extension: teacher discretion.

SCORING GUIDE 6 5 4 3 2 1Color, line and composition are used imaginatively.Lyrics and melody are used imaginatively.Elements are selected and combined to achieve the intended effect.The creative process is identified.The student’s critique of his/her work explained the artistic merit and aesthetic effect.




Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposesBenchmark 2: Use experiences, imagination, observations, essential elements and organizational principles to achieve a desired effect when creating,


Common Curriculum Goal: Evaluate one's own work, orally and in writing.Content Standard: Critique and communicate about one’s own work, orally and in writing.

Benchmark 1: Describe how one's own work reveals knowledge of the arts, orally and in writing.Benchmark 2: Critique one's own work using self-selected criteria that reveal knowledge of the arts, orally and in writing.




Grade: 5


GIFTED

⌧Advanced Critical Reasoning Scholarly Interaction

⌧Continuous Progress for Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of Influence Leadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual Peers Social-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/Successes Creative Problem Solving with Real Problems/ AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development

ADVANCED SCIENCE

KNOWLEDGE/ SKILLS

Advanced Critical Thinking in Science

⌧Continuous Progress/ Level and Rate* in ScienceChallenging Science ResourcesCreative Problem Solving Strategies in ScienceScience Advanced Vocabulary DevelopmentLeadership Training/ CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Science PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in Science

ACADEMICALLY TALENTED MATHAdvanced Critical Thinking in Math

⌧ Continuous Progress/Level and Rate* in Math

⌧ Challenging Math ResourcesCreative Problem Solving Strategies in MathMath Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Math PeersRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in Math

ADVANCED SOCIAL SCIENCES

KNOWLEDGE/SKILLSAdvanced Critical Thinking in Social Sciences

⌧Continuous Progress/Level and Rate* in Social SciencesChallenging Social Sciences ResourcesCreative Problem Solving Strategies in Social SciencesSocial Sciences Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/ Failures/Successes

CAREER-RELATED

LEARNING STANDARDS

FORGRADUATION

REQUIREMENTS⌧ Personal

Management⌧ Problem Solving



STUDENT IS PURSUING




Postsecondary


Postsecondary


Postsecondary

Student Grade

Teacher School






EARTH SCIENCESCIENCE, MATHEMATICS, SOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 5 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 5 up to the standard used for grade-level 8.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):System, patterns of change, models

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy: evaluate, analyze, infer, hypothesize

Differentiation Features:Students Complete fewer tasks to master standard of learning Have learning assessed prior to teaching Use multiple higher-level skills Add variables to study Use multiple resources Study a concept in multiple applications Conduct original research Make cross-disciplinary applications Design and/or construct a model based on principles or criteria

Archetypal ModelStudents will investigate one variable that affects erosion caused by running water.

Sample Task Activity Students will develop a timeline of major geological events in North America. use an erosion table to investigate how the rate of flow, type of soil, or the slope affects

erosion. plan and carry out an investigation on erosion using an erosion table. Students will maintain a

journal of their observations and data.

SCIENCECONTENT STANDARDS

EARTH AND SPACE SCIENCE4.2E.1 Compare and contrast the changes in the surface of the Earth that are due to

slow and rapid processes6.2E.1 Explain the water cycle and the relationship to landforms and weather.7.2E.4 Explain how landforms change over time at various rates in terms of

constructive and destructive forces

SCIENTIFIC INQUIRY5.3S.1 Based on observations and science principles, identify questions that can be

tested, design an experiment or investigation, and identify appropriate tools. Collect and record multiple observations while conducting investigations or experiments to test a scientific question or hypothesis.

5.3S.2 Identify patterns in data that support a reasonable explanation for the results of an investigation or experiment and communicate findings using graphs, charts, maps, models, and oral and written reports.

5.3S.3 Explain the reasons why similar investigations may have different results.6.3S.1 Based on observation and science principles propose questions or hypotheses

that can be examined through scientific investigation. Design and conduct an investigation that uses appropriate tools and techniques to collect relevant data.

6.3S.2 Organize and display relevant data, construct an evidence-based explanation of the results of an investigation, and communicate the conclusions.




Grade: 5 Page 2

read background informational texts on earth surface changes. give oral presentations supported by appropriate visual aids.

.

Guiding Questions: How did the variable you choose affect the surface? Knowing you will investigate one variable that affects erosion caused by running water

a. What scientific questions or hypotheses would you investigate?b. How would you design safe and ethical scientific investigations to address your

questions or hypotheses?c. What procedures will you use to collect, organize, and display scientific data?d. How will you analyze scientific information to develop and present conclusions?


Internet Resources Library of Congress. The Geography and Map Division www.loc.gov/rr/geomap/ Think Quest: Volcanoes Online http:/ / librar y .th i n k qu es t.o r g/ 1 74 5 7 U.S. Geological Survey. Earthquake Hazards Program http://eart h qua k e.usgs.gov Volcano Expedition from the field in Costa Rica w ww. s i o . ucsd.edu/v o lcano Volcanoes Around the World w w w. v o lcanoe s . com Volcanoes from Annenberg/CPB site

www.learner.org/interactives/volcanoes/resource.html

MATHEMATICSCONTENT STANDARDS

5.1.7 Construct and analyze double bar, line, and circle graphs to solve problems involving fractions and decimals.

5.3.7 Determine the appropriate units, strategies, and tools for solving problems that involve estimating or measuring volume.

5.3.9 Identify and measure necessary attributes of shapes to use area , surface area, and volume formulas to solve problems (e.g., to find which of two gift boxes needs the most wrapping paper or has the greater volume?).

6.2.1 Develop, analyze, and apply the meaning of ratio, rate, and percent to solve problems.

6.3.5 Represent, analyze, and determine relationships and patterns using tables, graphs, words and when possible, symbols.


GeographyLocate major physical and human (cultural) features of the Earth.Compare and analyze physical and human characteristics of places and regions.

Historical SkillsInterpret and reconstruct chronological relationships.

CONTENT STANDARDSGeography Locate major physical and human (cultural) features of the Earth.

BENCHMARKSGrade 5

Locate and identify on maps the continents of the world, the 50 states of the U.S., and major features of Oregon.

Identify physical and human characteristics of regions in the U.S. and the processes that have shaped them.


http://www.learner.org/interactives/volcanoes/resource.html

http://www.volcanoes.com/

http://www.sio.ucsd.edu/volcano

http://earthquake.usgs.gov/

http://library.thinkquest.org/17457

http://lcweb.loc.gov/rr/geogmap




Grade: 5 Page 3

Grade 8 Locate and identify on maps and globes the regions of the world and their

prominent physical features. Identify and compare physical and human characteristics of major regions and

significant places in the world.

Grade 10 Locate and identify places, regions, and geographic features that have played

prominent roles in historical contemporary issues and events.Historical SkillsGrade 5

Interpret data and chronological relationships presented in timelines and narratives.

High School Reconstruct, interpret and represent the chronology of significant events from U.

S. history.


ReadingDemonstrate general understanding of grade-level informational text across the subject areas.Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose

GRADE-LEVEL STANDARDSReadingGrade 5DEMONSTRATE GENERAL UNDERSTANDING

Identify key facts and information after reading two passages or articles on the same topic.

Grade 6DEMONSTRATE GENERAL UNDERSTANDING

Clarify understanding of informational texts by creating simple outlines, graphic organizers, diagrams, logical notes, or summaries.

Grade 8DEMONSTRATE GENERAL UNDERSTANDING

Clarify understanding of informational texts by creating simple outlines, graphic organizers, diagrams, logical notes, or summaries.




Grade: 5 Page 4

Grade 6READ TO PERFORM A TASK

Read textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, bus routes, and catalogs.

Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level text.


Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.

Synthesize information found in various parts of charts, tables, diagrams, glossaries, or related grade-level text to reach supported conclusions.

Understand and explain the use of a complex mechanical device by following technical directions

Speaking and ListeningGrade 5SPEAKING Develop a focus and point of view that are appropriate to

audience and purpose. Organize information to clarify and support spoken ideas with evidence

and examples.SPEAKINGGrade 7SPEAKING Develop a focus and point of view to achieve particular purposes and to

appeal to the background and interests of the audience. Organize information, arranging details, reasons, descriptions, and

examples effectively and persuasively in relation to the audience.Grade 8SPEAKING Develop a focus and present information to achieve particular purposes

by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Outline a speech based on a chosen pattern of organization, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.

Use credible and relevant information to convey message.




Grade: 5 Page 5

SCORING GUIDESCIENCE


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Recognize how data collection methods affect the nature of the data set.Formulate questions and design experiments or surveys to collect relevant data.Evaluate the validity of a study by assessing the characteristics of its design, including the role of randomization and bias prevention in surveys and experiments.

SCORING GUIDEMATHEMATICS


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Select the most appropriate tool and unit to measure length, perimeter, weight and capacityModel problem situations with objects and use representations such as graphs, tables and equations to draw conclusions.Select the most appropriate unit to measure surface area and volume.

SCORING GUIDEWRITING


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Write clear, coherent and focused essays exhibiting awareness of the audience and purpose.Provide supporting evidence.Support theses or conclusions with analogies, paraphrases, quotations, and opinions from authorities, comparisons and similar devices.


ARTS TASK Earth Science Grades 4-5

Option 1: The student will create a video that shows examples of how rate of flow, soil type, and slope affect erosion. The student should: Find natural examples of erosion created by various combinations of influences: e.g., slight slope, high flow rate; clay soil, gradual slope, moderate

flow; etc. Record at the locations (during times when erosion may be taking place) as after a slight rain, a hard rain, light river flow, etc. Organize film segments using video-editing software such as iMovie or Adobe Premiere or some other method. Create and add titles and/or narration to support the visuals.Implementation Time: about two weeks.

SCORING GUIDE 6 5 4 3 2 1Narration accompanies/supports the video.Content communicates a clear message.The video content is organized.


Option 2: The student will create a visual diary/journal (could be video) showing details of observations.Extensions: The student will illustrate how safety and/or ethical precautions are applied to an investigation. The student will present a visual diary to an audience in a clear, concise manner.Implementation Time: Three forty-minute sessions.

SCORING GUIDE 6 5 4 3 2 1Images are accurate and show detail in line, shape, and color.Presentation is clear, concise and engages audience.Images show resourcefulness and originality.



Create, Present and Perform Common Curriculum Goal: Create, present and perform works of art.Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.

Benchmark 2: Use experiences, imagination, observations, essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art.





Grade: 5

TAG NEEDS ADDRESSEDINTELLECTUALL

Y GIFTED⌧ Advanced Critical

ReasoningScholarly InteractionContinuous Progress for Level and Rate*

⌧ Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/ CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/ AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development

ADVANCED SCIENCE

KNOWLEDGEAdvanced Critical Thinking in ScienceContinuous Progress/Level and Rate* in Science

⌧ Challenging Science ResourcesCreative Problem Solving Strategies in ScienceScience Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Science PeerRealistic Goal SettingOpportunity for Competition/ Failures/ SuccessesAdvanced Academic Planning in Science

ACADEMICALLY TALENTED

MATHAdvanced Critical Thinking in Math

⌧ Continuous Progress/ Level and Rate* in MathChallenging Math ResourcesCreative Problem Solving Strategies in MathMath Advanced Vocabulary Development

⌧ Leadership Training/Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented Math PeersRealistic Goal SettingOpportunity for Competition/ Failures/ SuccessesAdvanced Academic Planning in Math


Advanced Critical Thinking in LAContinuous Progress/ Level and Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/ CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in LA


KNOWLEDGE/SKILLSAdvanced Critical Thinking in Social SciencesContinuous Progress/ Level and Rate* in Social SciencesChallenging Social Sciences ResourcesCreative Problem Solving Strategies in Social SciencesSocial Sciences Advanced Vocabulary DevelopmentLeadership Training/ CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in Social Sciences

CAREER-RELATED

LEARNING STANDARDS

FORGRADUATION


Management⌧ Problem

Solving⌧



STUDENT IS PURSUING




Postsecondary


Postsecondary


Postsecondary

Student Grade

Teacher School





Eg2


CLIMATE AND WEATHERSCIENCE, MATHEMATICS, SOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 5 Page 1


K 1 2 3 4 5 6 7 8 9 High School ⌧


Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Hypothesizing, analyzing, predicting, inferring, evaluating

Differentiation Features:Students Complete fewer tasks to master standard of learning Add variables to study Make cross-disciplinary applications Use multiple higher-level skills

Note: Cli m ate and Weather sample has two parts. The first has an implementation time of 1 class period and the second is three weeks.

Archetypal Model for Individual/Small Group Research Project1. Collect data on two different locations with similar latitude.2. Compare and contrast data.3. Hypothesize reasons for differences/similarities.4. Research factors that might account for differences/similarities.5. Draw conclusions.6. Make predictions based on observed patterns.7. Present findings.

Sample Task Activity—Short term Students will: graph the data of the average temperature and rainfall per month over a 1-year time span for

Portland and Bend

SCIENCE

5.3S.1 Based on observations and science principles, identify questions that can be tested, design an experiment or investigation, and identify appropriate tools. Collect and record multiple observations while conducting investigations or experiments to test a scientific question or hypothesis.

5.3S.2 Identify patterns in data that support a reasonable explanation for the results of an investigation or experiment and communicate findings using graphs, charts, maps, models, and oral and written reports.

5.3S.3 Explain the reasons why similar investigations may have different results.6.2E.1 Explain the water cycle and the relationship to landforms and weather.6.3S.1 Based on observation and science principles propose questions or hypotheses that can be

examined through scientific investigation. Design and conduct an investigation that uses appropriate tools and techniques to collect relevant data.

6.3S.2 Organize and display relevant data, construct an evidence-based explanation of the results of an investigation, and communicate the conclusions.

6.3S.3 Explain why if more than one variable changes at the same time in an investigation, the outcome of the investigation may not be clearly attributable to any one variable.

7.3S.1 Based on observations and science principles propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools and techniques to collect relevant data.

7.3S.2 Organize, display, and analyze relevant data, construct an evidence-based explanation of the results of an investigation, and communicate the conclusions including possible sources of error.

7.3S.3 Evaluate the validity of scientific explanations and conclusions based on the amount and quality of the evidence cited.

8.2E.3 Explain the causes of patterns of atmospheric and oceanic movement and the effects on weather and climate.

8.2E.4 Analyze evidence for geologic, climatic, environmental, and life form changes over time.8.3S.1 Based on observations and science principles propose questions or hypotheses that can be

examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools, techniques, independent and dependent variables, and controls to collect relevant data.

8.3S.2 Organize, display, and analyze relevant data, construct an evidence-based explanation of the results of a scientific investigation, and communicate the conclusions including possible sources of error. Suggest new investigations based on analysis of results.

8.3S.3 Explain how scientific explanations and theories evolve as new information becomes available.

MATHEMATICS5.1.7 Construct and analyze double bar, line, and circle graphs to solve problems involving

fractions and decimals.6.3.5 Represent, analyze, and determine relationships and patterns using tables, graphs, words

and when possible, symbols. 7.2.1 Represent proportional relationships with coordinate graphs and tables, and identify unit

rate as the slope of the related line.


7.2.2 Apply ratio and proportionality to solve problems, including percent and simple probability.

8.1.4 Use linear functions and equations to represent, analyze and solve problems, and to make predictions and inferences.

8.2.1 Organize and display data (e.g., histograms, box-and-whisker plots, scatter plots) to pose and answer questions; and justify the reasonableness of the choice of display.

8.2.2 Use measures of center and spread to summarize and compare data sets. 8.2.3 Interpret and analyze displays of data and descriptive statistics. 8.2.7 Identify claims based on statistical data and evaluate the reasonableness of those claims. 8.2.8 Use data to estimate the likelihood of future events and evaluate the reasonableness of

predictions.




Grade: 5 Page 2

compare and contrast the graphed data. hypothesize the factors that might account for the differences/similarities.

Find information at:Oregon Climate Service http://www. o cs.ors t .edu/ Oregon Climate Data h t t p : / /w w w . ocs . ors t . e d u / d a ta p a ge 2 . h t m l

Implementation Time 1 class period

Sample Task Activity-Long TermStudents will research historical climatic data for two cities or regions in the same latitude, graphing and

analyzing data. hypothesize reasons for differences and similarities, and make predications of future

climatic conditions based on observed patterns. present their findings by displaying a chart with their data and explaining their data and

conclusions.

Questions What effect do landforms, elevation and latitude have on the water cycle? How does the water cycle affect climate? What is the difference between weather and climate?

Implementation Time 10 – 11 days (3 weeks)

Resources ODE Scoring Guides http://www.ode.state.or.us/search/page/?id=32 Oregon Climate Service http://www. o c s . o rs t .edu/ Oregon Climate Data http:// w ww . ocs . ors t .edu/dat a p a ge2 . ht m l LEARN: Atmospheric Science Explorers (LEARN): Cycles of the Earth and

Atmosphere — Module h t tp : / / w ww . ucar.e d u / lea r n How Stuff Works: Weather http://www.h o w s tuf f w o r k s.co m /category.ht m ?

cat= W thr


GeographyCompare and analyze physical and human characteristics of places and regions.Understand how people and the environment are interrelated.

CONTENT STANDARDSGeographyIdentify and analyze physical and human characteristics of places and regions, the processes that have shaped them, and their geographic significance.Understand how humans affect the physical environment.

GRADE-LEVEL STANDARDSGeographyGrade 5

Understand how physical environments are affected by human activities.Grade 8

Identify and compare human characteristics of major regions and significant places in the world.


Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques

GRADE-LEVEL STANDARDSGrade 6SPEAKING Develop a focus and point of view. Match the purpose, message, occasion, and delivery to the audience. Organize information using supporting details, reasons, descriptions, and

examples. Support opinions with detailed evidence and with visual or media displaysGrade 8SPEAKING Develop a focus and present information to achieve particular purposes by

matching the message, vocabulary, voice modulation, expression, and tone to the


http://www.howstuffworks.com/category.htm?cat=Wthr

http://www.howstuffworks.com/category.htm?cat=Wthr

http://www.ucar.edu/learn

http://www.ocs.orst.edu/datapage2.html

http://www.ocs.orst.edu/

http://www.ode.state.or.us/search/page/?id=32

http://www.ocs.orst.edu/datapage2.html

http://www.ocs.orst.edu/


audience and purpose.



CLIMATE AND WEATHERSCIENCE, MATH, SOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 5 Page 3



SCORING GUIDEMathematics and Science


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Graph data accurately.Explain the differences and similarities correlating to the data.Hypothesize factors correlated to the data.

SCORING GUIDE(Speaking Scoring Guide Standards and Assessments Section) and/or


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Form a hypothesis.Collect and present data.Analyze and present data.Identify the difference between climate and weather.Explain how elevation, landforms, and latitude affect the weather cycle.


ARTS TASK Climate and Weather Grades 4-5

Option 1: The students will draw television weather–forecast graphics for next week’s probable weather in two selected cities.Extensions:

The student will make a video of the weather forecast using the graphics. The student will dress in the costumes of the locale for the predicted weather. The student will accompany the weather forecast with music of the locale.

Implementation Time: Basic task: One to two class periods. Extended tasks: Preparation varies, but mostly out of class. Presentation: three to five minutes.

SCORING GUIDE 6 5 4 3 2 1Imagination is used in creating characters, costumes, and settings.Choices made in preparing the presentation are identified, including color and language.Choices made in organizing the elements of the performance are explained.The music selected identified cultural elements of the locale.Cultural elements in the presentations are explained.The influence of local climate on local costuming is explained.





presenting and/or performing works of art.Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art.



Benchmark 2: Identify the creative process used, and the choices made, when combining ideas, techniques, and problem solving to produce one's work.


ARTS TASK Climate and Weather CONTINUED Grades 4-5


Historical and Cultural PerspectivesCommon Curriculum Goal: Understand how the arts can reflect the environment and personal experiences within a society or culture, and apply to one's own

work.Content Standard: Explain how a work of art reflects the artist's environment and personal experience within a society or culture, and apply to one’s own

work.Benchmark 2: Describe how works of art from various historic periods reflect the artist's environment, society and culture.Benchmark 3: Explain how works of art from around the world reflect the artist's environment, society and culture.




Grade: 5


GIFTEDAdvanced Critical ReasoningScholarly Interaction

⌧ Continuous Progress for Level and Rate*

⌧ Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/Successes

⌧ Creative Problem Solving with Real Problems/AudiencePursuit of Advanced Level Research

⌧ Advanced Vocabulary Development

ADVANCED SCIENCE

KNOWLEDGE/Advanced Critical Thinking in Science

⌧ Continuous Progress/Level and Rate* in ScienceChallenging Science ResourcesCreative Problem Solving Strategies in ScienceScience Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Science PeerRealistic Goal SettingOpportunity for Competition/ Failures/ SuccessesAdvanced Academic Planning in Science

ACADEMICALLY TALENTED

MATHAdvanced Critical Thinking in Math

⌧ Continuous Progress/Level and Rate* in MathChallenging Math Resources

ˆ Creative Problem Solving Strategies in MathMath Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with

Talented Math PeersRealistic Goal SettingOpportunity for Competition/ Failures/ SuccessesAdvanced Academic Planning in Math

ACADEMICALLY TALENTED ENG/LAAdvanced Critical Thinking in LAContinuous Progress/ Level and Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/ CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in LA


KNOWLEDGE/SKILLSAdvanced Critical Thinking in Social SciencesContinuous Progress/Level and Rate* in Social SciencesChallenging Social Sciences ResourcesCreative Problem Solving Strategies in Social SciencesSocial Sciences Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in Social Sciences

CAREER-RELATED

LEARNING STANARDS

FORGRADUATION


Management⌧ Problem Solving⌧ Communication



STUDENT IS PURSUING




Postsecondary


Postsecondary


Postsecondary

Student Grade

Teacher School






TRANSFORMATION OF ENERGYSCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 5 Page 1


K 1 2 3 4 5 6 7 8 9 High School ⌧


Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s: Inferring, analyzing and evaluating

Differentiation Features:Students Use multiple higher-level skills Have additional variables to study Develop a product Design and/or construct a model based on principles or criteria Design a model that transfers energy Present oral and written communication to a real world audience

Archetypal ModelCulminating activity will be a unit of study creating a multi-media presentation.

Sample Task Activity: Students will read textbooks, encyclopedias, and Internet resources and demonstrate how a form of

energy can transfer to perform a task. choose one form of energy (heat, light, electricity, chemical, sound). identify different ways that the form of energy can be transformed and how it can affect

matter. explain the transformation of the form of energy chosen and how it interacts with matter. design and create an invention or device that transforms the chosen form of energy into

another form to perform a task, e.g., something that uses a motor to turn electrical energy into mechanical energy.

keep an invention/device log.

SCIENCEContent Standards

6.1P.1 Describe physical and chemical properties of matter and how they can be measured.

6.1P.2 Compare and contrast the characteristic properties of forms of energy.6.2P.2 Describe the relationships between: electricity and magnetism, static and

current electricity, and series and parallel electrical circuits.8.2P.2 Explain how energy is transferred, transformed, and conserved.5.4D.1 Using science principles, describe a solution to a need or problem given criteria

and constraints.5.4D.3 Explain that inventions may lead to other inventions and once an invention

exists, people may think of novel ways of using it.6.4D.2 Design, construct, and test a possible solution to a defined problem using

appropriate tools and materials. Evaluate proposed engineering design solutions to the defined problem.


Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques


GRADE-LEVEL STANDARDSGrade 6SPEAKING Organize information using supporting details, reasons, descriptions, and

examples. Emphasize key points to assist the listener in following the main ideas and

concepts. Support opinions with detailed evidence and with visual or media displays.




Grade: 5 Page 2

demonstrate the invention or device. explain the invention or device and trace the flow of energy transformation as it

operates. produce and perform a commercial for the invention or device, explaining its purpose

and use.

Questions What do you learn by comparing two forms of energy and how they react with matter? How does energy flow through your invention or device? Account for all of it. Did your invention create and/or destroy any energy? Explain. (Note: Energy is never

destroyed.)

Implementation Time 1 day to research the form of energy and to identify ways it can be changed and affect

matter 3-4 days to design and build an invention or device, and write the commercial 1 day to make presentations

Resources How Batteries Work htpp://electronics.howstuffworks.com/battery.htm How Force, Power, Torque and Energy Work www.auto.howstuffworks.com/auto-

parts/towing/towing-capacity/information/fpte.htm Middle Tennessee State University Physics Department

http://www.mtsu.edu/~physics/ NASA http://www.nasa.gov/home/index.html Oregon Public Education Network (OPEN) http:/ / op e n . k 12 . or .u s / openc 0 1 . ht m l What is Energy?

www.auto.howstuffworks.com/auto-parts/towing/towing-capacity/information/fpte8.htm

Note: For teachers in Portland Public Schools, use Circuits and Science Curriculum Resource

Grade 8SPEAKING Outline a speech based on a chosen pattern of organization, including an

introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.

Use credible and relevant information to convey message. Use feedback, including both verbal and nonverbal cues to reconsider and

modify the organizational structure and to rearrange words and sentences to clarify the meaning.

Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.

ReadingGrade 6READ TO PERFORM A TASK Locate information in titles, tables of contents,

chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level text.



SCORING GUIDE - SCIENCE SPEAKING: see Standards and Assessments Section.


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Explain the transformation of energy in a system.Describe various forms of energy and how they interact with matter.


http://www.auto.howstuffworks.com/auto-parts/towing/towing-capacity/information/fpte8.htm

http://www.auto.howstuffworks.com/auto-parts/towing/towing-capacity/information/fpte8.htm

http://open.k12.or.us/openc01.html

http://www.nasa.gov/home/index.html

http://www.mtsu.edu/~physics/

http://www.howstuffworks.com/fpte.htm

http://www.howstuffworks.com/fpte.htm

http://www.howstuffworks.com/battery.htm


Explain the principle that energy is conserved, neither created nor destroyed.


ARTS TASK Transformation of Energy Grades 4-5

Option 1: The student will write and perform an original script for a TV science program about the transformation of energy. The student should: Watch several science programs to see the methods used to present scientific information. Observe the settings and write notes about how they add to the visual interest of the scene. Determine locations to be used, presenters (all could potentially be played by one actor), and graphics needed to adequately achieve a desired

outcome. Include actions, graphics/models, settings, and props.Implementation Time: One week.

SCORING GUIDE 6 5 4 3 2 1The TV program is based on personal observations and shows imagination.Essential elements and organizational principles are used.


Option 2: The student will collaborate with others to design and perform a skit to depict a form of energy.Extensions:

The students will design and create costumes and props to depict a form/forms of energy. The students will design a commercial using skit created. The students will perform the skit/commercial for an audience.

Implementation Time: One week.

SCORING GUIDE 6 5 4 3 2 1Skit, costumes, and props show understanding of the energy form.Performance engages the audience with strong impact.Skit, costumes, and props show resourcefulness and originality.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = BeginningThe ArtsStandards Addressed:


Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.Benchmark 2: Use experiences, imagination, observations, essential elements and organizational principles to achieve a desired effect when

creating, presenting and/or performing works of art.Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or



ARTS TASK Transformation of Energy CONTINUED Grades 4-5



Benchmark 2: Explore aspects of the creative process and the effect of different choices on one's work.Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and problem solving to

produce one's work.




Grade: 5


GIFTED⌧ Advanced Critical

ReasoningScholarly InteractionContinuous Progress for

Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical

Use of InfluenceLeadership

Training/CareerRealistic Goal SettingRegular Interaction with

Intellectual PeersSocial-Emotional Issues;

Support; Coping StrategiesAdvanced Academic

PlanningOpportunity for

Competition/ Failures/Successes

⌧ Creative Problem Solving with Real Problems/ Audiences

Pursuit of Advanced Level Research

Advanced Vocabulary Development

ADVANCED SCIENCE KNOWLEDGE/SKILLS⌧ Advanced Critical

Thinking in Science⌧ Continuous

Progress/Level and Rate* in Science

Challenging Science Resources

⌧ Creative Problem Solving Strategies in Science

Science Advanced Vocabulary Development

Leadership Training Career

Decision Making; Ethical Use of Influence

Regular Interaction with Talented Science Peer

Realistic Goal SettingOpportunity for

Competition/Failures/ Successes

Advanced Academic Planning in Science


Advanced Critical Thinking in LAContinuous Progress/Level and Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/

SuccessesAdvanced Academic Planning in LA

CAREER-RELATED LEARNING STANDARDS

FORGRADUATION

REQUIREMENTS⌧ Personal Management⌧ Problem Solving⌧ Communication



STUDENT IS PURSUING




Postsecondary


Postsecondary


Postsecondary

Student Grade

Teacher School






PLANETSSCIENCE, MATH, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 5 Page 1


K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Systems: Student will understand any collection of things that have an influence on one another can be thought of as a system.

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning): models, scales):Hypothesizing, analyzing, predicting, inferring, evaluating

Differentiation Features:Students Use multiple higher-level skills Have additional variables to study Make reasoning explicit Design and/or construct a model based on principles or criteria Present oral and written communication to a real world audience

Archetypal ModelRead about the movement of one of the planets as it orbits the sun, using textbooks, encyclopedias, and Internet sites.

Design a kinetic model that can show the effect of that planet’s movement with relation to the sun and any satellites it has.

Present the model and position the parts to explain celestial phenomenon.

Demonstrate phases of Jupiter’s satellites.

Sample Task Activity: Students will read about the movement of the Earth and moon as they revolve around the sun.

SCIENCECONTENT STANDARDS

5.1E.1 Describe the Sun-Earth-Moon system.6.1E.2 Describe the properties of objects in the solar system. Describe and compare

the position of the sun within the solar system, galaxy, and universe.8.2E.1 Explain how gravity is the force that keeps objects in the solar system in regular

and predictable motion and describe the resulting phenomena. Explain the interactions that produce Earth’s seasons.


6.2.1 Develop, analyze, and apply the meaning of ratio, rate, and percent to solve problems.

7.2.2 Apply ratio and proportionality to solve problems, including percent and simple probability.

7.2.4 Develop and use scale factors and proportional relationships to solve problems, including similarity and congruence.

7.2.5 Convert among different units of measurement to solve problems, including rates.

7.2.6 Apply scale factor to analyze how the change in one measure (e.g., length, area, volume) affects another.




Grade: 5 Page 2

make a model of the sun, Jupiter, and its satellites so that their size and distance are to scale. demonstrate the movement of Jupiter and its satellites around the sun explaining how the

revolution and rotation relate to days/years, seasons, solar and lunar eclipses. create a model that will explain day/night, years, seasons, moon phases, and eclipses. (Balls

on pedestals or held by students.) place the individual pieces of their model in the proper position to answer the following

questions:

Questions How do the planets in our solar system move around the sun? How does the movement of the Earth cause us to experience days, seasons, years? How does the moon interact with Earth and the sun so that we see phases of the moon?

MOON JOURNALSample Task Activity: Students will keep a moon journal in which they make moon observations 3-4 times a week, including in

each observation a drawing of how the moon appears, its direction in the sky, its height (0° is horizon, 90° is straight up) and the time of the observation.

analyze this data for patterns concerning the moon’s phases and the time of day it is visible. make a chart or table in the journal that shows the moon’s phases over a complete cycle.

Based on their observations or research (daily newspaper or web site), they will include data on moonrise, also.

students will write an expository paper that explains their moon set conclusions citing their observations.

Questions What is the position of the earth relative to the sun at noon and midnight in Oregon?

Demonstrate this. What is the position of the Earth and moon, related to the sun, for the following for

Oregon:o Spring, half moono Summer, half moono Winter, full moon

If the earth were in this (teacher given) position relative to the sun now, what position would it be in 15 months?

Implementation Time

.


WritingWrite narrative, expository, and persuasive texts, using a variety of written forms – including journals, essays, short stories, poems, research reports, research papers, business and technical writing – to express ideas appropriate to audience and purpose across the subject areas.

Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques.

GRADE-LEVEL STANDARDSWritingGrade 6EXPOSITORY WRITING Pose relevant questions that are focused enough to be thoroughly answered in

the report. Identify credible sources. Support the main idea or ideas with facts, details, examples, and explanations

from multiple authoritative sources, such as speakers, newspapers and magazines, reference books, and online information searches.

Include references usedGrade 8EXPOSITORY WRITING Specify a thesis Use a variety of primary and secondary sources, and distinguish the nature

and value of each. Include important ideas, concepts, and direct quotations from significant

information sources, and paraphrase and summarize different perspectives on the topic, as appropriate.

Organize and display information on charts, tables, maps, and graphs. Document sources.


2 weeks with intermittent journal time.




Grade: 5 Page 3

Resources Astronomy 161: The Solar System. University of Tennessee

http: / /csep10 . phys . ut k . e du/astr16 1 /lect/ i nde x .h tml How Stuff Works—Lesson on Seasons http://home.howstuffworks.com/science-projects-

for-kids-weather-and-seasons.htm How Stuff Works—Solar Eclipses h t tp : / / w w w.h o w s t u f f w or k s .c o m /so l ar-eclipse .h tm International Earth Rotation Service http://www . iers.org/

Grade 6SPEAKING Organize information using supporting details, reasons, descriptions, and

examples. Emphasize key points to assist the listener in following the main ideas

and concepts. Support opinions with detailed evidence and with visual or media

displays.Grade 8SPEAKING Develop a focus and present information to achieve particular

purpose by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.


Use credible and relevant information to convey message. Use feedback, including both verbal and nonverbal cues to

reconsider and modify the organizational structure and to rearrange words and sentences to clarify the meaning.

SCORING GUIDESee Standards and Assessments Section for Speaking.

SCIENCEStudents are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Explain how the Earth’s revolution and rotation relate to days/years.Explain how the tilt of the Earth’s axis causes seasons.Explain the cause of the moon’s phases.Explain solar and lunar eclipses.


http://www.iers.org/

http://www.howstuffworks.com/solar-eclipse.htm

http://home.howstuffworks.com/science-projects-for-kids-weather-and-seasons.htm

http://home.howstuffworks.com/science-projects-for-kids-weather-and-seasons.htm

http://csep10.phys.utk.edu/astr161/lect/index.html


ARTS TASK Planets Grades 4-5

Option 1: The student will develop a one-act scenario based on a selected planet’s relationship among other planets and its relationship with the sun.Extensions:

The student will design a poster advertising the scenario. The student will create a costume for one of the characters in the scenario.

Implementation Time:

SCORING GUIDE 6 5 4 3 2 1Imagination and creativity is evident in work.The dialogue created and the essential elements selected combine effectively.The student’s critiques, using self-selected criteria, reveals knowledge of art.


Option 2: Write a short song about the relationship between two or more planets or between a planet and its satellite(s).Extension: The student will place students in positions reflecting the position of their planets and have them sing their songs to one another.Implementation Time:

Basic task: two weeks Extension: teacher discretion

SCORING GUIDE 6 5 4 3 2 1

The student revealed imagination and creativity in his/her project (song).The student combined elements to achieve an intended effect.The student identified artistic choices in the work and defended his/her choices.



Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes .Benchmark 2: Use experiences, imagination, observations, essential elements and organizational principles to achieve a desired effect when creating,

presenting and/or performing works of art.Common Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent

Content Standard: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent.Benchmark 2: Create, present and/or perform a work of art and explain how the use of essential elements and organizational principles shapes an idea,

mood or feeling found in the work.Benchmark 3: Create, present and/or perform a work of art by controlling essential elements and organizational principles to express an intended idea,

mood or feeling.


Common Curriculum Goal: Evaluate one's own work, orally and in writing.Content Standard: Evaluate one’s own Work, orally and in writing.

Benchmark 2: Critique one's own work using self-selected criteria that reveal knowledge of the arts, orally and in writing.Benchmark 3: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.




Grade: 5


GIFTEDAdvanced Critical ReasoningScholarly Interaction

⌧ Continuous Progress for Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/Failures/ SuccessesCreative Problem Solving with Real ProblemsPursuit of Advanced Level ResearchAdvanced Vocabulary Development

ADVANCED SCIENCE

KNOWLEDGE/SKILLS


⌧ Continuous Progress/Level and Rate* in ScienceChallenging Science ResourcesCreative Problem Solving Strategies in ScienceScience Advanced Vocabulary DevelopmentLeadership Training/ CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Science PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in Science

ACADEMICALLY TALENTED MATH

Advanced Critical Thinking in Math

⌧ Continuous Progress/Level and Rate* in MathChallenging Math ResourcesCreative Problem Solving Strategies in MathMath Advanced Vocabulary DevelopmentLeadership Training/ CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Math PeersRealistic Goal Setting Opportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in Math



⌧ Continuous Progress/Level and Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in LA

CAREER-RELATED

LEARNING STANDARDS

FORGRADUATION




STUDENT IS PURSUING


English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High


The Arts Benchmark 1 Benchmark 2 Benchmark 3 High


Student Grade

Teacher School






CAFETERIA COST EFFECTIVENESSMATH, SOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 4-5 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 4-5 up to the standard used for grade levels 6 and 8.

K 1 2 3 4 5 6 7 8 9 High School ⌧


Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy – Analysis, synthesis, and evaluation

Differentiation Features:Students Will be clustered by higher order thinking Use multiple higher-level skills Conduct original research Develop a product Design and/or construct a model based on principles or criteria

Archetypal Model Determine question Determine frequency distribution Display/analyze data graphically Provide summary statements supported by the collected data

Sample Task ActivityStudents will discuss with the teacher the meaning of cost effectiveness. design a survey to collect data and graph it. transform/analyze/present data. analyze or develop findings to comprehend supply and demand.

Note: Students will find out from the cafeteria how much waste is produced when different entrees are served (e.g., yakisoba noodles, chicken nuggets, whole wheat wiener wraps, vegetarian lasagna, etc.).


5.3.7 Determine the appropriate units, strategies, and tools for solving problems that involve estimating or measuring volume.

5.3.9 Identify and measure necessary attributes of shapes to use area, surface area, and volume formulas to solve problems (e.g., to find which of two gift boxes needs the most wrapping paper or has the greater volume?).

7.2.5 Convert among different units of measurement to solve problems, including rates.

7.3.4 Use models to explain the reasonableness of formulas for the surface area of pyramids and cylinders, and volume of pyramids, cylinders, and cones.

7.3.7 Estimate and compute the area and volume of complex or irregular shapes by dividing them into basic shapes.

8.2.1 Organize and display data (e.g., histograms, box-and-whisker plots, scatter plots) to pose and answer questions; and justify the reasonableness of the choice of display.

8.2.2 Use measures of center and spread to summarize and compare data sets.8.2.3 Interpret and analyze displays of data and descriptive statistics.8.2.4 Compare descriptive statistics and evaluate how changes in data affect those

statistics.8.2.6 Use sample data to make predictions regarding a population.8.2.7 Identify claims based on statistical data and evaluate the reasonableness of

those claims.8.2.8 Use data to estimate the likelihood of future events and evaluate the

reasonableness of predictions.



CAFETERIA COST EFFECTIVENESSMATH, SCIENCE, SOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 4-5 Page 2

Questions What do we want to find out? What do we think will happen? What will we need to observe or measure in order to find out the answer to our scientific

question?

Additional Inquiry If you want to determine cost effectiveness of the cafeteria food, what information

would you need? How do you find out how much waste is produced for different entrées? Is it important to know what it costs to prepare the entrées? What information do you need to get from the people who run the cafeteria? What information do you need to collect from the students? Which graph represents each summary statement? Explain. In what way might your graph change if you added another variable? Based on your results, what suggestions would you make to the people who run the

cafeteria (e.g., which day of the week to serve the entrée? Which season)? What conditions influence the decisions of consumers, producers, economic institutions

and government?

Extensions Compare cafeteria findings to fast food restaurant findings.

Resources Cost Effectiveness Resource: Quality Measures for Georgia’s School Nutrition Programs

http://www.gadoe.org/fbo_nutrition.aspx?PageReq=QMINTRO EXCEL – Microsoft Graph Club Software Possible Marketing information from a fast food restaurant



EconomicsUnderstand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions and government.Social Science AnalysisDefine and clarify an issue so that its dimensions are well understood.Acquire and organize materials from primary and secondary sources.

CONTENT STANDARDS EconomicsUnderstand the concept of supply and demand.Social Science AnalysisIdentify, research, and clarify an event, issue, problem or phenomenon of significance to society.Gather, use, and evaluate researched information to support analysis and conclusions.Explain various perspectives on an event or issue and the reasoning behind them.Identify and analyze an issue.

BENCHMARKSEconomicsGrade 5 Understand how supply and demand influence price, and how price increases or

decreases influence the decisions of consumers.Grade 8 Understand how price is an incentive for both buyers and producers/sellers in the

marketplace.

Social Science AnalysisGrade 5 Identify a response or solution and support why it makes sense, using support form

research.Grade 8 Clarify key aspects of an event, issue or problem through inquiry and research. Gather, interpret, use and document information from multiple sources,

distinguishing facts from opinions and recognizing points of view. Examine controversial event, issue, problem from more than one perspective. Examine the various characteristics, causes, and effects of an event, issue, or

problem.


http://www.gadoe.org/fbo_nutrition.aspx?PageReq=QMINTRO




Grades: 4-5 Page 3



GRADE-LEVEL STANDARDSGrade 6READ TO PERFORM A TASK Read textbooks, biographical sketches, letters, diaries, directions,

procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, bus routes, and catalogs.

Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aide understanding of grade-level text.

Grade 8READ TO PERFORM A TASK Read textbooks; biographical sketches; letters; diaries; directions;

procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.

SCORING GUIDEStudents are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Identify resources to collect relevant information.Design a survey to collect relevant information.Collect and analyze data.Write an analytical statement using collected data for support. Understand how economy is influenced by the decisions of consumers, producers, economic institutions and government.Understand the concept of supply and demand.




Grades: 4-5 Page 4

Georgia Department of Education School & Community Nutrition Program Quality Measures: for Georgia's School Nutrition Programs http://www.doe.k12. ga.us/nutrition/qmfinmgt.html

COST EFFECTIVENESS RESOURCE . BOLD ITEMS MAY RELATE TO THIS LESSON. Quality Measure-Food costs are managed to control the cost of the meal served or sold to customers and to reach financial goals.

Successful programs...

1. Allocate a percentage, for example 40%, of revenue for food costs.2. Operate at each site within an established daily, weekly, and monthly food budget.3. Evaluate actual versus budgeted food costs daily, weekly, monthly and year-to-date.4. Establish an average food cost per plate based on the food budget.5. Allocate an average food cost to each menu item based on the food budget.6. Budget garnishes into food costs.7. Budget condiments into food costs.8. Precost and postcost recipes including pre-prepared food items and menus and

subsequently update precost figures.9. Follow cycle menus.10. Compare the quality, judged by student preferences, nutritional content,

and costs, of school-prepared menu items to convenience items prior to purchasing.

11. Consider historical data such as weather, school activities, and number of portions of menu items recorded as served on the production record in determining (forecasting) quantities to produce in the next menu cycle.

12. Order food based on current inventory levels and the amount forecast to be prepared for the time period covered by the order.

13. Avoid overproduction by scheduling the preparation of food just prior to serving and checking food availability at scheduled intervals throughout the serving period.

14. Conserve food by preparing food according to the standardized recipe.15. Use portioning equipment specified in the standardized recipe to ensure accurate

and consistent serving sizes of menu items.

16. Follow procedures in the kitchen manual for handling and storing all foods, including unserved portions at the end of the serving period.

17. Include unserved portions in subsequent days' production planning according to established standards for use.

18. Evaluate and reduce kitchen waste by observing discarded foods and analyzing reasons for loss.

19. Evaluate and reduce customer food waste by observing discarded foods and analyzing reasons for loss, such as appropriate portion sizes, customer preferences, temperature, method of preparation or service.

20. Purchase foods of the highest quality possible consistent with the budget, the district's procurement plan and customer expectations.

21. Plan portion sizes based on customers' nutritional needs, food preferences, the school's chosen menu planning option, and the food budget.

22. Keep all equipment in good working order and accurately calibrated to minimize food loss.

23. Prohibit the removal of food and containers from the premises.24. Maintain a perpetual inventory of all foods and reconcile to a physical inventory

at regular intervals.25. Follow procedures for receiving foods to ensure that only items ordered and

items that meet specifications are accepted.26. Establish a turnover rate to minimize the amount of food in inventory at any

point in time.27. Maintain a daily inventory of food items sold separately from meals and

reconcile to reported sales.28. Periodically, through a second party review, verify food reported as used

against observed and reported sales.29. Control the purchase of emergency or specialty foods or off-bid items.30. Encourage competition among food vendors through communication with both

broad-line and specialty vendors31. Decrease food expenses through the maximum use of USDA commodities.32. Evaluate the cost of reprocessing USDA commodities to determine potential

food cost savings and compatibility with cycle menus.33. Maximize food usage by distributing excess inventory or older items among

schools.


ARTS TASK Cafeteria Cost Effectiveness Grades 4-5

Option 1: The student will create a side-by-side illustration comparing two entrees served in cafeteria showing comparative cost, waste, supply and demand.Extensions:

The student will include graphs from investigation. The student will present conclusions of research to an audience using illustrations.

Implementation Time: Three forty-minute sessions.

SCORING GUIDE 6 5 4 3 2 1Illustrations show resourcefulness and originality.Illustrations show problem solving.Presentation is clear and engages the audience.


Option 2: The student will write and perform a script for a TV newscast in which the cost effectiveness of a cafeteria is covered from several angles. The student should:

Observe in-depth newscasts to note the manner in which information is presented. Use interviews with characters playing cafeteria workers, reporters, experts, etc., to reveal what you have learned about factors affecting cost

effectiveness in a cafeteria. Include graphs, charts, or other visual aids.Implementation Time: One week

SCORING GUIDE 6 5 4 3 2 1The newscast achieves the goal of communicating significant, diverse information in an entertaining manner.Performances are audible, easily understood, well-paced, and animated.The presentation is logically sequenced.


Option 3: The student will write and perform a short play in which the characters are detective(s) and cafeteria employee(s), and the detective(s) are investigating the cost effectiveness of a cafeteria. The student should:

Use data acquired through research to make up the core content. Brainstorm and list key events for the exposition, rising action, climax, falling action, and conclusion. Use props, appropriate costumes, and set pieces. Plan and note or diagram the movements (blocking) and positions to be used by the actors. Rehearse movements, and memorize and practice dialogue so it will be audible, well enunciated, and smoothly paced.Implementation Time: About one week


ARTS TASK Cafeteria Cost Effectiveness CONTINUED Grades 4-5

SCORING GUIDE 6 5 4 3 2 1The play is organized using standard plot structure.The performance achieves the desired effect.Content reveals significant information.



Create, Present and PerformCommon Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on

the result.Content Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium,

choice of tools, analysis and revision) and identify the impact of choices made.Benchmark 2: Explore aspects of the creative process and the effect of different choices on one's work.Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and problem solving to

produce one's work.

Common Curriculum Goal: Create, present and perform works of art.Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.






Grades: 4-5

TAG NEEDS ADDRESSEDINTELLECTUALL

Y GIFTEDAdvanced Critical Reasoning

⌧ Scholarly Interaction

⌧ Continuous Progress for Level and Rate*Challenging ResourcesEffecting Change

⌧ Decision Making; Ethical Use of InfluenceLeadership Training/ CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real

ADVANCED SCIENCE

KNOWLEDGE/ SKILLS


⌧ Continuous Progress/Level and Rate* in ScienceChallenging Science Resources

⌧ Creative Problem Solving Strategies in ScienceScience Advanced Vocabulary DevelopmentLeadership Training/Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented Science PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in Science

ACADEMICALLY TALENTED MATH

Advanced Critical Thinking in Math

⌧ Continuous Progress/ Level and Rate* in MathChallenging Math ResourcesCreative Problem Solving Strategies in MathMath Advanced Vocabulary DevelopmentLeadership Training/ CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Math PeersRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in Math



⌧Continuous Progress/Level and Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/ CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in LA


KNOWLEDGE/SKILLSAdvanced Critical Thinking in Social Science

⌧ Continuous Progress/Level and Rate* in Social SciencesChallenging Social Sciences ResourcesCreative Problem Solving Strategies in Social SciencesSocial Sciences Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in Social Sciences

CAREER-RELATED

LEARNING STANDARDS

FOR GRADUATION

REQUIR-EMENTS

⌧ Personal Management

⌧ Problem Solving

⌧



STUDENT IS PURSUING


English/Language Arts__Grade-Level__high School/ Postsecondary


Postsecondary


Postsecondary


Postsecondary



Problems/ AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development

Student Grade

Teacher School





LINKAGE OVER TIMEENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, AND ARTS

Grade: 5 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 5 up to the standard used for 8.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s Model of Reasoning: English/Language Arts; Paul’s Concept Development: Social Sciences

Differentiation Features:Students Use multiple higher-level skills Study a concept in multiple applications

Archetypal ModelStudents will develop a horizontal timeline and linkage of people and events based on the settings of literary selections read (i.e., stories, plays, books, fables, myths) or read to them. Students will use skills of compare and contrast, inference, evaluation, and analogy to develop linkages. Reading and literature selected will be at the appropriate level and rate of the learner. Linkages may be investigated in the following areas: History and Politics (Social Sciences) Literature and Theater (Language and Performing Arts) Religion, Philosophy, and Learning Visual Arts Music (Performing Arts) Science, Technology (Math, Science and Communications) Daily Life

Investigations may be done individually, or in small or large group formats. Depth of content and number of linkages investigated will be determined by appropriate level and rate of the learners and time available. Resources used and investigation methods will be determined by the level of learners.


LiteratureDevelop an interpretation of grade-level literary text.


GRADE-LEVEL STANDARDSLiteratureGrade 6LITERARY TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text. Identify the actions and motives (e.g., loyalty, selfishness,

conscientiousness) of characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or theme.

Identify and analyze the development of themes in literary works based on evidence in the text.

Infer the main idea when it is not explicitly stated, and support with evidence from the text.

Infer unstated reasons for actions based on evidence in the text.Grade 8 LITERARY TEXT: DEVELOP AN INTERPRETATION Predict future outcomes supported by the text. Determine characters’ traits by what the characters say in narration

and dialogue. Analyze the influence of setting on the conflict and its resolution Identify and examine the development of themes in literary works. Infer the main idea when it is not explicitly stated. Make reasonable inferences, statements, and conclusions about a

text, supporting them with accurate examples.

Speaking and ListeningGrade 6 SPEAKING Organize information using supporting details, reasons, descriptions, and


examples. Emphasize key points to assist the listener in following the main ideas and

concepts.




Grade: 5 Page 2

Teacher’s Introduction Teacher uses this task demand as a model for analysis of literature and the two areas of

linkage (technology and daily life) to lay the groundwork for the concepts of linkages and connections.

Teacher reads Little Red Riding Hood to students. Teacher asks students to describe the setting of the story (e.g., in a forest, isolated from

neighbors, some distance between houses, no vehicles, somewhat wild since there is a fear of strangers and wolves).

Teacher asks students what they know about the daily life from the characters (e.g., Little Red wore a hood. Food was homemade. Red walked the distance between houses. Food was taken to Grandma in a basket. There was a woodsman. Grandma lived alone in a cottage. Wolves were out and about. Ailing Grandma was alone lying in bed).

Teacher asks students what technology (tools and inventions) was evident in the story (ax). Teacher asks students to reflect and describe what would be different if Red were sent to see

her ill grandmother’s house in our present times. (e.g., Red might ride her bike, take a bus, drive or be driven. Mom might have called ahead to let Grandma know Red was coming. Red’s outfit might be different. Food might be take-out or microwaveable and taken in a cooler or backpack instead of a basket. Grandma might live in a condominium, a house, or an assisted living place. Grandma may have been watching TV when wolf or Red arrived. The woodsman might have a chainsaw/or other saws besides an ax. A hiker, mail carrier, or other worker who would come to her aid might replace the woodsman. Grandma might not let the wolf in, might use a telephone and dial 911 for help instead of using her voice.)

As students share differences, teacher lists responses and clusters them in a grouping that could be labeled “technology,” thus laying the foundation for the linkages.

Teacher also discusses with children what would be similar or the same in today’s world if this tale were set in today’s times. (e.g., Mother would be concerned about Grandma’s health. Child may be sent on an errand. Food is often provided to people in need. Mother would caution child about dangers in the community. Individuals may come to the assistance of Grandma or Red if they cried for help).

Sample Task ActivityStudents will read Tom Sawyer. describe the setting of the story (e.g., United States in the 1800’s, state of Missouri in a

rural community along the Mississippi River).

Support opinions with detailed evidence and with detailed evidence and with visual or media displays.

Grade 8SPEAKING Use credible and relevant information to convey message. Use feedback, including both verbal and nonverbal cues to reconsider and

modify the organizational structure and to rearrange words and sentences to clarify the meaning.

Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.



CONTENT STANDARDHistorical SkillsUnderstand, represent, and interpret chronological relationships in history.

BENCHMARKSHistorical SkillsGrade 5 Interpret data and chronological relationships presented in timelines and narratives.

Grade 8 Represent and interpret data and chronological relationships from history, using

timelines and narratives.




Grade: 5 Page 3

describe the daily life depicted in this story. (e.g., Towns exist; people go to church; children are expected to go to school; there is a legal system; children at play use sticks, hoops, etc, for entertainment; social/status levels exist --Judge Thatcher, Injun Joe, and Nigger Jim; sugar is a precious commodity; there are behavioral expectations for children; travel by boat is common; different expectations for mode of dress on Sunday and other days; marriage and widowhood have status expectations; public education exists; potions and painkillers are used; cats are domestic pets.)

cite examples of technology from the selection. (Boats, paddleboats, cannons, whitewash, fencing, slates, chalk, books, matches and matchboxes, roads, wagons).

observe religion, philosophy, learning (attitude toward people of color, Christianity as religious focus, commerce, romance, manners, importance of education).

study other linkage concepts introduced and developed by teacher, including history, literature, theater, religion, philosophy, learning, visual arts, music, science, technology, math, daily life.

research linkages to other cultures for this same setting time. compare and contrast elements of the setting of Tom Sawyer to the setting in which they

live; record observations on Graphic Organizer Linkages Over Time: The Human Experience. discuss, based on the analysis of the setting, what time period/era they believe it is ( if the

time period is not directly identified or stated), sharing the text clues or inferences that led them to their conclusions.

select one category of linkage to investigate and use Linkage Investigation Form. prepare speech to report findings, using the Graphic Organizer Informative Speech Outline.

Questions If this story were set in a geographically different location, what plot events would

change, if any? Support your response. Would the mood of the story be affected by a change in setting? Why or why not?

Explain. Would the theme of the story be affected by a setting change? Why or why not?

Support your answer.

Questions for independent investigations of linkages How does the development or non-development in one linkage area inhibit advances in

another linkage area? Hypothesize with support why development and progress in one linkage area in one culture

progressed at a different rate than in another culture or how progress and advancements in one linkage area can arrest progress and advancements in another linkage area (i.e. interdependency of linkage area).




Grade: 5 Page 4

Implementation Time 3 to 5 class periods for group work and discussion; research work as homework.

ResourcesBartlett’s QuotationsBiographiesEncarta CD or other similar reference sourceInternetThe Timetable of HistoryTwain, M. (1903). The adventures of Tom Sawyer. (reprint 2001 paperback). NY: Aladdin Paperbacks.

Additional Information found on the Internet:

From this site you will see copies of the original publication with drawings, resources for Twain’s ideas, Twain’s efforts for publishing, etc. h tt p ://ete x t.v i rginia.ed u/ r a ilton/to m saw y e/to m ho m pg.ht m l

SCORING GUIDE


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Describe literary settings in broad areas, i.e., history, literature, theater, religion, philosophy, learning, visual arts, music, science, technology, math, daily life).Hypothesize why setting changes occurred from the literary setting and student’s current setting.Determine the relationship, if any, of the literary piece with the themes and issues of its historical period, supplying evidence for support.


http://etext.virginia.edu/railton/tomsawye/tomhompg.html


GRAPHIC ORGANIZER

LINKAGE OVER TIME: THE HUMAN EXPERIENCE

TIME FRAME HISTORY, POLITICS

LITERATURE, THEATER

RELIGION, PHILOSOPHY,

LEARNING

VISUAL ARTS MUSIC, PERFORMING

ARTS

SCIENCE, TECHNOLOGY,

MATH, COMMUNICATIONS

DAILY LIFE, HISTORY,

COMMUNICATIONS

DESCRIPTION OF LINKAGE

SIMILARITIES WITH

LITERATURE STUDIED

DIFFERENCES WITH

LITERATURE STUDIED



GRAPHIC ORGANIZER

LINKAGE INVESTIGATION

Name Date Linkage Area Explored

Resources/References used Information found

What were the themes or major issues of your Who were the significant personalities in your

linkage area? area of study? What were their contributions?


GRAPHIC ORGANIZER

INFORMATIVE SPEECH OUTLINE

Name Date

Setting Description Linkage Area

Introduction (include an appropriate hook)

Body

Conclusion

After your presentation, be ready to respond to the following question:



ARTS TASK Linkage Over Time Grades 4-5

Option 1: The student will view films of and compare all or part of Shakespeare’s Romeo and Juliet (Zefferelli or Royal Shakespeare version) with parallel scenes from West Side Story, pointing out similarities and differences.

Extensions: The student will memorize and present the balcony scene from Romeo and Juliet followed by the fire-escape scene from West Side Story (singing

optional). The student will write and perform a modern version of the balcony scene from Romeo and Juliet, using a modern setting and language. The student will compose music to accompany, and/or a song to include in the modern version of, the balcony scene.

Implementation Time: Viewing films: three to five hours if entire films used, one hour if selected scenes are used. Comparison discussion: One period Extensions: (varying with task) One to three periods in class plus out-of-class preparation; Presentation time: ten minutes.

SCORING GUIDE 6 5 4 3 2 1The student identified cultural/historical elements.The student articulated similarities and differences using cultural and historical elements.The project revealed planning, problem solving and imagination in its use of staging, costuming, props, etc.The project revealed the student’s artistic choices by establishing idea, mood and feeling.








ARTS TASK Linkage Over Time CONTINUED Grades 4-5

Common Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the result


Benchmark 2: Identify the creative process used, and the choices made, when combining ideas, techniques and problem solving to produce one's work.


Common Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intentContent Standard: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent.

Benchmark 2: Create, present and/or perform a work of art and explain how the use of essential elements and organizational principles shapes an idea, mood or feeling found in the work.

Benchmark 3: Create, present and/or perform a work of art by controlling essential elements and organizational principles to express an intended idea, mood or feeling.

Historical and Cultural PerspectivesCommon Curriculum Goal: Understand how events and conditions influence the arts.

Content Standard: Explain the influence of events and conditions on works of art.Benchmark 2: Identify and describe the influence of events and/or conditions on works of art.Benchmark 3: Distinguish the influence of events and conditions on works of art.

Common Curriculum Goal: Understand how the arts can reflect the environment and personal experiences within a society or culture, and apply to one's own work.

Content Standard: Explain how a work of art reflects the artist's environment and personal experience within a society or culture, and apply to one’s own work.

Benchmark 2: Describe how works of art from various historic periods reflect the artist's environment, society and culture.Benchmark 3: Explain how works of art from around the world reflect the artist's environment, society and culture.




Grade: 5


GIFTED ⌧ Advanced Critical Reasoning

Scholarly Interaction⌧ Continuous Progress for

Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level Research

⌧ Advanced Vocabulary Development (assuming advanced level novels)


Advanced Critical Thinking in LAContinuous Progress/Level and Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LA

⌧ Advanced Vocabulary Development (assuming advanced level novels)Leadership Training/Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal Setting Opportunity for Competition / Failures/SuccessesAdvanced Academic Planning in LA


Advanced Critical Thinking in Social Sciences

⌧ Continuous Progress/Level and Rate* in Social SciencesChallenging Social Sciences ResourcesCreative Problem Solving Strategies in Social SciencesSocial Sciences Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in Social Sciences


STANDARDS FORGRADUATION

REQUIREMENTS⌧ Personal Management

Problem Solving⌧ Communication



STUDENT IS PURSUING


English/Language Arts Grade-Level High School/

Postsecondary


Postsecondary


Postsecondary


Postsecondary

Student Grade

Teacher School






CURRENT SOCIAL ISSUESENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, AND ARTS

Grades: 4-5 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-levels 4-5 up to the standard used for grade-level 8 in speaking and listening, grade-level 8 in writing, grade-levels 6-8 in social sciences analysis, and grade-levels 6-8 in reading.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Systems and Patterns of Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s Elements of Thought

Differentiation Features:Students Are clustered by higher order thinking Require multiple and advanced resources Conduct original research Develop a product

Archetypal ModelResearch a topic of interest, write a report and give an oral presentation to the class.

Sample Task ActivityStudents will write a research report on a topic of interest relevant to current events. For example,

students may select an international issue from a recent paper, or select a local, state, or regional issue from a recent paper.

choose an issue of personal interest, if possible. This could be from any section of the paper--world news, science, ecology, sports, and so on. The issue must involve conflict or different points of view. A fact is not an issue.

pose relevant questions about the topic. convey clear and accurate perspectives on the subject. include evidence compiled through the formal research process. document sources in a bibliography.


ReadingExamine content and structure of grade-level informational text across the subject areas.

WritingWrite narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.


GRADE-LEVEL STANDARDSReadingGrade 6INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE Draw conclusions about the author’s overall purpose as well as the author’s

placement and inclusion of specific information in the text. Distinguish among facts, supported inferences, and opinions in text. Identify and analyze text that uses the compare-and-contrast and cause-and-

effect organizational patterns. Compare and contrast information on the same topic after reading two

passages or articles.Grade 8INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE Determine the author’s purpose and perspective and relate them to

specific details in the text. Note and analyze instances of unsupported inferences, deceptive

reasoning, persuasion, and propaganda in text. Compare and contrast information on the same topic after reading several

passages or articles.




Grades: 4-5 Page 2

use organizational structures such as cause and effect, similarity and difference, and posing and answering a question for conveying information. Use Elements of Thought organizer.

make oral presentations to the class, using notes and outlines; using organizational pattern that includes preview, introduction, body, transitions, conclusion; using evidence and arguments to support opinions including more than one point of view, distinguishing fact from opinion; and using visual media.

Example 1: Become an involved party and assume the role of a real or hypothetical person. Explain who are you and where you fit in this community? (e.g.. My name is Senor

Hernandez and I am a businessman.) Tell what you are here to address. (I am here today to share my ideas with you on the topic

of _______________.) Share what you think/believe and why. Be sure to talk about the issue giving more than one

point of view and clearly explaining why you favor your idea. Identify facts and opinions. Tell why this is an important issue for others to be aware of. (This is important because…) Summarize the most important points in your presentation and make a strong final statement

for your point of view.

Example 2: You are the reporter. Introduce yourself and your topic. Make an organized presentation with a beginning, middle, and end. Develop main ideas

clearly and support with details. Clearly label facts and opinions. End with a concluding statement that summarizes the most important points in your

presentation. Ask for questions.

Example 3: Work with a partner. Stage a debate about your topic. Introduce yourselves and your topic, clearly stating each point of view. Partner A presents,

then Partner B presents; Partner A makes final comments and Partner B makes final comments. Each partner:

Makes an opening statement that introduces him/herself and his/her point of view. Makes an organized presentation with a beginning, middle, and end; develops main

ideas clearly and supports with details; clearly labels facts and opinions. Ends with a persuasive concluding statement that summarizes the most important

points in the presentation. During final comments, responds to points the partner has brought up if desired.

WritingGrade 6EXPOSITORY WRITING: RESEARCH REPORTS/MULTIMEDIA PRESENTATIONS Pose relevant questions that are focused enough to be thoroughly

answered in the report. Identify credible sources Support the main idea or ideas with facts, details, examples, and

explanations from multiple authoritative sources, such as speakers, newspapers and magazines, reference books, and online information searches.

Include references used.Grade 8

EXPOSITORY WRITING: RESEARCH REPORTS/MULTIMEDIA PRESENTATIONS Specify a thesis Use a variety of primary and secondary sources, and distinguish the

nature and value of each. Include important ideas, concepts, and direct quotations from significant

information sources, and paraphrase and summarize different perspectives on the topic, as appropriate.

Organize and display information on charts, tables, maps, and graphs. Document sources.

Speaking and ListeningGrade 6

SPEAKING Develop a focus and point of view. Match the purpose, message, occasion, and delivery to the audience. Organize information using supporting details, reasons, descriptions, and

examples. Support opinions with detailed evidence and with visual or media

displays.Grade 8SPEAKING Develop a focus and present information to achieve particular purposes by

matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.


Use credible and relevant information to convey message. Use feedback, including both verbal and non-verbal cues to reconsider and

modify the organizational structure and rearrange words and sentences to clarify the meaning.




Grades: 4-5 Page 3

Questions In which general current event are you interested? What criteria will you use to narrow the general area to the specific topic? What factors might limit you from your topic selection?

Implementation Time Class sessions; homework time.

ResourcesNewspaper, Internet, encyclopedias, magazines, books, district libraries at all levels, public library, community members as appropriate

Scoring guidesSee Standards and Assessments Section for the Speaking and Listening Scoring Guides and the Writing Scoring Guides.


Social Science AnalysisDefine and clarify an issue so that its dimensions are well understood.Acquire and organize materials from primary and secondary sources.Explain various perspectives on an event or issue and the reasoning behind them.Identify and analyze an issue.Select a course of action to resolve an issue.

CONTENT STANDARDSSocial Science AnalysisIdentify, research, and clarify an event, issue, problem, or phenomenon of significance to society.Gather, use, and evaluate researched information to support analysis and conclusions. Understand an event, issue, problem, or phenomenon from multiple perspectives.Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.Identify, compare, and evaluate outcomes, responses, or solutions, then reach a supported conclusion.

BENCHMARKSSocial Science AnalysisGrade 8 Clarify the key aspects of an event, issue, or problem through inquiry and research. Gather, interpret, use and document information from multiple sources,

distinguishing facts from opinions and recognizing points of view. Examine a controversial event, issue, or problem from more than one perspective. Examine the various characteristics, causes, and effects, of an event, issue or

problem. Consider two or more outcomes, responses, or solutions, identify their strengths and

weaknesses, then conclude and justify which is the best.

SCORING GUIDEResearch Report


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Pose relevant questions with a scope narrow enough to be thoroughly covered.Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources.


Include a bibliography.




Grades: 4-5 Page 4

SCORING GUIDESocial Sciences Analysis


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Clarify the key aspects of an event, issue, or problem through inquiry and research.Gather, interpret, use, and document information from multiple sources, distinguishing facts from opinions, and recognizing points of view.Examine a controversial event, issue, or problem from more than one perspective.Examine the various characteristics, causes, and effects, of an event, issue or problem.Consider two or more outcomes, responses, or solutions, identify their strengths and weaknesses, and then conclude and justify which is the best.


GRAPHIC ORGANIZER

ELEMENTS OF THOUGHT

Name Date Question at Issue (Frame) Purpose

Inferences Assumptions

Concepts Consequences and Implications

Evidence; Data Point of View: Audience/Speaker



ARTS TASK Current Social Issues Grades 4-5

Option 1: The student will script a parody of a TV talk show in which participants reveal through dialogue various perspectives/views on a current social issue. The student should:

Watch several panel-discussion-type shows to become consciously aware of how questions are asked and how panelists respond. Write questions to prompt responses from panelists who will relate the intended perspectives/views. Script interactions/debate between panelists that clarify or strengthen perspectives/views. Organize the content for impact clarity.

Extensions: The student will perform the parody.Implementation Time: Two to three weeks outside class or three class periods for preparation.

SCORING GUIDE 6 5 4 3 2 1Significant perspectives/views are evident.The performance is easily heard, clearly articulated, appropriately paced, and energetic.Content is informative.Content is logically sequenced.


Option 2: The student will create an artwork (a drawing or painting) that depicts a current social issue.Extensions:

The student will create an artwork that includes images to support a point of view. The student artwork will show beginning, middle, and end. The student artwork shows details to support point of view.


SCORING GUIDE 6 5 4 3 2 1Illustrations show strong connection to a current social issue.Artwork shows detail and originality.Illustrations show understanding of beginning, middle, and end.







ARTS TASK Current Social Issues CONTINUED Grades 4-5


Historical and Cultural PerspectivesCommon Curriculum Goal: Distinguish works of art from different societies, time periods and cultures.

Content Standard: Distinguish works of art from different societies, time periods and cultures, emphasizing their common and unique characteristics.Benchmark 2: Identify and relate common and unique characteristics in works of art that reflect social, historical, and cultural contexts.Benchmark 3: Identify and relate works of art from different societies, time periods and cultures, emphasizing their common and unique

characteristics.




Grades: 4-5




⌧ Continuous Progress for Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development



⌧ Continuous Progress/Level and Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in LA



⌧ Continuous Progress/Level and Rate* in Social SciencesChallenging Social Sciences ResourcesCreative Problem Solving Strategies in Social SciencesSocial Science Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in Social Sciences


STANDARDS FORGRADUATION

REQUIREMENTSPersonal ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development


STUDENT IS PURSUING



Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High School/ Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High School/ Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High School/ Postsecondary

Student Grade

Teacher School






POINT OF VIEWENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, AND ARTS

Grades: 4-5 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-levels 4-5 up to the standard used for grade-level 8.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Systems and Patterns of Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s Model of Reasoning: Analysis, multiple perspectives, persuasive writing, structure, function, and pattern of societal systems.

Differentiation Features:Students Use multiple higher-level skills Use multiple and advanced resources Conduct original research Present oral and written communication to a real world audience

Archetypal Model“Elements of Thought” organizational format

Sample Task ActivityStudents will prepare on an oral presentation on a personal point of view on a topic of research. Topic

example may be Oct. 26, 2001 Oregonian article on “Children in War.” This is a story of a 9-year-old boy from Afghanistan who is currently “fighting” on the front line in the battles with USA.

make contact with a community member interviewing him/her to gain insight into that person’s specific opinions on the research topic.

determine a role of one of the community members. Examples may be local minister, stay-at-home mom, mayor, high school student, small business owner, waitress.

use “The Speech Form” as a guide to plan the presentation.

Questions Why is your opinion important in dealing with the social issue you have presented?



Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multimedia communications across the subject areas.

GRADE-LEVEL STANDARDSSpeaking and ListeningGrade 6SPEAKING

Develop a focus and point of view Match the purpose, message, occasion, and delivery to audience. Organize information using supporting details, reasons, descriptions, and

examples.Grade 7SPEAKING

Develop a focus and point of view to achieve particular purposes and to appeal to the background and interests of the audience.

Organize information, arranging details, reasons, descriptions, and examples effectively and persuasively in relation to the audience.

Use traditional structures for conveying information including cause-and-effect, similarity and difference, and posing and answering a question.

Grade 8SPEAKING

Develop a focus and present information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Outline a speech based on a chosen pattern of organization including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.

Use credible and relevant information to convey message.ANALYSIS Provide constructive feedback to speakers concerning the coherence and logic

of a speech’s content and delivery and its overall impact on the listener. Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased


material).




Grades: 4-5 Page 2

Who are some people, organizations, agencies who might be able to help resolve the concerns you voice?

How might they help?

Implementation Time Approximately 3-4 weeks; 1-hour daily sessions in connection with Current

Social Issues lesson. (Student research papers/information gained from Current Social Issues.)

Resources Student research paper and information collected. Elements of Thought Graphic Organizer from VanTassel-Baska, J.

Curriculum Planning and Instructional Design for Gifted Learners. Denver: Love Publishing.

SCORING GUIDEUse Scoring Guides English/Language Arts –Speaking: Ideas and Content and Delivery.(See Standards and Assessments Section.)

Interpret and evaluate the various ways in which visual image-makers (e.g., graphic artists, illustrators, news photographers, film makers) communicate information and affect impressions and opinions.


Social Science AnalysisDefine and clarify an issue so that its dimensions are well understood.Acquire and organize materials from primary and secondary sources. Explain various perspectives of an event or issue and the reasoning behind them.Select a course of action to resolve an issue.

CONTENT STANDARDSSocial Science AnalysisIdentify, research, and clarify an event, issue, problem or phenomenon of significance to society.Gather, use, and evaluate researched information to support analysis and conclusions.Understand an event, issue, problem, or phenomenon from multiple perspectives.Identify, compare, and evaluate outcomes, responses, or solutions; then reach a supported conclusion.

BENCHMARKSSocial Science AnalysisGrade 8

Clarify key aspects of an event, issue or problem through inquiry and research. Gather, interpret, use, and document information from multiple sources,

distinguishing facts from opinions and recognizing points of view. Examine a controversial event, issue, or problem from more than one perspective. Consider two or more outcomes, responses, or solutions, identify their strengths and

weaknesses, then conclude and justify which is the best.




Grades: 4-5 Page 3

SCORING GUIDE


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Develop a focus, organizational structure, and point of view, matching the purpose, message, occasion, and delivery to the audience.Use organizational structures such as cause and effect, similarity and difference, and posing and answering a question for conveying information.Make oral presentations to the class (i.e., use notes and outlines; use organizational pattern that includes preview, introduction, body, transitions, conclusions; use evidence and arguments to support opinions; use visual media).Clarify key aspects of an event, issue, or problem through inquiry and research.Gather, interpret, use, and document information from multiple sources, distinguishing facts from opinions and recognizing points of view.Examine a controversial event, issue, or problem from more than one perspective.Consider two or more outcomes, responses, or solutions, identify their strengths and weaknesses, then conclude and justify which is best.


GRAPHIC ORGANIZER

THE SPEECH FORM

Name Date

State who you are and where you fit in this community (e.g., “My name is Jorgé, and I am a minister at the local Hispanic Catholic Church.”)

State what you here to address (e.g., “I am here today to share my ideas with you on the topic of (fill in research topic).”

State what you believe: “Here is what I think/believe…and this is why.”

State the reason: “I wanted to share my views with you because …” (Why is this important issue for others to be aware?)


For closure, state “In conclusion….” (Give a statement which summarizes your thoughts.)



GRAPHIC ORGANIZER

ELEMENTS OF THOUGHT

Name Date

Question at Issue (Frame) Purpose

Inferences Assumptions

Concepts Consequences and Implications

Evidence; Data Point of View: Audience/Speaker



ARTS TASK Point of View Grades 4-5

Option 1: The student will present orally the results of interviews with two adults and two minors regarding their opinions on a commonly known piece of music, using the same question-and-answer format for both interviews.

Extensions: The student will create a chart/graph to reflect both opinions and present data. The student will write an informative report on the topic of “Why We Hear Music.”

Implementation Time: Basic task: four class periods Extension tasks: one week

SCORING GUIDE 6 5 4 3 2 1The data are gathered and included in the presentation.Preferences of each target group are expressed in response to the music.


Option 2Two students working together will prepare and present a role-play of two members of the local community discussing the current issue from differing perspectives. Extensions:

Students will make campaign-style materials (e.g., poster, buttons, bumper stickers, etc.) in support of their characters’ points of view. Students will write and perform lyrics to existing songs to be theme songs for the campaign. Students will write five to ten questions to assess classmates’ understanding of the points of view presented.

Implementation Time: Basic Task: preparation four class periods; presentation: ten minutes Extension Tasks: additional 1-2 weeks

SCORING GUIDE 6 5 4 3 2 1The performance and artistic elements are organized imaginatively.Ideas are communicated effectively through art forms.Audience reaction to the work is evaluated.The student’s critique using self-selected criteria reveals a knowledge of the arts.



Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or






Common Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intentContent Standard: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent.

Benchmark 3: Create, present and/or perform a work of art by controlling essential elements and organizational principles to express an intended idea, mood or feeling.

Common curriculum Goal: Evaluate one's own work, orally and in writing.Content Standard: Critique and communicate about one’s own work, orally and in writing.

Benchmark 3: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.

Aesthetics and CriticismCommon Curriculum Goal: Respond to works of art and give reasons for preferences.

Content Standard: Describe personal preferences and identify how organizational principles in a work of art contribute to those preferences.Benchmark 3: Describe personal preferences for works of art using aesthetic criteria and identify how essential elements and organizational principles

contribute to the aesthetic effect.




Grades: 4-5


GIFTED⌧ Advanced Critical Reasoning

Scholarly Interaction⌧ Continuous Progress for

Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical

Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with

Intellectual PeersSocial-Emotional Issues;

Support; Coping StrategiesAdvanced Academic

PlanningOpportunity for

Competition/ Failures/Successes

Creative Problem Solving with Real Problems/Audiences

Pursuit of Advanced Level Research


ACADEMICALLY TALENTED ENG/LAAdvanced Critical Thinking in

LA⌧ Continuous Progress/Level and

Rate* in LAChallenging LA Resources

⌧ Creative Problem Solving Strategies in LA


Leadership Training/CareerDecision Making; Ethical Use

of InfluenceRegular Interaction with

Talented LA PeerRealistic Goal SettingOpportunity for Competition/

Failures/SuccessesAdvanced Academic Planning

in LA



⌧ Continuous Progress/Level and Rate* in Social Sciences

Challenging Social Sciences ResourcesCreative Problem Solving Strategies in

Social SciencesSocial Science Advanced Vocabulary

DevelopmentLeadership Training/CareerDecision Making; Ethical Use of

InfluenceRegular Interaction with Talented

Social Sciences PeerRealistic Goal SettingOpportunity for Competition/

Failures/SuccessesAdvanced Academic Planning in

Social Sciences


FORGRADUATION




STUDENT IS PURSUING




Postsecondary


Postsecondary


Postsecondary

Student Grade

Teacher School






DECLARATION OF INDEPENDENCESOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 5 Page 1


K 1 2 3 4 5 6 7 8 9 High School ⌧


Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy including analysis, synthesis and evaluation

Differentiation Features:Students Are clustered by higher order thinking Use multiple higher-level skills Use multiple resources Make reasoning explicit Design and/or construct a model on principles or criteria

Archetypal ModelThe students will write a persuasive composition with two opposing points of view. Using multiple perspectives, the students will use their social sciences text and the information they have learned in class to complete a graphic organizer showing two different points of view on an issue or problem. What is the issue or problem? Who are the stakeholders? What do these stakeholders believe?

Sample Task ActivityStudents will use an advanced social sciences text, the information they have been learning in class, and/or

Jackdaws to complete the graphic organizer Signing of the Declaration of Independence showing the British and American points of view about the signing the Declaration of Independence.

use that list to create a story with characters that hold these different points of view.


Social Science AnalysisExplain various perspectives on an event or issue and the reasoning behind them.

CONTENT STANDARDSSocial Science AnalysisUnderstand an event, issue, problem, or phenomenon from multiple perspectives.

BENCHMARKSSocial Science AnalysisGrade 5 Identify and study two or more points of view of an event, issue, or problem.

Grade 8 Examine a controversial event, issue or problem from one or more than one

perspective.

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOAL

Writing Write narrative, expository and persuasive text using a variety of written forms--including journals, essays, short stories, poems, research reports, research papers, business and technical writing--to express ideas appropriate to audience and purpose across subject areas.

GRADE-LEVEL STANDARDSWriting

Grade 6NARRATIVE WRITING Establish and develop a plot and setting and present point of view that is

suitable to the story. Include sensory details and clear language to develop plot and character. Use a range of narrative devices, such as dialogue or suspense.

Grade 8 NARRATIVE WRITING Relate a clear, coherent incident, event, or situation by using well

chosen details. Use narrative and descriptive strategies, including relevant

dialogue, specific action, physical description, background description and comparison or contrast of characters.




Grade: 5 Page 2

develop a narrative that includes:o Setting – The narrative takes place at the time of the signing of the Declaration of

Independence.o Characters–The narrative contains two characters with opposing perspectives. One

represents the American, and the other represents the British.o Plot – The plot revolves around the issue (Declaration of Independence) and the different

points of view (Americans/British)o Resolution –The resolution includes the consequences of following these points of view.

Questions1. What would be the results of the perspectives of the _____________________ (American)

(British)?2. How will the (Americans/British) benefit from this event (the signing of the Declaration of

Independence)?3. Who will be harmed or helped by this event and by how much?

Implementation Time 2 to 5 class periods depending upon the teacher’s assigned class work and homework.

Resources

Collier, J., and Collier, C. (1974). My brother Sam is dead. NY: Scholastic. Declaration of Independence Courtesy of the U.S. Historical Documents Archive

http://w3.one.net/~mweiler/ushda/dec.htm Forbes, Esther. (1968). Johnny Tremaine: A story of Boston revolt. NY: Dell Publishing. Jackdaws Primary Resources Publications http: / / w ww. j ac k da w .c o m / Lesson plans and resources for My brother Sam is dead

http://www.create.cett.msstate.edu/create/classroom/lplan_view.asp?articleID=196 List of US historical documents in chronological order from The U.S. Historical

Documents Archive, USHDA www.archives.gov/historical-docs/ Paine, Thomas. (1776). Common sense. Philadelphia, W. and T. Bradford

http://libertyonline.hypermall.com/Paine/ CS-Frame.html Sample activities to do before, during, and after your reading of Johnny Tremaine

http:/ / ww w . e asyfunsch o ol . c o m /article 1 23 7 .ht m l Thomas Paine information http://www.bartleby.com/133/ and

http://libertyonl i ne.hyper m a ll . co m /P a ine/ De fault.htm Scoring Guides Writing (See Section VII)

Grade 6PERSUASIVE WRITING State a clear position on a proposition or proposal. Support the position with organized and relevant evidence. Anticipate and address reader concerns and counter arguments.

Grade 8PERSUASIVE WRITING Include a well-defined thesis that makes a clear and knowledgeable judgment or

appeal. Present detailed evidence, examples, and reasoning to support arguments,

differentiating between facts and opinions. Provide details, reasons, and examples, arranging them effectively by anticipating

and answering reader concerns and counter-arguments.


http://libertyonline.hypermall.com/Paine/Default.htm

http://www.easyfunschool.com/article1237.html

http://www.archives.gov/historical-docs/

http://www.create.cett.msstate.edu/create/classroom/lplan_view.asp?articleID=196

http://www.jackdaw.com/




Grade: 5 Page 3

Vocabulary List forDeclaration of Independence

Use the Vocabulary Web Graphic Organizer

(See explanation and example in Graphic Organizer section.)Acquiesce Annihilation Consanguinity Despotism Jurisdiction Magnanimity Perfidy Rectitude Unalienable Usurpations

SCORING GUIDE


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Identify and study two or more points of view of an event, issue, or problem.Examine a controversial event, issue, or problem from one or more than one perspective.


GRAPHIC ORGANIZER

COMPARING INFORMATION

Name Date

SIGNING OF THE DECLARATION OF INDEPENDENCE

AMERICANS BRITISH

ECONOMICS

GOVERNMENT

MILITARY

POLITICALPARTIES

CRAFTSMEN



GRAPHIC ORGANIZER

VOCABULARY WEB

Name Title

Synonyms:

Sentence: Definition:

Antonyms: Word:

Example: Part of Speech:

Analysis

Word Families:

Stems:

Origin:

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary . Dubuque, Iowa: Kendall Hunt Publishing. Pg 55. Reprinted with permission


ARTS TASK Declaration of Independence Grades 4-5

Option 1: The student will create two newspaper ads to promote American and British points of view.Extensions:

The student will show images symbolic of economics, government, military (see graphic organizer). The student will illustrate an issue or problem unique to point of view.


SCORING GUIDE 6 5 4 3 2 1Images show detail and originality.Images show understanding of differences in points of view and beliefs.


Option 2: The student will design print-media advertisements (e.g., posters or cartoons), each of which promotes a British or American point of view regarding the signing of the Declaration of Independence. The student should:

List individual points of view. Incorporate images, slogans, or other elements that would add to the persuasive quality of the work. Research a variety of advertisements, posters, or cartoons intentionally to note how images, text, shapes, lines, borders, colors, etc. are used. (The

Internet is a good source of historic posters and political cartoons.)Implementation Time: three class periods or one week out of class

SCORING GUIDE 6 5 4 3 2 1Works are persuasive and interesting.Works include essential elements of color, texture, shapes, lines, and text in an organized fashion.





performing works of art. Historical and Cultural Perspectives

Common Curriculum Goal: Distinguish works of art from different societies, time periods and cultures.Content Standard: Distinguish works of art from different societies, time periods and cultures, emphasizing their common and unique characteristics.

Benchmark 2: Identify and relate common and unique characteristics in works of art that reflect social, historical, and cultural contexts.Benchmark 3: Identify and relate works of art from different societies, time periods and cultures, emphasizing their common and unique


characteristics.




Grade: 5

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED

⌧ Advanced Critical ReasoningScholarly Interaction

⌧ Continuous Progress for Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development


KNOWLEDGE/SKILLS⌧ Advanced Critical Thinking in

Social SciencesContinuous Progress/Level and Rate in Social SciencesChallenging Social Sciences ResourcesCreative Problem Solving Strategies in Social SciencesSocial Science Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in Social Sciences


⌧ Advanced Critical Thinking in LAContinuous Progress/Level and Rate* in LA

⌧ Challenging LA ResourcesCreative Problem Solving Strategies in LA

⌧ Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in LA


FORGRADUATION

REQUIREMENTSPersonal Management




STUDENT IS PURSUING




Postsecondary


Postsecondary


Postsecondary

Student Grade

Teacher School






HISTORICAL BIOGRAPHIESSOCIAL SCIENCES AND ENGLISH/LANGUAGE ARTS

Grades: 4-5 Page 1

The Acceleration ApproachThe standard has been accelerated by moving grade-level 5 up to the standard used for grade-level 8.

K 1 2 3 4 5 6 7 8 9 High School ⌧


Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy

Differentiation Features:Students Are clustered by higher order thinking Use multiple resources Develop a product Make reasoning explicit Present oral and written communication to a real world audience

Archetypal ModelAfter doing biographical studies, students create a timeline of significant contributions by people who were studied. Each student persuades an audience which person on the timeline made the greatest impact in American history.

Sample Task ActivityCHALLENGE TASK:Part I : Students will select a person who influenced America from pre-history through the period of the

American Revolution and about whom they are interested. use three or more advanced level sources to gather information, including at least one

biography. keep notes from the readings either on note cards, in a journal, or through any other

system that works.


US HistoryUnderstand and interpret events, issues, and developments within and across eras of US history.


Social Science AnalysisDesign and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences.

Define and clarify issues so that it s dimensions are well understood.

Acquire and organize materials from primary and secondary sources.

Identify and analyze an issue.CONTENT STANDARDS

U. S. HistoryUnderstand the importance and lasting influence of individuals, issues, events, people, and developments in U. S. history.Historical SkillsUnderstand, represent, and interpret chronological relationships in history.

Social Science AnalysisIdentify, research, and clarify an event, issue, problem or phenomenon of significance to society.Gather use, and evaluate researched information to support analysis and conclusions.

Identify and analyze characteristics, causes, and consequences of a event, issue, problem or phenomenon



WritingCommunicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that


support meaning.




Grades: 4-5 Page 2

prepare a card that will be displayed on the Class Timeline with the selected person’s name, major contribution(s), and the date that is most significant in his or her lifetime. They will include a graphic on the card that will help the class learn about this person. (All students will complete this assignment working at their assessed level in the class.)

persuade the U.S. Postal Service to issue stamps in honor of the people they studied by including specific facts about their lives and contributions. How would the country be different if the selected person’s contribution had not been made? (See Graphic Organizer Hamburger Model. See also explanation of Hamburger Model in Graphic Organizer section.)

share their timeline information and read their persuasive writings to each other.

Part I I Students will identify the different career fields or areas of contribution represented by the individuals

they studied and form groups with others who studied people in their fields. analyze and present to the class the advancements that were made in the field by the people

studied. The group’s presentation should do the following:o present in chronological order.o create links between each biography so there is a flow in presentation.o identify and support the way the advances in the field supported or inhibited

changes over time.o include some kind of visual display (poster board, models, costumes, etc.) to

increase understanding of the individuals and contributions they made to your field. give evidence, after listening to the presentations of all of the groups, to support how

progress made in their field changed other fields.

The teacher/group leader asks students to discuss why the development in one field progressed at a different rate than another field.

Part I II In summary, students will write a reflective paper keeping in mind Questions to Guide Intellectual Thinking. Students will choose one of the topics below.

Either:Choose the person you think made the greatest impact in early American history. Explain your conclusion and include specific information about the person to support your ideas. Include personal characteristics analysis.

Or:Choose the two people you think made the greatest contributions to early American history and compare and contrast their contributions. Include personal characteristics analysis.

Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.

GRADE-LEVEL STANDARDSReadingGrade 6READ TO PERFORM A TASK Read textbooks, biographical sketches, letters, diaries, directions,

procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, bus routes, and catalogs.

Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level text.

Grade 8READ TO PERFORM A TASK Read textbooks; biographical sketches; letters; diaries;

directions; procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.


WritingGrade 6PERSUASIVE WRITING State a clear position on a proposition or proposal. Support the position with organized and relevant evidence. Anticipate and address reader concerns and counter-arguments.Grade 8PERSUASIVE WRITING Include a well-defined thesis that makes a clear and knowledgeable

judgment or appeal. Present detailed evidence, examples, and reasoning to support arguments,

differentiating between facts and opinions. Provide details, reasons, and examples, arranging them effectively by

anticipating and answering reader concerns and counter-arguments.




Grades: 4-5 Page 3

Questions1. What individual influenced America from pre-history through the period of the American

Revolution?2. How did the progress made in the field of the person you studied change other fields?3. What were the personal qualities and behaviors that led to success?4. What personal barriers had to be overcome (e.g., rejection of ideas, alienation)?5. What obstacles or opinions created barriers (e.g., economic, political, religious)?6. What else was going on at this time? Who were other notable individuals with whom this

person collaborated?


Scoring GuideUse Writing Scoring Guide. See Standards and Assessments Section.

ResourcesBooksBetts, G. & Neihart, M. (1986). Night of the notables. Greeley, CO: ALPS -Autonomous Learner

Model Publications.Grun, B. & Bostin, D. J. (1991). The timetables of history: A horizontal linkage of people and

events. NY: Simon & Schuster.

InternetAutobiographies. The Center for Gifted Education at The College of William & Mary.

Kendall/Hunt Publishing http:// w ww . k e nda l lh un t . com Colonial Hall http:/ / w w w . c o loni a lh a ll . co m / ind e x .a s p Kid Info American Revolution

http://www.kidinfo.com/American_History/American_Revolution. htmlNational Council for History Education http:// w ww . hist or y . o r g / nche/ Product Guides. The Curriculum Project, 3300 Bee Cave Road, Suite 650-141; Austin, Texas;

512. 263.3089; http:// www.curricul um p roject .c om US Biographies http://odur.let.rug.nl/~usa/B/index.htm

Speaking and ListeningGrade 6SPEAKING Develop a focus and point of view. Organize information using supporting details, reasons, descriptions, and examples. Emphasize key points to assist the listener in following the main ideas and concepts.

Support opinions with detailed evidence and with visual or media displays. Use language effectively to convey the message and make content clear.

Grade 8SPEAKING Develop a focus and present information to achieve particular purposes by

matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.




http://odur.let.rug.nl/~usa/B/index.htm

http://www.curriculumproject.com/

http://www.history.org/nche/

http://www.colonialhall.com/index.asp

http://www.kendallhunt.com/


GRAPHIC ORGANIZER

HAMBURGER MODEL

Name Date Introduction (State your opinion)


Reason Reason Reason


Conclusion


ARTS TASK Historical Biographies Grades 4-5

Option 1: The student will create a mock-up of the stamp of the selected historical figure. The mock-up will show color, layout, and typography.Extensions:

The student will prepare and present the Post Office statement and TV public service announcement (PSA) that will be given when it releases the stamp offering reasons why the historical figure deserves the stamp and why people should buy it.

The student will portray the selected person in the PSA explaining how his/her contribution benefited America.Implementation Time:

Basic task: One to three periods in addition to general classroom task Extensions: One to three additional class periods, out of class time for homework, and 5-15 minutes presentation and discussion time

SCORING GUIDE 6 5 4 3 2 1Images show detail and originality.The design and/or dialogue are imaginative.The performance is technically appropriate.Choices made in preparing presentation, including color, language, etc. are identified.Choices made in organizing the elements of the performance are explained.










Grades: 4-5




⌧Continuous Progress for Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of Influence

⌧ Leadership Training/ CareerRealistic Goal SettingRegular Interaction with Intellectual Peers

⌧ Social-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/Failures/ SuccessesCreative Problem Solving with Real Problems/ Audiences

⌧ Pursuit of Advanced Level ResearchAdvanced Vocabulary Development


⌧ Advanced Critical Thinking in LA⌧ Continuous Progress/Level and

Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary Development

⌧ Leadership Training/Career⌧ Decision Making; Ethical Use of

InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in LA


⌧ Advanced Critical Thinking in Social Sciences⌧ Continuous Progress/Level and Rate* in Social

Sciences⌧ Challenging Social Sciences Resources

Creative Problem Solving Strategies in Social SciencesSocial Sciences Advanced Vocabulary Development

⌧ Leadership Training/Career⌧ Decision Making; Ethical Use of Influence

Regular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in Social Sciences


STANDARDSFOR

GRADUATIONREQUIREMENTS

⌧ Personal Management⌧ Problem Solving⌧ Communication⌧ Teamwork

Employment Foundations

⌧ Career Development


STUDENT IS PURSUING




Postsecondary


Postsecondary


Postsecondary

Student Grade

Teacher School






FIGURATIVE LANGUAGEENGLISH/LANGUAGE ARTS AND ARTS

Grades: 4-5 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 4-5 up to the standard used for grade-level 5 through 8.

K 1 2 3 4 5 6 7 8 9 High School ⌧


Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s analysis, evaluation, and interpretation

Differentiation Features:Students Are clustered by higher order thinking Use multiple higher-level skills Have additional variables to study

Archetypal ModelStudents will read and analyze a book on figurative language, the author’s use of techniques to influence readers’ feelings and determine from whose point of view the story is being told.

Sample Task ActivityStudents will read the book Bunnicula: A Rabbit Tale of Mystery. take notes as they read, using a grid to track the author's use of figurative language,

especially of simile, metaphor, hyperbole, and/or personification. make notes of especially effective or ineffective language, copying what they think is

good or bad and giving page numbers, clearly identifying whether these examples are good or bad.

choose one of the following tasks to do thoroughly. (They may also choose extensions. "For Fun" is available for additional credit.)1. Using your notes, describe how the author uses figurative language to tell the story.

State your opinion about the effectiveness for the author's purpose, giving specific examples from the text.


LiteratureDevelop an interpretation of grade-level literary text.Examine content and structure of grade-level literary text.

WritingWrite narrative, expository, and persuasive texts, using a variety of written forms – including journals, essays, short stories, poems, research papers, business and technical writing – to express ideas appropriate to audience and purpose across the subject areas.

GRADE-LEVEL STANDARDSLiterature Grade 5

LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE Define figurative language, including simile, metaphor, exaggeration, and

personification, and explain the effects of its use in a particular work. Evaluate the believability of characters and the degree to which a plot is

believable or realistic. Grade 6LITERARY TEXT: DEVELOP AN INTERPRETATON Determine characters’ traits by what the characters say in narration and

dialogue Analyze the influence of setting on the conflict and its resolution. Identify and examine the development of themes in literary works. Make reasonable inferences, statements, and conclusions about a text, supporting them

with accurate examplesGrade 8LITERARY TEXT: DEVELOP AN INTERPRETATON Identify the actions and motives (e.g., loyalty, selfishness,

conscientiousness) of characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or theme.

Infer the main idea when it is not explicitly stated, and support with evidence in the text

Infer unstated reasons for actions based on evidence in the text.




Grades: 4-5 Page 2

2. Using your notes, evaluate the author's use of techniques to influence reader's feelings regarding the appeal of characters in the book, the logic and believability of plots and settings, and the use of figurative language.

3. Identify the speaker in at least three separate incidents from the story. Recognize and identify the difference between first and third person narrative. Critique the believability of characters and the degree to which the plot is believable or realistic.

Questions How effective was the figurative language? How effective were the characters? The plot? How effective was the book?

Extensions Explain the effects of the author's stylistic decisions (e.g.,

what is the effect of the author’s use of exaggeration or structure or imagery?). Use specific examples from your notes.

Analyze characterization as shown through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.

Additional Task—for funFor fun, write an original short story using figurative language such as personification to tell the story. DO NOT use characters fromBunnicula or a vampire theme.

Implementation Time To be determined by the teacher.

ResourcesFigurative Language Definitions

Howe, Deborah & James Howe. (1979). Bunnicula. NY: Macmillan.

Suggested Additional Reading Material:Howe, Deborah and James Howe. (1993). Return to Holiday Inn. NY: Camelot.

WritingGrade 5EXPOSITORY WRITING: RESPONSE TO LITERARY TEXT Demonstrate an understanding of a literary work. Support interpretations through references to the text and to prior

knowledge. Develop interpretations that exhibit careful reading and understanding.Grade 6EXPOSITORY WRITING: RESPONSE TO LITERARY TEXT Develop interpretations that show careful reading, understanding, and

insight. Organize the interpretations around several clear ideas. Develop and justify the interpretations through the use of examples and

evidence from the text.Grade 8EXPOSITORY WRITING: RESPONSE TO LITERARY TEXT Connect the student’s own responses to the writer’s techniques and to

specific textual references. Draw supported inferences about the effects of a literary work on an

audience.




Grades: 4-5 Page 3

SCORING GUIDE 6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

The Student A. Demonstrates a thorough understanding of the use of figurative language in the text.

B. Makes insightful analysis of the effect of language and its use in telling the story.

Makes subtle, in-depth conclusions and connections.

Identifies types of figurative language and provides a basic analysis of how they affect the selection.

Shows an incomplete analysis; shows limited understanding of the effectiveness of language in the story.

Shows a limited, confused, or unfounded analysis of author's ideas.

Does not engage in thoughtful analysis of the text.

Figurative Language Definitionshyperbole (hi-pur-buh-lee) n. Exaggeration or extravagant statement used as a figure of speech.

Examples:I could sleep for a year.

This book weighs a ton.

metaphor (met-uh-for) n. A figure of speech that compares or equates two seemingly different things. In contrast to a simile, a metaphor implies the comparison instead of stating it directly, so it has no connectives such as like or as.

Examples:evening of life (old age)flower of youth (young and beautiful)

personification (per-SON-i-fi-kay-shun) n. A figure of speech in which an animal, an object, a force of nature, or an idea is given human characteristics.

Examples:Flowers danced upon the lawn.Hunger shivered upon the road.

personify (per-SON-i-fy) v. to think of or represent an object or animal as having the personality, qualities, thoughts, or movements of a living human being.

Example: "Flopsy, Mopsy, and Cotton-tail, who were good little bunnies, went down to the lane to gather blackberries; but Peter, who was very naughty, ran straight away to Mr. McGregor's garden, and squeezed under the gate!" The Tale of Peter Rabbit, Beatrix Potter.

simile (sim-uh-lee) n. A figure of speech in which two seemingly different things are compared directly, the comparison usually introduced with like or as.

Example: The crowd raced away like scattered sheep.




Grades: 4-5

O RGANIZ E Y OUR B O O K R EVI E W

Bunnicula: A Review with a Special Focus

I. IntroductionA. The first paragraph tells what the focus of the review is about. For Bunnicula we are

focusing on the author’s writing style and use of figurative language.

B. Look at the question you have chosen. Use the opening paragraph to give your answer.

C. Give the name and author of your book; answer the question "What is this book about?

II. Body of the writingA. Use your notes and quotes from the book to write a paragraph that gives a

specific example of the author's use of figurative language to tell the story of Bunnicula, supporting your answer to your Bunnicula question.

B. Give a second example that supports your answer.

C. Give a third example that supports your answer.

III Conclusion In closing, invite others to read the book.

WRITING YOUR PAPERGeneral guidelines

Show pride in your work. Use clean paper, and good handwriting. You can use a word processor if you want. Notebook paper is okay if it is in good condition. Do NOT turn in notebook paper that has been torn out of the notebook.

Write a "sloppy copy" and a final draft. Turn in both.

Final drafts should be best work. Ideas are the most important aspect of the paper but for "best work" organization, spelling, capitalization, and punctuation are very important, too. Proofread your work and fix mistakes.

Write responses to literature:• Develop an interpretation exhibiting careful reading, understanding, and insight.• Organize the interpretations around several clear ideas or images from the

literary work.• Support and justify interpretations through use of sustained examples and textual

evidence.

Write an expository composition at least one page in length (e.g., description, explanation, comparison and contrast, p ro b le m an d sol u ti o n ):• State the thesis or purpose.• Explain the situation.• Follow an organizational pattern appropriate to the type of composition.• Provide persuasive evidence in expository paper to validate arguments and

conclusions as needed.

Directions:Choose the question you will answer. Write your answer in the style of a literary review, at least one page in length.Organize the answers to your question in the form of a book review.• Use your notes and specific quotes from the text to support your opinions.• While you may tease the reader with details from the story, do not give away the

ending as you discuss writing style.• Include a recommendation as to who would enjoy reading the book.


ARTS TASK Figurative Language Grades 4-5

Option 1: The student will create at least one illustration with images appropriate to selected example of figurative language.Implementation Time: Three forty-minute sessions.

SCORING GUIDE 6 5 4 3 2 1Images are expressive of figurative language.Images show understanding of character and plot.Images show originality and attention to detail.


Option 2: The student will create graphic interpretations of literary (print) similes, metaphors, personification and hyperbole. The student should: Locate within the studied text examples of similes, metaphors, personification and hyperbole. Determine a medium in which to represent the figurative language: e.g., colored pencils, crayons, chalk, paint, computer graphics software. Use colors, textures, patterns, shapes and lines to add interest and variety.Implementation Time: Three class periods or one week out of class

SCORING GUIDE 6 5 4 3 2 1Graphic interpretations of figurative language capture the essence of the figurative language.Essential elements of color, textures, patterns, shapes and lines are combined in a manner to achieve an intended effect.



Create, Present and Perform Common Curriculum Goal: Create, present and perform works of art. Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.






Grades: 4-5



⌧ Continuous Progress for Level and Rate* (Requires advanced level literature selection.)

⌧ Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level Research

⌧ Advanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LAAdvanced Critical Thinking in LA

⌧ Continuous Progress/Level and Rate* in LA (Requires advanced level literature selection.)

⌧ Challenging LA ResourcesCreative Problem Solving Strategies in LA

⌧ Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/Successes

⌧ Advanced Academic Planning in LA


FORGRADUATION

REQUIREMENTSPersonal ManagementProblem Solving



STUDENT IS PURSUING






Postsecondary


Postsecondary

Student Grade

Teacher School






LITERATURE CHARACTERS-REVOLUTIONARY WARSOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 5 Page 1


K 1 2 3 4 5 6 7 8 9 High School ⌧



Differentiation Features:Students• Complete fewer tasks to master standards and benchmarks• Use advanced resources• Use multiple higher-level skills• Develop a product• Make cross-disciplinary applications

Archetypal ModelRead literary text from a designated period in time and record significant people and events; create a timeline based on information found in literature. Using Graphic Organizers, analyze characters and write a description that includes character's name, beliefs, values, thoughts, background (age, gender, education, family), movement, 3-5 words describing character (e.g., intense), significant events in life, mannerisms, characteristic expressions (e.g. smiling, frowning, serious). Develop vocabulary using selected words from text.

Sample Task Activities: Students will read Johnny Tremaine. complete character description using Graphic Organizer Character Analysis. write a description of the main character as revealed through a character’s thoughts, words,

speech patterns, and actions; the narrator's description; and the thoughts, words, and action of other characters.

use Graphic Organizers Significant People and Significant Events to describe important people who influenced the person and important things that happened.


HistoryHistorical Skills: Interpret and reconstruct chronological relationships.

CONTENT STANDARDSHistoryUnderstand, represent, and interpret chronological relationships in history.

BENCHMARKSHistoryGrade 5Interpret data and chronological relationships presented in timelines and narratives.

Grade 8Represent and interpret data and chronological relationships from history, using timelines and narratives.


LiteratureDevelop an interpretation of grade-level literary text.WritingWrite narrative, expository, and persuasive tests, using a variety of written forms – including journals, essays, short stories, poems, research reports, research papers, business and technical writing – to express ideas appropriate to audience and purpose across the subject areas.

GRADE-LEVEL STANDARDSLiteratureGrade 5LITERARY TEXT: DEVELOP AN INTERPRETATION Identify the qualities of the character (e.g., courage, cowardice

ambition), and analyze the effect of these qualities on the plot and the resolution of the conflict.

Grade 6LITERARY TEXT: DEVELOP AN INTERPRETATION Determine characters’ traits by what the characters say in narration and dialogue. Make reasonable inferences, statements, and conclusions about a text,

supporting them with accurate examples.




Grade: 5 Page 2

create a timeline based on information found in literature. develop vocabulary with Graphic Organizer Vocabulary Web. (See explanation and

example in Graphic Organizer section.)

Questions What were the significant events in the character’s life? What were the beliefs, values, and thoughts of the character? What was the character’s background? What was the character’s age, gender, education, family? Describe the character’s expressions, e.g., smiling, frowning, serious. Describe the character’s mannerisms.

Implementation Time 1-2 weeks

Scoring GuideSee Standards and Assessments Section for English/Language Arts and Social Sciences.

Resources Graphic Organizers: Character Analysis, Significant People, Significant Events, and

Vocabulary Web Forbes, Esther. (1968). Johnny Tremaine: A story of Boston revolt. NY: Dell Publishing.

Grade 7LITERARY TEXT: DEVELOP AN INTERPRETATION Analyze characterization as revealed through a character’s thoughts, words, speech

patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters.

Grade 8LITERARY TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text. Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness) of

characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or theme.

WritingGrade 5EXPOSITORY WRITING: RESPONSE TO LITERATY WORK Demonstrate an understanding of a literary work. Support interpretations through references to the text and to prior

knowledge. Develop interpretations that exhibit careful reading and understanding.Grade 6EXPOSITORY WRITING: RESPONSE TO LITERATY WORK Develop interpretations that show careful reading, understanding, and insight. Organize the interpretations around several clear ideas. Develop and justify the interpretations through the use of examples and

evidence from the text.Grade 7EXPOSITORY WRITING: RESPONSE TO LITERATY WORK Organize interpretations around several clear ideas, premises, or images from

the literary work. Justify interpretations through use of sustained examples and textual

evidence.Grade 8EXPOSITORY WRITING: RESPONSE TO LITERATY WORK Connect the student’s own responses to the writer’s techniques and to specific

textual references. Draw supported inferences about the effects of a literary work on its

audience. Support interpretations through references to the text, other works, other authors, or

to personal knowledge.



GRAPHIC ORGANIZER

CHARACTER ANALYSIS

Name Title

Beliefs, Values, Background (Age, Gender, Thoughts Education, Family)

Character’s Name

Significant Events in Life 3-5 Words to Describe Character (i.e., intense)

Mannerisms Characteristic Expressions(i.e., smiling, frowning, serious)



GRAPHIC ORGANIZER

SIGNIFICANT PEOPLE

Name Title

Famous Person

Name important people inthe famous person's life.

Relationshipto the person

How did these peopleinfluence the famous person?



GRAPHIC ORGANIZER

SIGNIFICANT EVENTS

Name Title

Famous Person

Important Events in the Famous Person's Life Concurrent Important Historical Events

1.

2.

3.

4.

5.



GRAPHIC ORGANIZER

VOCABULARY WEB

Name Title

Synonyms:

Sentence: Definition:

Antonyms: Word:

Example: Part of Speech:

Analysis

Word Families:

Stems:

Origin:



ARTS TASK Literature Characters—Revolutionary War Grades 4-5

Option 1: The student will select a Revolutionary War song and explain the relevance of pertinent words or phrases regarding the social and/or political aspects of the war contained in the lyrics.

Extensions: The student will change the lyrics of the song to present social and/or political issues of present day. The student will create a poster to represent both songs portrayed in an artistic style of the Revolutionary War era and of the present.

Implementation Time: Basic task: 90-120 minutes Extensions: varies

SCORING GUIDE 6 5 4 3 2 1Social and/or political issues of the Revolutionary War are represented.Different artistic approaches are used to establish idea, mood, or feeling.The impact of events and conditions on song lyrics is identified.


Option 2: The student will present an interview with Johnny Tremaine in which a modern interviewer asks questions about Johnny’s life, beliefs and actions.Extension: Present a scene in which Johnny meets and talks to a modern high-school-age student about how the America Johnny helped create has changed.Implementation Time:

Basic Task: One week for preparation; 15 minutes for presentation; Extensions: One to two weeks preparation; 15 minutes presentation and discussion

SCORING GUIDE 6 5 4 3 2 1The organizational plan is clearly identifiedThe student’s critique, using self-selected criteria, reveals knowledge of the arts.




Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or



ARTS TASK LITERATURE CHARACTERS-REVOLUTIONARY WAR CONTINUED Grades 4-5




Common curriculum Goal: Evaluate one's own work, orally and in writing.Content Standard: Critique and communicate about one’s own work, orally and in writing.


Common Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent.Content Standard: Create, present and/or perform a work of art that demonstrates an idea, mood or feeling by using essential elements and

organizational principles, and describe how well the expresses one’s intent.Benchmark 3: Create, present and/or perform a work of art and explain how the use of essential elements and organizational principles shapes an

idea, mood or feeling found in the work.

Historical and Cultural Perspectives.Common Curriculum Goal: Understand how events and conditions influence the arts.

Content Standard: Explain the influence of events and conditions on works of art.Benchmark 3: Distinguish the influence of events and conditions on works of art.




Grade: 5




⌧ Continuous Progress for Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Sup- port; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/Failures/SuccessesCreative Problem Solving with Real Problems/Audiences


⌧ Advanced Critical Thinking in LA⌧ Continuous Progress/Level and Rate*

in LAChallenging LA Resources

⌧ Creative Problem Solving Strategies in LA

⌧ Advanced Vocabulary DevelopmentLeadership Training/Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/Successes


Advanced Critical Thinking in Social Sciences⌧ Continuous Progress/Level and Rate* in Social

SciencesChallenging Social Science ResourcesCreative Problem Solving Strategies in Social SciencesSocial Science Advanced Vocabulary DevelopmentLeadership Training/Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in Social Sciences


STANDARDSFOR


Personal Management




STUDENT IS PURSUING




Postsecondary


Postsecondary


Postsecondary

Student Grade

Teacher School






OREGON REGIONSSOCIAL SCIENCES AND ARTS

Grades: 4-5 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-levels 4-5 up to the standard used for grade-level 8.

K 1 2 3 4 5 6 7 8 9 High School ⌧


Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy evaluation; Paul’s Social Sciences Concept Development

Differentiation Features:Students Use multiple resources Study a concept in multiple applications Uses advanced resources Make reasoning explicit

Archetypal ModelUse graphic organizers to compile data and then draw conclusions.Grouping PatternIndependent, partner of similar ability, or small group

Sample Task Activity: Students will use the Graphic Organizer STATE: OREGON Environmental Characteristics I to identify

and give examples of the environmental characteristics that influence population in the different regions of Oregon.

Challenge Task: Students will use the Graphic Organizer STATE: OREGON Environmental Characteristics II to describe

how the environmental characteristics of a region influence the population, cultural characteristics, and the economic characteristics of that region.

compare data on selected region at present, 10 years earlier, and 20 years earlier.


GeographyUnderstand economic, cultural and environmental factors that influence changes in population and evaluate the consequences of the resulting increases or decreases in population.

CONTENT STANDARDGeographyUnderstand, analyze and evaluate the consequences of population changes resulting from economic, cultural, or environmental factors.

BENCHMARKSGeographyGrade 5 Identify and give examples of issues related to population increase and decrease.

Grade 8 Identify economic, cultural, and environmental factors that affect population, and

predict how the population would change as a result.




Grades: 4-5 Page

Questions Select a favorite region and give three reasons why the environmental

characteristics there would make it a good place to live. Give two examples of how the cultural and economic factors influence the

population in this favorite region. In studying the different regions and characteristics, explain one thing that

surprised you when you learned about it. Which of these has the greatest influence on the population: environment,

culture, or economics ? Why? What are the trends/changes in the selected region? Explain what brought about

changes; forecast what it might look like 10 years hence. What are your reasons?

Implementation Time To be determined by the teacher.

ResourcesOregon textbooks, Maps (political, physical landforms, population).Books on the state/region.Interviews with people from the regions,Informative pamphlets and information in print or on the Internet.

Oregon Landforms http://www.uakron.edu/centers/neocex/docs/eqintro.pdf Oregon Blue Book http://b lu eb oo k . stat e. o r .us/ US Landforms http://fer m i.jhua p l.ed u / s t a t es/st a tes . h t m l

SCORING GUIDE


6Exemplar

y

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Identify all regions of the state.Identify the environmental, population, cultural, and economic characteristics.Predict the effects on the population on the environment.Reflect on and understand the concepts studied.


http://fermi.jhuapl.edu/states/states.html

http://bluebook.state.or.us/

http://www.uakron.edu/centers/neocex/docs/eqintro.pdf


GRAPHIC ORGANIZER

STATE: OREGON ENVIRONMENTAL CHARACTERTISTICS I

Name Date Region Environmental Characteristics How do these affect people

living in the region?



GRAPHIC ORGANIZER

STATE: OREGON ENVIRONMENTAL CHARACTERISTICS II

Name Date REGION List Environmental

CharacteristicsDescribe

PopulationDescribe Cultural Characteristics

Describe Economics:(How do people make their

living?)



ARTS TASK Oregon Regions Grades 4-5

Option 1: The student will design real estate advertisements directed at a variety of audiences to sell properties in diverse locations in Oregon. The student should: List locations and selling points for real estate (homes, lots, businesses, rental properties) based on research into environmental characteristics of

regions in Oregon. Select an appropriate medium (video, radio broadcast, print: posters. magazine-type or newspaper advertisement, etc.)Extension: The student will present orally the real estate ad to an audience.Implementation Time: Three to four class periods or one week out-of-class work

SCORING GUIDE 6 5 4 3 2 1Advertisement’s contents appeal to targeted audiences.Advertisements use essential elements to achieve visual appeal.


Option 2: The student will create an illustration of a region showing environmental characteristics.Extensions:

The student will create a composite illustration of a region showing it at present, 10 years earlier, 20 years earlier. The student will create an illustration showing how region might look 10 years hence.


SCORING GUIDE 6 5 4 3 2 1Images express characteristics of the region.Images show imagination.Images show attention to detail.










Grades: 4-5


⌧ Advanced Critical Reasoning⌧ Scholarly Interaction (If works

with intellectual peer or advanced group.)


⌧ Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Sup- port; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development


⌧ Advanced Critical Thinking in Social Sciences⌧ Continuous Progress/Level and Rate* in Social Sciences⌧ Challenging Social Sciences Resources

Creative Problem Solving Strategies in Social SciencesSocial Science Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in Social Sciences

CAREER-RELATED LEARNING STANDARDS FOR


⌧ Personal ManagementProblem Solving



STUDENT IS PURSUING





Science Benchmark 1 Benchmark 2 Benchmark 3 High


The Arts Benchmark 1 Benchmark 2 Benchmark 3 High


Student Grade

Teacher School






OREGON TRAIL MEASUREMENTSMATHEMATICS, SOCIAL SCIENCES, AND ARTS

Grade: 4 Page 1


K 1 2 3 4 5 6 7 8 9 High School ⌧



Differentiation Features:Students Are assessed earlier or prior to teaching Are clustered by higher level thinking Use multiple higher-level skills Develop a product

Archetypal ModelStudent will apply appropriate techniques, tools, and formulas to determine measurements.

Sample Task Activity: Students will Create examples of rectangles that have the same area, but different perimeters and

examples of rectangles that have the same perimeter, but different areas.

AccelerationThe students will compare/contrast the formulas for area of rectangles, related triangles, and parallelograms and analyze the effects on area and perimeter of combing two geometric figures.

Assignments:I. Students will create triangles, parallelograms, rectangles that have:

a. Same area, but different perimeters b. Same perimeter, but different areas

MATHEMATICS4.2.2 Apply understanding of models for multiplication (e.g., equal-sized groups,

arrays, area models, equal intervals on the number line), place value, and properties of operations (commutative, associative, and distributive).

4.3.1 Recognize area as an attribute of two-dimensional regions. 4.3.2 Determine area by finding the total number of same-sized units of area that

cover a shape without gaps or overlaps. 4.3.3 Recognize a square that is one unit on a side as the standard unit for measuring

area. 4.3.4 Determine the appropriate units, strategies, and tools to solving problems that

involve estimating or measuring area. 4.3.5 Connect area measure to the area model used to represent multiplication and

use this to justify the formula for area of a rectangle. 4.3.6 Find the areas of complex shapes that can be subdivided into rectangles. 4.3.7 Solve problems involving perimeters and areas of rectangles and squares. 4.3.8 Recognize that rectangles with the same area can have different perimeters and

that rectangles with the same perimeter can have different areas.5.2.1 Apply understanding of models for division (e.g., equal-sized groups, arrays,

area models, equal intervals on the number line) and the relationship of division to multiplication to solve problems.

5.3.2 Find and justify relationships among the formulas for the areas of triangles and parallelograms.

5.3.4 Recognize volume as an attribute of three-dimensional space. 5.3.5 Determine volume by finding the total number of same-sized units of volume

that fill a three-dimensional shape without gaps or overlaps. 5.3.6 Recognize a cube that is one unit on an edge as the standard unit for measuring

volume. 5.3.7 Determine the appropriate units, strategies, and tools for solving problems that

involve estimating or measuring volume. 5.3.8 Decompose three-dimensional shapes and find surface areas and volumes of

triangular and rectangular prisms. 5.3.9 Identify and measure necessary attributes of shapes to use area , surface area,

and volume formulas to solve problems (e.g., to find which of two gift boxes needs the most wrapping paper or has the greater volume?).

6.1.7 Use the relationship between common decimals and fractions to solve problems including problems involving measurement.

6.3.3 Write, evaluate, and use expressions and formulas to solve problems. 7.2.6 Apply scale factor to analyze how the change in one measure (e.g., length, area,

volume) affects another.7.3.5 Find and justify relationships among the formulas for the areas of different

polygons when determining surface area. 7.3.7 Estimate and compute the area and volume of complex or irregular shapes by


dividing them into basic shapes.


GeographyAnalyze the causes of human migration (e.g., destiny, food and water supply, transportation and communication systems) and its effects (e.g., impact on physical and humans systems).

Social Science AnalysisIdentify and analyze an issue.

CONTENT STANDARDGeographyUnderstand the distribution and movement of people, ideas, and products.

Social Science AnalysisIdentify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.




Grade: 4 Page 2

II. Combine 2 geometric figures in a + b and analyze the effect on area and perimeter. Explain.

Questions Is there a consistent change/relationship between area/perimeter? What patterns do you see when you keep either area/perimeter constant and change the

other? What is the correlation between area and perimeter when looking at rectangles and triangles

and rectangles and parallelograms?

Interdisciplinary Connection Oregon Trail Study--Math

Students will research essential materials to bring on a journey in a covered wagon. Wagon bed is 12 ft by 3½ ft. They will find dimensions of all items that will take up floor space. Arrange on graph paper the placement of materials. Relate to 3-D (weight, volume, capacity, etc.), surface area (science).

Oregon Trail Study--Social SciencesUsing advanced sources, TAG Students research how physical geography affected the routes, flow, and destinations of migration or how the culture of emigrants and native populations affected by the Oregon Trail journey. Use the Graphic Organizers Research Procedures and Social Sciences –Wheel of Reasoning.

Questions• Considering the journey by covered wagon, how did the physical geography affect the

routes, flow and destinations of migration? How was the culture of emigrants and native populations affected by the

Oregon Trail journey?Note: Teacher uses the Graphic Organizer Questions to Guide Intellectual Thinking to generate

higher level questions.

Implementation Time 2 or 3 sessions for math Small group and independent study time for research.

BENCHMARKSGeographyGrade 5

Identify patterns of migration and cultural interaction in the United States.

Understand how physical geography affects the routes, flow and destinations of migration.

Explain how migration affects the culture of emigrants and native populations.

Social Science AnalysisGrade 5

Identify characteristics of an event, issue or problem, suggesting possible causes and results.




Grade: 4 Page 3

Resources American History Sources for Students: The Westward Movement www.americanwest.com/ The Emigrants http://americanwest.com/trails/pages/oretrail.htm/oretrail.htm Franco, Betsy. Fourscore and 7. | Addison-Wesley Educational Publishers. Go West America. National Geographic http:// w w w. n a t ional g eog r aphic . co m /we s t / End of the Oregon Trail Interpretive Center

Disrupting the Natives http://www.historicoregoncity.org/HOC/index.php?option=com_content&view=article&id=140:disruption&catid=70:oregon-trail-history&Itemid=75 Classroom Activities http://www.historicoregoncity.org/HOC/index.php?option=com_content&view=category&id=65&Itemid=130

Math By All Means: Area and Perimeter, Grades 5-6, A Marilyn Burns Replacement Unit, Cheryl Rectanus, Math Solutions Publication

Oregon Blue Book http:/ / b lu ebo o k . state . or . us/ Sangamo Journal

http://www.octa-trails.org/learn/people_places/stories_sangamo_journal.php TERC http://mathequity.terc.edu/gw/html/OregonTrail.html Wagon Trains http://coreknowledge.org/CK/resrcs/lessons/01_5_WestwardWeGo.pdf

SCORING GUIDESocial Sciences Analysis:

Math and Social Sciences Scoring Guides found in Standards and AssessmentsSection.


6Exemplary

5Strong

4Proficient

3Developin

g

2Emerging

1Beginning

Clarify the key aspects of an event, issue, or problem through inquiry and research.Gather, interpret, use, and document information from multiple sources, distinguishing facts from opinions, and recognizing points of view.Examine the various characteristics, causes and effects, of an event, issue, or problem.


http://coreknowledge.org/CK/resrcs/lessons/01_5_WestwardWeGo.pdf

http://mathequity.terc.edu/gw/html/OregonTrail.html

http://www.octa-trails.org/learn/people_places/stories_sangamo_journal.php

http://bluebook.state.or.us/

http://www.historicoregoncity.org/HOC/index.php?option=com_content&view=category&id=65&Itemid=130

http://www.historicoregoncity.org/HOC/index.php?option=com_content&view=category&id=65&Itemid=130

http://www.historicoregoncity.org/HOC/index.php?option=com_content&view=article&id=140:disruption&catid=70:oregon-trail-history&Itemid=75



http://www.nationalgeographic.com/west/

http://americanwest.com/trails/pages/oretrail.htm

http://www.americanwest.com/


GRAPHIC ORGANIZER

RESEARCH PROCEDURES

Name Date Pre-Research: Describe the issue or problem Find Sources

Library, Internet, Interviews, Surveys

Post-Research: Describe the issue or problem

Evaluate Presentation Synthesize Information to Create PresentationReported important information Glean important information;Used visual as support to information Gather interesting facts;Received audience feedback Personalize information (e.g., write poetry, giveUsed effective speaking skills opinions)

Deliver Presentation Prepare Visual/ModelUse visuals as support to information Be creative (e.g., make posters, costumes, re-Present interesting facts enactment, overheads, slide show, video,Answer questions time-line)



GRAPHIC ORGANIZER

SOCIAL SCIENCES WEB—WHEEL OF REASONING

Name Date Government

Assumptions Data, Evidence

Issue ConceptFocus Question

Implications Point of View

Purpose Inferences



GRAPHIC ORGANIZER

QUESTIONS TO GUIDE INTELLECTUAL THINKING

RICHARD PAUL AND LINDA ELDER'S LIST OFUNIVERSAL INTELLECTUAL STANDARDS STUDENTS SHOULD LEARN

http://www.gilbert.k12.az.us/index.phpClarity D e p th

Could you elaborate further?

Could you illustrate what you mean?

Could you give me an example?

What factors make this a difficult problem?

What are some of the complexities of this question?

What are some of the difficulties we need to deal with?

Accuracy Breadth

How could we check on that?

How could we find out if that is true?

How could we verify or test that?

Do we need to look at this from another perspective?

Do we need to consider another point of view?

Do we need to look at this in other ways?

Preci s ion Logic

Could you be more specific?

Could you give me more details?

Could you be more exact?

Does all this make sense together?

What factors make this a difficult problem?

What are some of the complexities of this question?

What are some of the difficulties we need to deal with?

Does your first paragraph fit in with your last?

Does what you say follow from the evidence?

Relevance Significance

How does that relate to the problem?

How does that bear on the question?

How does that help us with the issue?

Is this the most important problem to consider?

Is this the central idea to focus on?

Which of these facts are the most important?


http://www.gilbert.k12.az.us/index.php


ARTS TASK Oregon Trail Measurements Grades 4-5

Option 1: The student will make blueprints to scale of the covered wagon. Extensions:

The student will make a materials list for construction of the wagon. build a model of the wagon using the blueprints and materials list. write and perform a scene in which a pioneer couple places a detailed order for the new wagon with a wagon maker.

Implementation Time: Basic Task: Two periods. Extensions: Materials list: 30 minutes; Model: Three to four periods or homework; Scripted Scene: one period plus 10 minutes performance and discussion

SCORING GUIDE 6 5 4 3 2 1Blueprints are drawn to scale.Materials used show historical relevance.Historically appropriate dialogue is used.Imagination is used in creating characters, costumes, and settings.Choices made in preparing presentation, including color and language, are identified.Choices made in organizing the elements of the performance are explained.









Benchmark 2: Identify the creative process used, and the choices made, when combining ideas, techniques and problem solving to produce one's


work.


ARTS TASK OREGON TRAIL MEASUREMENTS CONTINUED Grades 4-5


Historical and Cultural PerspectivesCommon Curriculum Goal: Understand how events and conditions influence the arts.

Content Standard: Explain the influence of events and conditions on works of art.Benchmark 2: Identify and describe the influence of events and/or conditions on works of art.Benchmark 3: Distinguish the influence of events and conditions on works of art.

Common Curriculum Goal: Distinguish works of art from different societies, time periods and cultures.Content Standard: Distinguish works of art from different societies, time periods and cultures, emphasizing their common and unique characteristics .

Benchmark 2: Identify social, historical and cultural characteristics in a work of art.Benchmark 3: Identify and relate common and unique characteristics in works of art that reflect social, historical, and cultural contexts.




Grade: 4




⌧ Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development


⌧ Advanced Critical Thinking in Social SciencesContinuous Progress/Level and Rate* in Social SciencesChallenging Social Sciences Resources

⌧ Creative Problem Solving Strategies in Social SciencesSocial Science Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in Social Studies


FORGRADUATION


⌧ Problem SolvingCommunicationTeamworkEmployment FoundationsCareer Development


STUDENT IS PURSUING




Postsecondary


Postsecondary


Postsecondary

Student Grade

Teacher School






GEOMETRIC SHAPES INTERMEDIATEMATHEMATICS AND ARTS

Grades: 4-5 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade level 4-5 up to the standard used for grade level 6-7.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales): Patterns of Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy – comprehension, application, analysis and synthesis

Differentiation Features:Students Are assessed earlier or prior to teaching Are clustered by higher order thinking Complete fewer tasks to master standard of learning Have additional variables to study Develop a product

Archetypal ModelStudents analyze characteristics and properties of two dimensional geometric shapes and develop mathematical argument

Sample Task ActivityStudents will analyze characteristics and properties of two dimensional geometric shapes and develop

mathematical argument.

MATHEMATICS5.3.1 Identify and classify triangles by their angles (acute, right, obtuse) and sides

(scalene, isosceles, equilateral). 5.3.3 Describe three-dimensional shapes (triangular and- rectangular prisms, cube,

triangular- and square-based pyramids, cylinder, cone, and sphere) by the number of edges, faces, and/or vertices as well as types of faces.

8.3.1 Use properties of parallel lines, transversals, and angles to find missing sides and angles, and to solve problems including determining similarity or congruence of triangles.

8.3.2 Use models to show that the sum of the angles of any triangle is 180 degrees and apply this fact to find unknown angles.

8.3.3 Use models and logical arguments to show that the sum of the angles of any quadrilateral is 360 degrees, and apply this fact to find unknown angles.



GEOMETRIC SHAPES INTERMEDIATEMATH AND ARTS

Grades: 4-5 Page 2

2-D- Geometric Shapes

LINES ANGLESParallel ComplementaryIntersecting Supplementary Perpendicular Right, Obtuse, Acute

VerticalAdjacent

Using geoboards, create two or more polygons that would allow them to demonstrate geometric properties.

Questions What is the relationship between different polygons? How does the measure of angles change as the number of sides increases? Prove two different ways that a set of lines is parallel.

Interdisciplinary Connection Extend to engineering application, bridge building, etc.

Extensions Relate to 3-D (weight, volume, capacity, etc.) Relate to surface area (science)

Implementation Time 45 minute class period (4 periods to complete)

This format will be used for quadrilaterals, triangles, and polygons.




Grades: 4-5 Page 3

Resources Math for Morons http:/ / lib r a r y.thi n k qu e s t. or g / 20 9 91/ho m e .ht m l Math on Call. (1997). Middle School Handbook. Great Source Education

Group Inc. Geometer’s Sketchpad software http://www.dynamicgeometry.com/

SCORING GUIDE


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Select appropriate polygons to demonstrate appropriate geometric properties.Label specified geometric properties of lines (sides).Label specified geometric properties of angles.


http://www.dynamicgeometry.com/

http://library.thinkquest.org/20991/home.html


ARTS TASK Geometric Shapes Intermediate Grades 4-5

Option 1: The student will create a two- or three-dimensional model of an original bridge design. The design will use geometric shapes.Extensions:

The student will design a bridge using only a variety of triangles. The student will design a bridge using only a variety of polygons.

Implementation Time: One forty-minute session.

SCORING GUIDE 6 5 4 3 2 1The design shows understanding of triangles and polygons.The design is unique and imaginative.


Option 2: The student will create a cubist work of art in which an assortment of geometric shapes is combined to achieve aesthetic appeal. The student should: Research and identify key traits of cubism. Experiment with a variety of geometric shapes, sizes, modifications (elongation, skewing, narrowing). Experiment adding colors to the inside or lines of shapes.Extensions: The student will orally explain the work and critique how well it achieved the intended goal.Implementation Time: three class periods

SCORING GUIDE 6 5 4 3 2 1The cubist work combines an organized variety of geometric shapes and colors that achieve an intended result.An oral presentation explains the processes used to create the work and evaluates how well the intended result is achieved.








ARTS TASK Geometric Shapes Intermediate CONTINUED Grades 4-5

Common Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent.Content Standard: Create, present and/or perform a work of art that demonstrates an idea, mood or feeling by using essential elements and

organizational principles, and describe how well the work expresses one's intent.Benchmark 2: Create, present and/or perform a work of art and explain how the use of essential elements and organizational principles shapes an

idea, mood or feeling found in the work.Benchmark 3: Create, present and/or perform a work of art by controlling essential elements and organizational principles to express an intended

idea, mood or feeling.




Grades: 4-5



⌧ Continuous Progress for Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Sup- port; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development

ACADEMICALLY TALENTED MATHAdvanced Critical Thinking in Math

⌧ Continuous Progress/Level and Rate* in MathChallenging Math Resources

⌧ Creative Problem Solving Strategies in Math Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Math PeersRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in Math


FORGRADUATION





STUDENT IS PURSUING



Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

Student Grade

Teacher School






QUALITIES OF CHARACTERENGLISH/LANGUAGE ARTS AND ARTS

Grades: 4-5 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade level 4-5 up to the standard used for grade level 6-8.

K 1 2 3 4 5 6 7 8 9 High School ⌧


Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s analysis, evaluation, and interpretation

Differentiation Features:Students Use multiple higher-level skills Use advanced resources Make reasoning explicit Select alternatives for tasks, products, and assessments

Archetypal ModelStudents use comparing and contrasting to analyze the effect of the qualities of the character on the plot and resolution of the conflict in a novel or short story.

Sample Task ActivityStudents will read the short story or novel provided by teacher or choose one from a supplied list of

advanced-level options. use the Graphic Organizer Behavior Characteristics to track qualities of character such as

cowardice/bravery, ambition/laziness, loyalty/selfishness, chapter by chapter analyze how these qualities affect the plot and resolution of conflict. Use Graphic Organizer

Tracking Character Qualities identify quality of character, including a specific text example of that quality in action. show character quality impact on a specific event in the plot or conflict. Did the quality

cause the problem or help with the resolution?


LiteratureDevelop an interpretation of grade-level text.

GRADE-LEVEL STANDARDSLiteratureGrade 5LITERARY TEXT: DEVELOP AN INTERPRETATION Predict future outcomes supported by the text. Identify the qualities of the character (e.g., courage, cowardice, ambition), and

analyze the effect of these qualities on the plot and the resolution of the conflict. Draw inferences, conclusions or generalizations about text, and support them

with textual evidence and prior knowledge.Grade 6LITERARY TEXT: DEVELOP AN INTERPRETATION Determine characters’ traits by what the characters say in narration and

dialogue. Analyze the influence of setting on the conflict and its resolution. Make reasonable inferences, statements, and conclusions about a text,

supporting them with accurate examples.Grade 7LITERARY TEXT: DEVELOP AN INTERPRETATION Analyze characterization as revealed through a character’s thoughts,

words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters.

Identify and analyze development of themes conveyed through characters, actions, and images.

Infer unstated reasons for actions based on events and images in the text.Grade 8 LITERARY TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text. Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness)

of characters in a work of fiction, including contrasting motives that advance the plot of promote the theme, and discuss their importance to the plot or theme.



QUALITIES OF CHARACTERENGLISH/LANGUAGE ARTS AND ARTS

Grades: 4-5 Page 2

Questions Using your notes, describe how the qualities of character of the main protagonist, (hero,)

have affected the formation or resolution of conflict in the plot. Have the character qualities of the hero changed over time within the story? Describe

those changes. How does the setting of the story impact conflict and the resolution of conflict? Does

the setting change because of the conflict? What is the theme or overall lesson of this story? Does "change" play an important role

in the development of the theme? Defend your opinion with evidence from the text.

Implementation Time To be determined by teacher.

ResourcesSuggested Reading MaterialCopper, S. (1999). The dark is rising. Aladdin Pub Co.Rowling, J. (1998). Harry Potter. Scholastic, Inc (mid- to upper-ability level).Tolkien, JRR. (1997). The Hobbit. Houghton Mifflin Co.Yeh, L. (1903). Dragonwings, HarperCollins Children's Books (upper ability level).

Short stories such as those found in Junior Great Books, the Impressions series, or other quality anthologies for shorter-term projects and repeated practice.

SCORING GUIDE 6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

The Student

Demonstrates a thorough understanding of the qualities of character in the selection; makes insightful analysis of the effect of character on conflict in the plot.

Makes subtle, in depth conclusions and connections.

Identifies qualities of character and provide a basic analysis of how they affect the selection.

Shows an incomplete analysis; shows limited understanding of the relationship of character qualities to conflict in the plot.

Shows a limited, confused, or unfounded analysis of author's ideas.

Does not engage in thoughtful analysis of the text.



GRAPHIC ORGANIZER

CONFLICT ANALYSIS

Name Date Novel or Short Story Title Author 1. Describe the conflict. Include who is involved, what happened,

and the outcome.

2. Describe the qualities of character shown by the antagonists in the conflict. Show how the qualities led to action.

3. Impact analysis: Show how the qualities of a character affect a specific conflict or event in the plot—cause or solve.

4. Evaluation, Part 1: Were the qualities of character illustrated in this incident effective for the character him/herself? Did it help the character gain his/her goals? Explain your thinking.

5. Evaluation, Part 2: Were the qualities of character effective in helping achieve the author’s purpose? Explain your answer.



GRAPHIC ORGANIZER

BEHAVIOR CHARACTERISTICS

Name Date

Positive Behavior Characteristics in Negative Behavior Characteristics Relationship to Problem Characteristics

Resolution



GRAPHIC ORGANIZER

TRACKING CHARACTER QUALITIES

Name Date Use the grid below to track qualities of character such as cowardice/bravery, ambition/laziness, loyalty, selfishness, chapter by chapter. Analyze how these qualities affect the plot and resolution of conflict.

Quality of character identified, including a specific text example of that quality in action. Character quality impact on a specific event in the plot or conflict will be discussed--did the quality cause the problem or help with

the resolution?

Chapter Character Quality (e.g., courage)Include quote and page number

below.

Analyze character quality impact on a specific event or conflict in the plot (cause or solve).

Effective for conflict resolution or used to help achieve author’s

purpose?


ARTS TASK Qualities of Character Grades 4-5

Option 1: Using the melody of a well-known children’s song, the student will write and perform new lyrics which reveal the main character of the story and his/her qualities.

Extensions: The student will add movement and a specified sound for each quality that is represented in the lyrics. The student will create a poster of the lyrics with a border reflecting the story’s content. The student will perform the song using the poster.

Implementation Time: Basic task: 30-45 minutes Extensions: teacher discretion (performance time = 5 minutes)

SCORING GUIDE 6 5 4 3 2 1Creativity in revealing the main character’s qualities is evident in work.Artistic elements achieve the desired product.


Option 2: The student will present an oral autobiography of the character, explaining how he/she shaped the outcome of the story.Extension: Have the character—or another from the same story—explain how the story might have turned out differently if the character had had different qualities.Implementation Time:

Basic Task: Preparation 1 hour: presentation 10 minutes Extensions: Additional 1 hour and additional 10 minutes presentation time

SCORING GUIDE 6 5 4 3 2 1Content and design are used imaginatively.The organizational plan is clear.The student identifies the creative process used and choices made when problem-solving.







ARTS TASK Qualities of Character CONTINUED Grades 4-5

Common Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the result



Common Curriculum Goal: Evaluate one's own work, orally and in writing.Content Standard: Critique and communicate about one’s own work, orally and in writing.




QUALITIES OFCHARACTERENGLISH/LANGUAGE ARTS AND ARTS

Grades: 4-5



⌧ Continuous Progress for Level and Rate*⌧ Challenging Resources

Effecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual Peers

⌧ Social-Emotional Issues; Sup- port; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level Re- searchAdvanced Vocabulary Development


Advanced Critical Thinking in LA⌧ Continuous Progress/Level and Rate* in LA⌧ Challenging LA Resources

Creative Problem Solving Strategies in LA⌧ Advanced Vocabulary Development

Leadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in LARate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.


FORGRADUATION

REQUIREMENTS⌧ Personal Management

Problem SolvingCommunicationTeamworkEmployment FoundationsCareer Development


STUDENT IS PURSUING



Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

Student Grade

Teacher School




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