COURSE DESCRIPTION - Newark Public...

NEWARK PUBLIC SCHOOLS

Curriculum Guide: CARPENTRY III

NEWARK PUBLIC SCHOOLS SCHOOL ADVISORY BOARD MEMBERS

2013-2014

Ms. Antoinette Baskerville-Richardson, ChairpersonMr. Marques-Aquil Lewis, Vice Chairperson

Mr. Rashon K. HasanMr. Alturrick Kenney

Ms. Eliana Pintor MarinMs. DeNiqua Matias

Dr. Rashied McCrearyMs. Ariagna Perello

Mr. Khalil Sabu Rashidi

Mr. Jordan Thomas, Student Representative

2

NEWARK PUBLIC SCHOOLS ADMINISTRATION

2013-2014

Cami Anderson, State District Superintendent

Chief of Staff & General Counsel: Charlotte Hitchcock

Assistant Superintendent: Mitchell CenterAssistant Superintendent: Brad Haggerty

Assistant Superintendent: Tiffany HardrickAssistant Superintendent: Roger LeonAssistant Superintendent: Aqua Stovall

Assistant Superintendent: Peter Turnamian

Special Assistant, Office of Curriculum and Instruction: Caleb PerkinsSchool Business Administrator: Valerie Wilson

3

TABLE OF CONTENTS

COURSE DESCRIPTION...........................................................................................................................................................................7Recommended Textbooks/Resources..........................................................................................................................................................9COURSE PROFICIENCIES.....................................................................................................................................................................10Unit 1: Carpentry as a Career.......................................................................................................................................................................16Unit 2: Safety..............................................................................................................................................................................................19Unit 3: Doors and Door Hardware.............................................................................................................................................................21Unit 4: Suspended Ceilings.......................................................................................................................................................................23Unit 5: Window, Door, Floor, and Ceiling Trim.......................................................................................................................................25Unit 6: Cabinet Installation........................................................................................................................................................................27Unit 7: Cabinet Fabrication.......................................................................................................................................................................28

4

Unit 8: Properties of Concrete...................................................................................................................................................................29Unit 9: Reinforcing Concrete.....................................................................................................................................................................31Appendix A: Correlation with Common Core Mathematics and ELA-Literacy Standards......................................................................34Appendix B: Practice Exam #2 from Union County Carpenter’s Union Curriculum...............................................................................40Appendix C: Pre-Mechanical Test from Union County Carpenter’s Union Curriculum..........................................................................44Appendix D: Activities and Scenarios.......................................................................................................................................................51

THE NEWARK PUBLIC SCHOOLS DISTRICTMISSION STATEMENT

The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects

of academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that

our policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven.

We expect our schools and classroom environments to be emotionally safe and intellectually challenging. We

pledge to partner with parents, groups, and organizations that add support to the mission by changing hearts and

minds to value education.

5

NEWARK PUBLIC SCHOOLS

SCHOOL ADVISORY BOARD

Program and Instruction Committee

Ms. DeNiqua Matias

Dr. Rashied McCreary

Ms. Ariagna Perello

Mr. Khalil Rashidi

Dr. Caleb Perkins, NPS Special Assistant of Curriculum

Valerie Merritt, NPS Director of Board Relations

6

COURSE DESCRIPTION

Carpentry III

Grades 10-11-12

Carpenters are skilled craftsmen who build structures and products from wood and other materials. If you want to pursue a formal carpentry education, the basic courses will teach you about the manual and power tools, building materials and safety procedures used in basic carpentry. Your choices for basic carpentry courses vary by institution or school. Some focus on the fundamental skills needed in carpentry, like working with tools, materials, ladders and other construction equipment. Blueprint reading, site layouts, framing, codes and markings may also be covered. Other common course topics include:

Millwork

Stair building

Floor construction

Basic masonry

Exterior and interior finishes

Deck installation

Cabinetry

Estimating

Bricklaying

First aid

Carpenter mathematics

7

Field Experience and Apprenticeships

Many schools focus on hands-on training in their carpentry programs and courses. A mix of basic theory and practical application can provide you with the skills you'll need for employment in the field. Some schools offer actual onsite application of your acquired building and remodeling skills, and they allow you to be a part of an actual construction project and crew.

The U.S. Bureau of Labor Statistics (BLS) reports that in the U.S., no standard training requirements are in place for carpenters; it typically takes 3-4 years in an apprenticeship program to achieve proficiency (www.bls.gov).

The BLS also states that training may be acquired through apprenticeships or directly on the job, but apprenticeships are hard to come by, and on-the-job preparation may offer no formal instruction. Another option for aspiring carpenters is attending a trade or vocational school that offers practical application of the techniques learned. According to the BLS, many employers look highly upon such preparation and may start formally educated carpenters at higher levels of employment.

A Career in Carpentry

Carpenters often work in construction, and about one-third are self-employed, according to 2008 data from the BLS. At that time, the carpentry field was expected to grow by 13% from then through the year 2018, with the greatest job prospects expected for carpenters who are highly trained and experienced. The BLS stated that the median annual wage for carpenters was $39,470 in May of 2009.

8

Recommended Textbooks/Resources

NCCER. (2013)1. Carpentry Fundamentals, Level 2.

NCCER. (2013)1. Carpentry Fundamentals, Level 3.

9

COURSE PROFICIENCIES

THE STUDENTS WILL BE ABLE TO:

Unit 1: Carpentry as a Career

1. Analyze career goals, including earning potential, educational/training requirements, costs, and possible debt.

2. Use online resources to examine licensing, certification, and credentialing requirements at the national, state, and local levels to maintain

compliance with industry requirements.

3. Develop job readiness skills by participating in structured learning experiences and employment seeking opportunities.

4. Differentiate entrepreneurship opportunities as options for career planning, and identify the knowledge, skills, abilities, and resources required for

owning a business.

5. Examine how roles and responsibilities among trades/professions work in concert to complete a project/job.

6. Examine all factors affecting the project planning process.

7. Describe submittal approval procedures that ensure effective flow of information in the construction process

8. Formulate an opinion regarding a current workplace issue based on research, and propose potential solutions.

9. Interpret spoken and written communication with the appropriate cultural context.

10. Establish specific goals to manage project assignments in a timely manner.

11. Identify closeout procedures needed to effectively complete construction projects

Unit 2: Safety

12. Justify workplace regulations (e.g., OSHA) in the United States and abroad.

13. Give examples of direct and indirect costs of workplace accidents.

14. Explain the importance of having employees trained in first aid and Cardio-Pulmonary Resuscitation (CPR) on the job site.

10

15. Discuss OSHA inspection programs.

16. Compare employee substance abuse policies (e.g., tobacco, drugs, and alcohol) by industry sector.

Unit 3: Doors and Door Hardware

17. Identify various types of door jambs and frames and demonstrate the installation procedures for placing selected door jambs and frames in

different types of interior partitions.

18. Identify different types of interior doors.

19. Identify different types of interior door hardware and demonstrate the installation procedures for selected types.

20. Demonstrate the correct and safe use of the hand and power tools described in this module.

21. List and identify specific items included on a typical door schedule.

22. Demonstrate the procedure for placing and hanging a selected door.

Unit 4: Suspended Ceilings

23. Establish a level line.

24. Explain the common terms related to sound waves and acoustical ceiling materials.

25. Identify the different types of suspended ceilings.

26. Interpret plans related to ceiling layout.

27. Sketch the ceiling layout for a basic suspended ceiling.

28. Perform a material takeoff for a suspended ceiling.

29. Install selected suspended ceilings.

Unit 5: Window, Door, Floor, and Ceiling Trim

30. Identify the different types of standard moldings and describe their uses.

31. Make square and miter cuts using a miter box or power miter saw.

11

32. Make coped joint cuts using a coping saw.

33. Select and properly use fasteners to install trim.

34. Install interior trim, including:

Door trim

Window trim

Base trim

Ceiling trim

33. Estimate the quantities of different trim materials required for selected rooms.

Unit 6: Cabinet Installation

34. State the classes and sizes of typical base and wall kitchen cabinets.

35. Identify the cabinet components and hardware and describe their purposes.

36. Lay out factory-made cabinets, countertops, and backsplashes.

37. Explain the installation of an island base.

Unit 7: Cabinet Fabrication

38. Recognize the common types of woods used to make cabinets.

39. Correctly and safely use stationary power tools.

40. Identify and cut the various types of joints used in cabinetmaking.

41. Build a cabinet from a set of drawings.

42. Install plastic laminate on a countertop core.

Unit 8: Properties of Concrete

43. Identify various types of cement and describe their uses.

12

44. Identify types and sizes of concrete aggregates.

45. Identify types of concrete admixtures and describe their uses.

46. Identify special types of concrete and describe their uses.

47. Calculate concrete volume requirements for rectangular, cylindrical, or other geometric structures using formulas, concrete tables, and/or concrete

calculators, as applicable.

48. Identify concrete curing methods and materials.

49. Identify concrete testing methods.

50. Mix concrete using different aggregates and admixtures.

51. Sample concrete using a test cylinder.

52. Perform slump testing of concrete.

53. Demonstrate how to properly set up a curing box.

Unit 9: Reinforcing Concrete

54. Describe the applications of reinforcing bars, the uses of reinforced structural concrete, and the basic processes involved in placing reinforcing

bars.

55. Recognize and identify the bar bends standardized by the American Concrete Institution (ACI).

56. Read and interpret bar lists and describe the information found on a bar list.

57. List the types of ties used in securing reinforcing bars.

58. State the tolerances allowed in the fabrication of reinforcing bars.

59. Demonstrate the proper use of common ties for reinforcing bars.

60. Describe methods by which reinforcing bars may be cut and bent in the field.

61. Use the tools and equipment needed for installing reinforcing bars.

62. Safely use selected tools and equipment to cut, bend, and install reinforcing materials.

63. Explain the necessity of concrete cover in placing reinforcing bars.

13

64. Explain and demonstrate how to place bars in walls, columns, beams, girders, joists, and slabs.

65. Identify lapped splices.

14

Carpentry III – SUGGESTED PACING

Unit 80 MINUTESHALF YEAR

50 MINUTESFULL YEAR

UNIT: 1 Carpentry as a Career 7-9 12-15UNIT: 2 Safety 4-5 6-7UNIT: 3 Doors and Door Hardware 15-16 24-26UNIT: 4 Window, Door, Floor, and

Ceiling Trim18-20 30-32

UNIT: 5 Cabinet Installation 7-9 12-15UNIT: 6 Cabinet Fabrication 7-9 12-15UNIT: 7 Properties of Concrete 7-9 12-15UNIT: 8 Reinforcing Concrete 11-13 18-21UNIT: 9 Handling and Placing Concrete 17-19 27-31TOTALS 93-108 DAYS 153-177 DAYS

15

Unit 1: Carpentry as a CareerEssential Questions Instructional

Objectives/Skills and Benchmarks

Types of Activities and Assessments that could support Objectives

Suggested Resources Academic Alignments to Unit Objectives

What do I need to do in order to get and retain employment in this industry?

What are some job opportunities in my area?

How do I write a resume and prepare a job portfolio that will get me hired?

What are some educational opportunities that I can apply for?

What would it take to run my own Carpentry business?

How do individuals work as a team to complete projects?

What factors can affect

1. Analyze career goals, including earning potential, educational/training requirements, costs, and possible debt.

2. Use online resources to examine licensing, certification, and credentialing requirements at the national, state, and local levels to maintain compliance with industry requirements.

3. Develop job readiness skills by participating in structured learning experiences and employment seeking opportunities.

4. Differentiate entrepreneurship opportunities as options for career

Compare career options and paths within a graphic organizer. Write a summary of the information found and draw conclusions.

Research and present information about a particular type of license, certification, or credential, including its specific requirements and when it can be applied.

Role-play a job interview situation.

Listen to a guest speaker about the construction industry and opportunities.

Visit a trade show or job fair as a field trip.

Bureau of Labor Statistic’s Occupational Outlook Handbook

United Brotherhood of Carpenters and Joiners of America

National Association of Home Builders

Associated General Contractors of America

Associated Builders and Contractors

Licensing on nationalcontractors.com

Construction Business Owner.com

CPI21st Century9.1.12.D.19.1.12.F.59.2.12.A.19.2.12.A.29.3.12.C.49.3.12.C.69.3.12.C.109.3.12.C.159.4.12.B.379.4.12B.389.4.12B.539.4.12B.549.4.12B.599.4.12B.689.4.12.B.(2).19.4.12.B.(2).29.4.12.B.(2).8

CCSSELA-Lit:SL.1WHST.1-2WHST.7-9

16

http://www.constructionbusinessowner.com/tags/construction-entrepreneurship

http://www.constructionbusinessowner.com/tags/construction-entrepreneurship

http://www.nationalcontractors.com/carpenter/

http://www.abc.org/

http://www.abc.org/

http://www.agc.org/

http://www.agc.org/

http://www.hbi.org/

http://www.hbi.org/

https://www.carpenters.org/Home.aspx



http://www.bls.gov/ooh/

http://www.bls.gov/ooh/

Essential Questions Instructional Objectives/Skills and Benchmarks



project planning?

What are some of the ethical issues currently facing employees and employers in the Carpentry field?

What are some effective ways to overcome barriers to communication?

Why do workplace regulations exist?

Why is it important to prevent accidents?

What are OSHA inspection programs?

Why should employees be trained in first aid and CPR?

What will happen to a person abusing a controlled substance on the job?

planning, and identify the knowledge, skills, abilities, and resources required for owning a business.

5. Examine how roles and responsibilities among trades/professions work in concert to complete a project/job

6. Examine all factors affecting the project planning process.

7. Describe submittal approval procedures that ensure effective flow of information in the construction process.

8. Formulate an opinion regarding a current workplace issue based on research, and propose potential solutions.

9. Interpret spoken and written communication with the appropriate

Write about the challenges and opportunities of entrepreneurship.

Review a typical contract and describe its sections and key agreements.

Review the plan for a construction project and identify the key elements (e.g. materials, regulations, environment, location) that have a large effect on the design.

Research a current workplace concern using print and electronic sources to develop and support an opinion on the issue.

List possible obstacles to clear oral or written

17




What are some tools and methods that I can use to plan a project?

cultural context.

10. Establish specific goals to manage project assignments in a timely manner.

11. Identify closeout procedures needed to effectively complete construction projects.

communication on the job site and describe how they can be avoided.

Illustrate the key steps of a project, from its early conception to finalizing the work.

18

Unit 2: SafetyEssential Questions Instructional




Why do workplace regulations exist?

Why is it important to prevent accidents?

What are OSHA inspection programs?

Why should employees be trained in first aid and CPR?

What will happen to a person abusing a controlled substance on the job?

What are some tools and methods that I can use to plan a project?

1. Justify workplace safety regulations (e.g., OSHA) in the United States and abroad.

2. Give examples of direct and indirect costs of workplace accidents.

3. Explain the importance of having employees trained in first aid and Cardio-Pulmonary Resuscitation (CPR) on the job site.

4. Discuss OSHA inspection programs.

5. Compare employee substance abuse policies (e.g., tobacco, drugs, and alcohol) by industry sector.

6. Demonstrate understanding of risk

CPI21st Century9.1.12.F.39.3.12.C.199.4.12.B.409.4.12.B.(2).9

CCSSELA-Lit:RST.3SL.1WHST.2.b

19




management principles and other strategies and tactics used to maintain, increase, or decrease risk.

20

Unit 3: Doors and Door HardwareEssential Questions Instructional


Types of Activities and Assessments that could illustrate Objectives

Suggested Resources Academic Alignments

What are the commonly used types of door jambs, frames, interior doors, and hardware used for interior doors?

How are different types of interior doors installed?

What are some of the safety rules associated with using hand and power tools?

What is typically found on a door schedule?

What sit the procedure for placing and hanging a door?

1. Identify various types of door jambs and frames and demonstrate the installation procedures for placing selected door jambs and frames in different types of interior partitions.

2. Identify different types of interior doors.

3. Identify different types of interior door hardware and demonstrate the installation procedures for selected types.

4. Demonstrate the correct and safe use of the hand and power tools used for door installation.

5. List and identify specific items included on a typical door schedule.

Install a selected metal frame door using the proper safety precautions.

Install a prehung door unit or door hanging system using the proper safety precautions.

Lay out and cut hinges in a wooden door.

Install a lockset and door closer using the proper safetyprecautions.

Install a bifold door using the proper safety precautions.

Appendix D Activities and Scenarios

NCCER Module 27208-07

CPI21st Century Skills:9.4.12B.749.4.12B.75

CCSSELA-Lit:RST.3L.6

Math:G.MG.3

21

6. Demonstrate the procedure for placing and hanging a selected door.

22

Unit 4: Suspended CeilingsEssential Questions Instructional




How is a level line established?

What are some common terms related to sound waves and acoustical ceiling materials?

What are the different types of suspended ceilings?

What is commonly found on plans related to ceiling layout?

How do I sketch a ceiling layout for a suspended ceiling?

What are the steps for installing suspended ceilings?

1. Establish a level line.

2. Explain the common terms related to sound waves and acoustical ceiling materials.

3. Identify the different types of suspended ceilings.

4. Interpret plans related to ceiling layout.

5. Sketch the ceiling layout for a basic suspended ceiling.

6. Perform a material takeoff for a suspended ceiling.

7. Install selected suspended ceilings.

Use a water level and/or establish a level line at ceiling level such as is required when installing the wall angle for a suspended ceiling.

Lay out and install selected suspended ceiling systemsaccording to specific plan.• Exposed grid ceiling system• Metal pan ceiling system• Direct-hung concealed grid system• Drywall furring ceiling system

Draw a ceiling plan/sketch for a typical room, then use the plan/sketch to estimate the quantities of materials needed to install an exposed grid


CPI21st Century Skills: 9.4.12B.749.4.12B.759.4.12.B.(1).99.4.12.B.(1).99.4.12.B.(1).109.4.12.B.(1).11

Sci:5.2.8.E.2

CCSSELA-Lit:RST.3L.6WHST.2.b

Math:G.MG.37.G.1

23




ceiling system in the room.

24

Unit 5: Window, Door, Floor, and Ceiling TrimEssential Questions Instructional




What are some different types of moldings?

How are square and miter cuts made?

How are coped joint cuts made?

What are the different kinds of fasteners used to install trim, and why would one be used instead of another?

How is interior trim installed?

What are some ways to estimate the quantities of trim materials required for a room?

1. Identify the different types of standard moldings and describe their uses.

2. Make square and miter cuts using a miter box or power miter saw.

3. Make coped joint cuts using a coping saw.

4. Select and properly use fasteners to install trim.

5. Install interior trim, including:

Door trim

Window trim

Base trim

Ceiling trim

6. Estimate the quantities of different trim materials required for selected rooms.

Make square and miter cuts to selected moldings using a metal/wooden miter box.

Make square and miter cuts to selected moldings usinga power miter/compound miter saw.

Make a coped joint using a coping saw.

Use a pneumatic finish nailer to fasten molding.

Install interior trim, including:• Door trim•Window trim• Base trim• Ceiling trim

Estimate the quantities of different trim materials required for selected rooms.


CPI21st Century Life Skills:9.4.12B.749.4.12B.75


Math:7.EE.3

25

Unit 6: Cabinet Installation




What are the types of cabinets, and what are their components?

What are the steps for laying out cabinets, countertops, and backsplashes?

How are island bases installed?

1. State the classes and sizes of typical base and wall kitchen cabinets.

2. Identify the cabinet components and hardware and describe their purposes.

3. Lay out factory-made cabinets, countertops, and backsplashes.

4. Explain the installation of an island base.

Lay out and identify various types of base and wall units following a specified layout scheme.

Install and assemble various types of factory-built base and wall units following a specified layout scheme.

Appendix D Activities and ScenariosInterior trim scenario


CPI21st Century Skills:9.4.12B.749.4.12B.759.4.12.C.(6).2


26

Unit 7: Cabinet Fabrication




What are the common types of wood used to make cabinets?

What are some safety rules regarding the use of stationary power tools?

How are joints used in cabinetmaking?

What are the steps to building a cabinet from a set of drawings?

What are the steps for installing plastic laminate?

1. Recognize the common types of woods used to make cabinets.

2. Correctly and safely use stationary power tools.

3. Identify and cut the various types of joints used in cabinetmaking.

4. Build a cabinet from a set of drawings.

5. Install plastic laminate on a countertop core.

Use stationary power tools to make joints commonly used by cabinetmakers.

Build a cabinet from a set of drawings.

Install plastic laminate on a countertop core.


CPI21st Century Skills:9.4.12B.749.4.12B.759.4.12.B.(1).11


Math:G.MG.37.G.1

27

Unit 8: Properties of Concrete




How are various types of cement, concrete, and concrete admixtures used?

How are volume requirements for different geometrical structures determined?

What are some methods for curing and testing concrete?

How should concrete be mixed?

How are curing boxes set up?

1. Identify various types of cement and describe their uses.

2. Identify types and sizes of concrete aggregates.

3. Identify types of concrete admixtures and describe their uses.

4. Identify special types of concrete and describe their uses.

5. Calculate concrete volume requirements for rectangular, cylindrical, or other geometric structures using formulas, concrete tables, and/or concrete calculators, as applicable.

6. Identify concrete curing methods and materials, and relate how changing factors such as heat or

Calculate concrete volume requirements for rectangular,cylindrical, or other geometric structures using formulas, concrete tables, and/or concrete calculators, as applicable.

Perform a specimen casting for concrete strength testing using proper procedures.

Extract concrete samples using approved sampling method(s).

Perform a concrete slump test using proper procedures.


CPI21st Century Skills:9.4.12B.749.4.12B.759.4.12.B.(2).6

Sci:5.1.12.D.25.2.12.D.5


Math:7.G.6

28




humidity effect the curing.

7. Identify concrete testing methods.

8. Mix concrete using different aggregates and admixtures.

9. Sample concrete using a test cylinder.

10. Perform slump testing of concrete.

11. Demonstrate how to properly set up a curing box.

29

Unit 9: Reinforcing ConcreteEssential Questions Instructional




What are some applications for reinforcing bars and reinforced structural concrete?

What are the standard bar bends?

What information can be found on a bar list?

What are the types of ties used in securing reinforcing bars, and how are they used?

What are the tolerances allowed in the fabrication of reinforcing bars?

How can reinforcing bars be cut an bent in the field?

Why is concrete cover necessary when placing

1. Describe the applications of reinforcing bars, the uses of reinforced structural concrete, and the basic processes involved in placing reinforcing bars.

2. Recognize and identify the bar bends standardized by the American Concrete Institution (ACI).

3. Read and interpret bar lists and describe the information found on a bar list.

4. List the types of ties used in securing reinforcing bars.

5. State the tolerances allowed in the fabrication of reinforcing bars.

6. Demonstrate the proper use of common ties for

Use appropriate tools to cut and bend reinforcing bars.

Demonstrate five types of ties for reinforcing bars.

Demonstrate proper lap splicing of reinforcing bars using wire ties.

Demonstrate the proper placement, spacing, tying, and support for reinforcing bars.


CPI21st Century Skills:9.4.12B.749.4.12B.75

Sci:5.2.8.E.2


30




bars?

How are bars placed in walls, columns, beams, girders, joists, and slabs?

What are lapped splices?

reinforcing bars.

7. Describe methods by which reinforcing bars may be cut and bent in the field.

8. Use the tools and equipment needed for installing reinforcing bars.

9. Safely use selected tools and equipment to cut, bend, and install reinforcing materials.

10. Explain the necessity of concrete cover in placing reinforcing bars.

11. Explain and demonstrate how to place bars in walls, columns, beams, girders, joists, and slabs.

12. Identify lapped splices.

31

Appendix A: Correlation with Common Core Mathematics and ELA-Literacy Standards

CCSS code Common Core State StandardMath7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational

numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to placea towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

G.MG.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.English Language Arts and Literacy for Technical Subjects

ELA.L.6 Grades 9–10: Acquire and use accurately general academic and domain-specific words andphrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Grades 11–12: Acquire and use accurately general academic and domain-specific words andphrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

ELA.RST.3 Grades 9–10: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

33

CCSS code Common Core State StandardGrades 11–12: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, analyzing the specific results based on explanations in the text.

ELA.RST.4 Grades 9–10: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.Grades 11–12: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

ELA.SL.1 Grades 9–10: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly

draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence;

34

CCSS code Common Core State Standardensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

ELA.WHST.1 Grades 9–10: Write arguments focused on discipline-specific content.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and

create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

Grades 11–12: Write arguments focused on discipline-specific content.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons

35

CCSS code Common Core State Standardand evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

ELA.WHST.2 Grades 9–10: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize ideas, concepts, and information to make important connections

and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create

36

CCSS code Common Core State Standardcohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

ELA.WHST.7 Grades 9–10: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationGrades 11–12: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

ELA.WHST.8 Grades 9–10: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.Grades 11–12: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

ELA.WHST.9 Grades 9–10: Draw evidence from informational texts to support analysis, reflection, and research.Grades 11–12: Draw evidence from informational texts to support analysis, reflection, and research.

Appendix B: Practice Exam #2 from Union County Carpenter’s Union Curriculum

37

Appendix C: Pre-Mechanical Test from Union County Carpenter’s Union Curriculum

41

Appendix D: Activities and ScenariosThese literacy activities may be used to promote both the standards and the required carpentry content. Note that these are just sample activities that promote literacy instruction as well as content for each of the standards.

Interior Trim

Instructional Activity 1: Students will read information and/or see two different video presentations on the installation of doors, trim, and hardware and

discuss/observe the advantages and disadvantages of different procedures. Students will then evaluate the procedures from the text above to choose which of the alternative procedures are better and

why. Students need to be able to defend their choice. Students will work in teams to build model doors with hardware and trim based on the "best" procedures that they chose

above.

Activity aligns to the following CCSS ELA-Literacy standards: RST.3, 5; WHST.2.bActivity aligns to the following NOCTI Interior Finish Competencies:

• Install interior doors • Install standing and running trim • Install hardware

Writing to a ScenarioWhat follows is a scenario based on the NOCTI expected competencies. It contains a NOCTI problem that has more them one cause. It contains different viewpoints and each situation could have been clearly preventable if the appropriate procedures had been followed.

Students should read the scenario, examine the point of view of each party, and read text that explains the correct way of proceeding in each of these types of cases.

Students may work individually, in pairs, or in groups, as the class covers the part of the NOCTI curriculum that is relevant to each scenario. Students should review the claims and counterclaims. Students should be prepared to write the information in a way that demonstrates their understanding of the content, the evidence, and the reasoning involved in each claim. Their main questions are:1. What are the claims and counterclaims; and the strengths and weaknesses of each of them?2. How could have the problem been prevented?

47

3. How can this problem be resolved?Note: Rubrics designed to assess student work should include elements from all of the Technical Writing Standards.

Interior trim scenario: A worker was asked to install interior trim in a new residential project. The interior trim included chair rails in the dining room. The worker was not familiar with the conventions used for this type of installation. The foreman for the job was not immediately available. Instead of getting advice on the proper way to install these rails, the worker just guessed at the proper height and installed them too low. The client later checked on the installation and the contractor was required to remove the rails, repair the damage that was done to the walls, and reinstall them properly. The contractor docked the worker’s pay to cover the extra expense. The worker said that what he did was reasonable because he could not complete his assigned job without guessing the height since the foreman who could have given him the correct information was not available. He said that if he had not done what he did, he would have been in trouble for not following instructions. He said that he was put in a situation that left him with no other reasonable option because the foreman was not available. Examine and evaluate the claims and counterclaims. How could have the problem been prevented? How can this problem be resolved?

Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6Scenario aligns to the following NOCTI Interior Finish Competencies:

• Install interior doors • Install standing and running trim

48

COURSE DESCRIPTION - Newark Public...

Documents

Transcript of COURSE DESCRIPTION - Newark Public...