ap calculus bc - the columbus school · álgebra y pre-cálculo ... test 4: mean value theorem and...
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Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Cal
culu
s 12
Unit 1: Repaso de álgebra y pre-cálculo
1-3 EU 1.1 Student understands that the concept of a limit can be used to understand the behavior of functions.
¿Sabe factorizar?
¿Sabe de productos notables?
Unit 2: 4-6 EU 1.1 Student understands that the concept of a limit can be used to understand the behavior of functions.
¿Sabe resolver desigualdades?
Unit 3: 7-8 EU 1.1 Student understands that the concept of a limit can be used to understand the behavior of functions.
¿Sabe encontrar los interceptos de las gráficas?
AP
Cal
culu
s A
B
Unit 1: Limits 1.5 EU 1.1 Student understands that the concept of a limit can be used to understand the behavior of functions.
What is a limit? How can I solve a limit using a table of values, a graph or a formula?
Test 2: Limits DOK 2-Skill/Concept
Unit 2: Continuity and differentiability
0.5 EU 1.2 Student understands that continuity is a key property of functions that is defined using limits.
EU 1.1 Student understands that the concept of a limit can be used to understand the behavior of functions.
What are the requirements for a function to be continuous?What are the requirements and implications of the Intermediate Value Theorem?What is a derivative?What are the requirements for a function to be differentiable at a point?What are the requirements and implications of the Mean Value Theorem and for Rolle’s Theorem?
Test 3: Continuity and differentiability
DOK 2-Skill/Concept
1 EU 2.1 Student understands that the derivative of a function is defined as the limit of a difference quotient and can be determined using a variety of strategies.
1 EU 2.4 Student understands that the Mean Value Theorem connects the behavior of a differentiable function over an interval to the behavior of the derivative of that function at a particular point in the interval.
EU 2.3 Student understands that the derivative has multiple interpretations and applications including those that involve instantaneous rates of change.
Test 4: Mean value theorem and higher order derivatives
DOK 3- Strategic Thinking
Unit 3: Basic derivative rules
2 EU 2.1 Student understands that the derivative of a function is defined as the limit of a difference quotient and can be determined using a variety of strategies.
How can I find derivatives of polynomials and trigonometric functions (including multiplications, divisions and composite functions)?
Test 5: Derivative rules
DOK 1-Recall
Test 6: Chain rule DOK 2-Skill/Concept
Unit 4: Derivatives of exponential, logarithmic and inverse functions
2 EU 2.1 Student understands that the derivative of a function is defined as the limit of a difference quotient and can be determined using a variety of strategies.
How can I find derivatives of exponential, logarithmic and inverse functions?
Test 7: Exponential and logarithmic derivatives
DOK 2-Skill/Concept
Test 8: Derivatives of inverse functions
DOK 1-Recall
Bimestral exam DOK 2-Skill/Concept
AP
Cal
culu
s B
C
Unit 1: L'Hopital's rule
1.5 EK 1.1C3: Limits of the indeterminate forms 0/0 and ∞/∞ may be evaluated using L’Hospital’s Rule.
How can I solve limits that initially result in 0/0 or ∞/∞? Test 1: L'Hopital's rule
DOK 2-Skill/Concept
Unit 2: Arc length 1.5 EK 3.4D3: The length of a planar curve defined by a function or by a parametrically defined curve can be calculated using a definite integral.
How can I calculate the perimeter of an odd shape? Test 2: Arc length DOK 2-Skill/Concept
Unit 3: Parametric equations
2 EK 2.3C4 and EK 3.4C2: Derivatives can be used to determine velocity, speed, and acceleration for a particle moving along curves given by parametric or vector-valued functions. The definite integral can be used to determine displacement, distance, and position of a particle moving along a curve given by parametric or vector-valued functions.
How can I apply everything I learned in AP Calculus AB about motion if I am given equations in parametric form (where x and y are each functions of time)?
Test 3: Parametric equations (multiple choice)
DOK 3- Strategic Thinking
Test 4: Parametric equations (free response)
DOK 3- Strategic Thinking
Unit 4: Polar equations
3 EK 3.4D1: Areas bounded by polar curves can be calculated with definite integrals.
What is a polar curve?Why are polar curves useful in real life?How do I graph polar curves?How can I find the area and slope of a polar curve?
Test 5: Polar equations
DOK 3- Strategic Thinking
Phys
ics
12
Unit 1: 1 D KINEMATICS
12.PHYSICS.1 4-PS3-1/Speed: Use evidence to construct an explanation relating the speed of an object to the energy of that object.
How can physics be used to describe the motion of an object?How can we use graphs to determine motion characteristics of an object?
Quiz 1 DOK 1-Recall
Position Lab DOK 2-Skill/Concept
Ramp Portfolio DOK 3- Strategic Thinking
Unit 2: FORCES 12.PHYSICS.8 MS-PS2-4/Gravity: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
What are the forces acting on everyday objects?How can we calculate the net forces acting on an object?What is the relationship between mass, force, and acceleration?
Quiz 2 DOK 1-Recall
12.PHYSICS.7 HS-PS2-1/Newton's 2nd Law: Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
Forces Lab DOK 2-Skill/Concept
Launcher Portfolio DOK 3- Strategic Thinking
Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Engl
ish
12R
eadi
ng, W
ritin
g an
d Sp
eaki
ng a
nd L
iste
ning
(Uni
ts a
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taug
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ly, e
mbe
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Unit 1: Short Stories Boot Camp
3 Weeks 12.RL.01 Cite strong textual evidence to support analysis of text
12.W.01 Write arguments to support claims in an analysis of substantive topics
Why do writers write? How do fiction and nonfiction approach truth, both differently and similarly?
Short Story Analysis
DOK 2-Skill/Concept
12.RL.02 Determine themes or central ideas and analyze their development
12.RL.05 Analyze an author’s choices and a text's structure, meaning, and aesthetic
Unit 2: Night/ Personal Narrative Writing /Social Action Research Skills Step (Both Night and Social Action are happening concurrently)
7 weeks 12.RL.02 Determine themes or central ideas and analyze their development
12.RL.01 Cite strong textual evidence to support analysis of text
How does different word choice create and change meaning?
Formative: Short analysis (2 paragraphs max) of short stories and Night
DOK 2-Skill/Concept
12.RL.04 Determine figurative and connotative meanings of words and phrases
12.W.01 Write arguments to support claims in an analysis of substantive topics
How do writer's effectively enhance meaning? Personal Statements (This I Believe Essays or College Essays)
DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.W.03 Write narratives using effective technique, well-chosen details, and events
12.W.10 Write routinely for a range of tasks, purposes, and audiences
Group research paper for Social Action (ISP format)
DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.W.07 Conduct research projects to answer a question or solve a problem
What defines the elements of research? (CCSS W12.7) What is the criteria for a reliable sources? (CCSS W12.8) How can I use APA citation format to avoid plagiarism? (CCSS W12.8)
12.W.08 Gather information from multiple sources, follow a standard format for citation
AP
Engl
ish
12
Unit 1: Short Story Boot Camp
3 12.RL.01 Cite strong textual evidence to support analysis of text
12.SL.01 Initiate and participate effectively in a range of collaborative discussions
What are the wide variety of elements that contribute to a work's meaning? How to writer's control the meaning of a work?
Short Story Analysis Essay
DOK 2-Skill/Concept
12.RL.02 Determine themes or central ideas and analyze their development
MC Exam DOK 2-Skill/Concept
12.W.01 Write arguments to support claims in an analysis of substantive topics
Unit 2: The Stranger By Albert Camus
3 12.RL.01 Cite strong textual evidence to support analysis of text
12.SL.01 Initiate and participate effectively in a range of collaborative discussions
How does the context of the work impact meaning? Art and Literature: Stranger Closing Project
DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.W.09 Draw evidence from literary or informational texts
12.SL.02 Integrate multiple sources of information presented in diverse formats
How does POV contribute to the meaning of the work?
12.W.01 Write arguments to support claims in an analysis of substantive topics
12.RL.06 Analyze a viewpoint where what is stated differs from what is really meant
Unit 3: Poetry and Mythology (As studied in Short Stories)
3 12.RI.02 Determine central ideas of a text and analyze their development
12.RL.07 Analyze multiple interpretations of a story, drama, or poem
What are the foundational elements of poetry and how do they impact meaning? / What are the basic poetry structures and how to they impact meaning? How does the context of the work impact meaning?
Poetry MC AP Exam
DOK 2-Skill/Concept
12.RL.03 Analyze the author’s choices regarding how to develop a story or drama
Mini Mythology Project
DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.RI.07 Integrate and evaluate multiple sources of information presented in different media12.RL.09 Demonstrate knowledge of 18th-, 19th- and 20th-century works of American lit
Wor
ld H
isto
ry II
I, 12
Prologue: World Order and Disorder in the 21st Century
Unit 1: The Thirty Years' War, The Peace of Westphalia, and the European Balance of Power System
2 12.WH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
12.WH.CS.5 (Society and Identity) Students will understand social systems and structures and how these influence individual
1. What are the various ways in which different civilizations throughout history have defined and created a concept of "world order" for themselves?
2. According to Henry Kissinger, why was the Peace of Westphalia in 1648 such an important event for the creation of our modern political institutions and the establishment of the state system?
End of unit quiz DOK 1-Recall
Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Wor
ld H
isto
ry II
I, 12
Prologue: World Order and Disorder in the 21st Century
Unit 1: The Thirty Years' War, The Peace of Westphalia, and the European Balance of Power System
2
12.WH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
12.WH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
1. What are the various ways in which different civilizations throughout history have defined and created a concept of "world order" for themselves?
2. According to Henry Kissinger, why was the Peace of Westphalia in 1648 such an important event for the creation of our modern political institutions and the establishment of the state system?
12.WH.SK.3 Communicating conclusions and taking informed actions
12.WH.SK.1 Developing questions and planning inquiries
Prologue: World Order and Disorder in the 21st Century
Unit 2: Islamism and the Middle East: A World in Disorder
2 12.WH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
12.WH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies 1. What are the unique sets of issues and problems that
the Middle East faces today, in terms of its attempts to establish a lasting social peace and sense of regional order?
End of unit quiz DOK 1-Recall
12.WH.CS.5 (Society and Identity) Students will understand social systems and structures and how these influence individual
12.WH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
12.WH.SK.3 Communicating conclusions and taking informed actions
12.WH.SK.1 Developing questions and planning inquiries
Prologue: World Order and Disorder in the 21st Century
Unit 3: Toward an Asian Order: Confrontation or Partnership?
2 12.WH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies
12.WH.SK.1 Developing questions and planning inquiries
1. What will be the primary issues in the ongoing and future struggle for world dominance between the United States and China?
2. What are the differences between the historical conceptions of "world order" in Asian history, versus those in Western history?
End of unit quiz DOK 1-Recall
12.WH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
12.WH.CS.5 (Society and Identity) Students will understand social systems and structures and how these influence individual
Prologue: World Order and Disorder in the 21st Century
Unit 4: The United States and Its Concept of Order
2 12.WH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
12.WH.CS.5 (Society and Identity) Students will understand social systems and structures and how these influence individual
1. What types of challenges does the United States face today, in its quest to build a liberal and capitalist system of world order?
End of unit quiz DOK 1-Recall
12.WH.SK.1 Developing questions and planning inquiries
12.WH.SK.2 Evaluating sources and gathering evidence End of quarter Socratic class discussion: What are the types of competing types of world order around the globe today, and what are the collective challenges we face collectively moving forward?
DOK 3- Strategic Thinking
Econ
omic
s 12
Unit 1: How Markets Work
1-2 12.ECON.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors
12.ECON.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
1. How does the economy coordinate interdependent economic actors?
Weekly Quizzes DOK 1-Recall
Unit 2: Markets & Welfare
3-4 12.ECON.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors
12.ECON.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
2. Why is the equilibrium of supply and demand desirable for society as a whole?
Student projects DOK 2-Skill/Concept
12.ECON.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
12.ECON.SK.1 Developing questions and planning inquiries
Class discussion DOK 3- Strategic Thinking
Unit 3: The Economics of the Public Sector
5-6 12.ECON.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors
12.ECON.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
How do governments sometimes help address the inefficiencies of the market and market failure?
Weekly Quizzes DOK 1-Recall
12.ECON.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
12.ECON.SK.3 Communicating conclusions and taking informed actions
Unit 4: Firm Behavior & The Organization of Industry
7-9 12.ECON.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors
12.ECON.SK.1 Developing questions and planning inquiries
How can firms with market power sometimes cause market outcomes to be inefficient?
12.ECON.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
12.ECON.SK.3 Communicating conclusions and taking informed actions
Summative multiple-choice exams
DOK 3- Strategic Thinking
Span
ish
12
Unit 1: Literatura Universal: Antigua y Clásica Grecolatina.
3 semanas 12.ES2 Los estudiantes analizan crítica y creativamente diferentes manifestaciones literarias del contexto universal.
12.ES4 Los estudiantes argumentan, en forma oral, acerca de temas y problemáticas de diversa índole.
¿Cuáles son los orígenes históricos y socioculturales de las civilizaciones antiguas? ¿Qué características tienen las principales manifestaciones literarias de oriente en la antigüedad? ¿Cuáles son las características, temas y problemas existentes en la literatura griega a partir de la poesía, la prosa y el teatro?¿Cuáles son los rasgos fundamentales de la producción literaria latina?¿Qué importancia tienen la cultura griega y la latina en la formación de las manifestaciones artísticas y literarias de nuestra cultura occidental?¿Cómo se evidencia en las obras literarias las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?
Lectura y análisis de fragmentos de obras representativas de las literaturas orientales (egipcia, mesopotámica, china, hebrea e hindú).
DOK 3- Strategic Thinking
12.ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados.
Plan lector: Análisis de isotopías en las obras: “La Eneida”, de Virgilio, o "La Ilíada”, de Homero, con el propósito de comprobar diferentes hipótesis durante la lectura de las obras en cuestión.
DOK 4-Extended Thinking
Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Span
ish
12
Unit 1: Literatura Universal: Antigua y Clásica Grecolatina.
¿Cuáles son los orígenes históricos y socioculturales de las civilizaciones antiguas? ¿Qué características tienen las principales manifestaciones literarias de oriente en la antigüedad? ¿Cuáles son las características, temas y problemas existentes en la literatura griega a partir de la poesía, la prosa y el teatro?¿Cuáles son los rasgos fundamentales de la producción literaria latina?¿Qué importancia tienen la cultura griega y la latina en la formación de las manifestaciones artísticas y literarias de nuestra cultura occidental?¿Cómo se evidencia en las obras literarias las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?
Identificación y aplicación de los elementos y recursos fundamentales de la épica, la lírica y la tragedia griegas.
DOK 2-Skill/Concept
Proyecto plan lector de literatura comparada: Literatura Griega y Literatura Latina
DOK 3- Strategic Thinking
Unit 2: Comprensión de textos: situación comunicativa
3 semanas 12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos con actitud crítica y capacidad argumentativa.
12.ES4 Los estudiantes argumentan, en forma oral, acerca de temas y problemáticas de diversa índole.
Situación comunicativa: ¿Quién habla en el texto y cuál es su lector ideal? ¿Qué estructura tiene el texto? ¿Qué dice el texto? ¿Cuál es el propósito del texto? ¿Qué estrategias debo implementar para elaborar un buen análisis del texto?
Talleres de comprensión de lectura y lectura crítica, etapa 1: vocabulario y palabras clave
DOK 2-Skill/Concept
12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Talleres de comprensión de lectura y lectura crítica, etapa 2: rastreo de marcadores discusivos.
DOK 3- Strategic Thinking
Talleres de comprensión de lectura y lectura crítica, etapa 3: la situación comunicativa.
DOK 3- Strategic Thinking
Unit 3: Producción de textos argumentativos: El Comentario de texto
2 semanas 12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
¿Cuál es el propósito de los textos argumentativos? ¿Cuáles son las características estructurales de los textos argumentativos?¿Cómo se elabora un comentario de texto?
Composición de un comentario de texto. Incluye las etapas de escritura.
DOK 4-Extended Thinking
Unit 4: Ética de la Comunicación y lenguajes simbólicos: historia del arte I y secuencias narrativas.
2 semanas 12.ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados.
12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos con actitud crítica y capacidad argumentativa.
¿Qué relación subyace entre una obra literaria y una pictórica de una misma época o escuela? ¿Cómo los códigos verbales y no verbales se articulan para darles sentido a las diferentes expresiones artísticas? ¿Identifico o creo secuencias narrativas en los textos gráficos? ¿Analizo críticamente la obra cinematográfica?
Ejecicio de apreciación pictórica de los periodos literarios estudiados durante el bimestre: Antigüedad y periodo grecolatino.
DOK 2-Skill/Concept
12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Creación de una secuencia gráfica a partir de la lectura del plan lector. http://dibujosquehablan.cl/
DOK 4-Extended Thinking
Cine-foro: A Little Princess (1995). La épica en nuestro tiempo.
DOK 2-Skill/Concept
AP
Span
ish
Lite
ratu
re a
nd C
ultu
re 1
2
Unit 1: Movimientos Literarios
1 semana 12.ES2 Los estudiantes analizan sociológica, crítica y creativamente diferentes manifestaciones literarias del contexto hispanoamericano y universal.
12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos, con actitud crítica y capacidad argumentativa.
¿Entiendo que un procedimiento común y lógico de ordenar la producción literaria es por el momento histórico o el movimiento cultural en el que se produjo? ¿Identifico claramente estas tres épocas: la Edad Media (siglos X-XIV), el Renacimiento (siglos XVI y XVII) y la época moderna (siglos XIX-XXI)? ¿Comprendo cómo en el siglo XVIII se elaboran las ideas que darán lugar a la modernidad?
Taller de reconocimiento de los diferentes movimientos literarios
DOK 2-Skill/Concept
Examen: Épocas y movimientos literarios
DOK 2-Skill/Concept
Unidad 2: Los géneros literarios
12.ES2 Los estudiantes analizan sociológica, crítica y creativamente diferentes manifestaciones literarias del contexto hispanoamericano y universal.
12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.
¿Identico y reconozco en los diferentes géneros literarios su estructura, elementos, recursos y formas de análisis? ¿Aplico métodos o estrategias de análisis en cada uno de los géneros literarios, con el fin de acercarme a la interpretación de la obra literaria?
Taller de interpretación 1: Género poético
DOK 3- Strategic Thinking
Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Span
ish
Lite
ratu
re a
nd C
ultu
re 1
2Unidad 2: Los géneros literarios
1 semana
¿Identico y reconozco en los diferentes géneros literarios su estructura, elementos, recursos y formas de análisis? ¿Aplico métodos o estrategias de análisis en cada uno de los géneros literarios, con el fin de acercarme a la interpretación de la obra literaria?
Taller de interpretación 2: Género narrativo
DOK 3- Strategic Thinking
Taller de interpretación 3: Género dramático
DOK 3- Strategic Thinking
Taller de interpretación 4: Género ensayístico
DOK 3- Strategic Thinking
Unit 3: Tema 1: Las sociedades en contacto: Pluralismo racial y desigualdad económica. Parte I
5 semanas 12.ES2 Los estudiantes analizan sociológica, crítica y creativamente diferentes manifestaciones literarias del contexto hispanoamericano y universal.
12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos, con actitud crítica y capacidad argumentativa.
Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? Las sociedades encontacto (la asimilación y la marginación; la diversidad; las divisiones socioeconómicas; el imperialismo; el nacionalismo y el regionalismo). ¿De qué manera las perspectivas de una cultura afectan la representación de eventos históricos, mediante la literatura o el arte? ¿Cómo los miembros de una minoría cultural se resisten (o asimilan) a las costumbres y las perspectivas de la mayoría dominante? ¿Cómo se representan en obras literarias de distintos periodos y diversas culturas las relaciones entre grupos socioculturales (clases sociales, grupos étnicos, etc.)?
Talleres de comprensión, de interpretación y de relaciones con la cultura (conexiones y comparaciones). Según textos de lectura AP para el tema 1
DOK 3- Strategic Thinking
12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
Plan lector: Análisis de isotopías o líneas de sentido en las obras: “La Eneida”, de Virgilio, o "La Ilíada”, de Homero, con el propósito de comprobar diferentes hipótesis durante la lectura de las obras en cuestión.
DOK 4-Extended Thinking
12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Unit 4: Producción de textos argumentativos: estructura del texto argumentativo
3 semanas 12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
12.ES4 Los estudiantes argumentan, en forma oral, acerca de temas y problemáticas de diversa índole.
¿Cuál es el propósito de los textos argumentativos? ¿Cuáles son las características estructurales de los textos argumentativos?
Composición de textos argumentatios. Incluye las etapas de escritura. Tipo respuesta corta y tipo ensayo.
DOK 4-Extended Thinking
12.ES6 Los estudiantes comprenden y expresan la necesidad de respetar la diversidad cultural y social del mundo contemporáneo, en las situaciones comunicativas en las que interviene.12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.
Cie
ncia
s Po
lític
as
12
Origen del Estado y la sociedad
8 semanas SK 1. Desarrollo de preguntas y planificación de la investigación
SK 1. Desarrollo de preguntas y planificación de la investigación
¿Qué es ciencia política? ¿Qué es un Estado? ¿Cuál es la función principal de un Estado? ¿Es posible alguna forma de organización de la vida humana prescindiendo del Estado? ¿Qué significa Voluntad popular? ¿Qué hace a un Estado legítimo?
DOK 2-Skill/Concept
SK 2. Evaluación de las fuentes y recopilación de pruebas
CS 2. (Conexiones y Conflicto) Los estudiantes comprenderán las causas y los efectos de la interacción entre las sociedades, incluyendo el comercio, los sistemas de intercambio internacional, la guerra y la diplomacia.
DOK 3- Strategic Thinking
CS 6. (Gobierno) Los estudiantes comprenderán por qué las sociedades crean y adoptan sistemas de gobierno y cómo abordan las necesidades humanas, los derechos, las responsabilidades y la ciudadanía.
Cine foro
Proyecto Constitución Política de Colombia
Examen parcial DOK 3- Strategic Thinking
Unit 4:
Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
12 F
iloso
fía
Unit 1:La pregunta por el conocimiento: Implica el problema del conocimiento en general, de la ciencia y de la influencia de ésta en la constitución del hombre y de la imagen que este se forma de la realidad.
10 semanas PH3 Comprende que los conceptos filosóficos están vinculados a un contexto histórico determinado
PH2 Establece relaciones entre conceptos filosóficos ¿¿Identifica los problemas del conocimiento y su influencia para el hombre y la sociedad? ¿Deduce las consecuencias e implicaciones de los problemas y planteamientos filosóficos frente al conocimiento, formulados a lo largo de la historia de la filosofía? ¿Reconoce la importancia del conocimiento en la construcción de la realidad?
Identificación y comprensión de los contenidos explícitos de un de un texto.Identificación de eventos, ideas y afirmaciones y demás elementos locales de un texto.Comprensión de los componentes explícitos de un texto: palabras, oraciones, formas gramaticales básicas.
DOK 2-Skill/Concept
PH1 Reconoce conceptos filosóficos y sabe dar cuenta de su contexto semántico
PH3 Comprende que los conceptos filosóficos están vinculados a un contexto histórico determinado
Reflexión y evaluación del contenido de los textos.Establecimiento de relaciones entre el texto y contenidos que no se encuentran en el.Reconocimiento de estrategias discursivas.Evaluación de la validez y la veracidad de contenidos de los textos.
DOK 3- Strategic Thinking
Unit 2:
Unit 3:
Unit 4:
Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
12 F
iloso
fíaUnit 4:
PE_P
hysi
cal E
duca
tion
12
UNIDAD 1 PHYSICAL ACTIVITY AND NUTRITION
Identifica los diferentes sistemas energéticos usados en una actividad física (por ej., trifosfato de adenosina y fosfocreatina, glucólisis anaeróbica, aeróbica).39 (S3.H8.L2)
Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte
-Physical skill test -Fitness knowledge test -Shape America Rubrics
NPES.12.S1.H1.L2 Level 2. Refines activity-specific movement skills in one or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games)
Unit 2: SOCIAL SUPPORT
NPES.12.S3.H6.L2 Level 2. Creates a plan, trains for and participates in a community event with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling event).
Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte
-Physical skill test -Fitness knowledge test -Shape America Rubrics
Unit 3: PERSONAL FITNESS PLANS
NPES.12.S3.H7.L2 Level 2. Designs and implements a strength & conditioning program that develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy, active life- style.
-Physical skill test -Fitness knowledge test -Shape America Rubrics
NPES.12.S3.H11.L2 Level 2. Develops and maintains a fitness portfolio (e.g., assessment scores, goals for improvement, plan of activities for improvement, log of activities being done to reach goals, timeline for improvement).
Unit 4: RISKS AND SAFETY FACTORS
NPES.12.S3.H7.L1 Level 1. Demonstrate appropriate technique in resistance-training machines and free weights.
Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte
-Physical skill test -Fitness knowledge test -Shape America Rubrics
NPES.12.S3.H14.L2 Level 2. Applies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exer- cise, meditation) to reduce stress.
Tech
nolo
gy 1
2
Unit 1:
Unit 2:
Unit 3:
Unit 4:
ELECTIVES
AP
Phys
ics
C
Unit 1: Mechanics 4-5 12.APPHYC.1 Mechanics: Apply principles and concepts of kinematics and dynamics to complex systems in two dimensions. Use vector components to analyze projectiles, Atwood's machines, elastic and inelastic collisions. Problems include applications of differential and integral calculus.
What is the difference between average speed, instantaneous speed, and change in speed? Where is it useful to use Galileo’s equations when making calculations in kinematics?Where is it useful to use formula five when making calculations in kinematics?What is momentum? Where does the idea of conservation of momentum come from?What is weight and how can it be used to calculate friction or be combined with Newton’s universal law of gravitation?What is centripetal acceleration and force and how can it be used in combination with Newton’s universal law of gravitation?
applications of kinematic equations, kinematics problems in one and two dimensions, graphical interpretation, practice problems, conservation of momentum, proofs in two dimensions, second law problems, two dimensional inclined plane, universal gravitation, torque, angular motion, proofs using angular motion, review exercise
DOK 3- Strategic Thinking
Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Phys
ics
C
Unit 1: Mechanics
12.APPHYC.1 Mechanics: Apply principles and concepts of kinematics and dynamics to complex systems in two dimensions. Use vector components to analyze projectiles, Atwood's machines, elastic and inelastic collisions. Problems include applications of differential and integral calculus.
What is the difference between average speed, instantaneous speed, and change in speed? Where is it useful to use Galileo’s equations when making calculations in kinematics?Where is it useful to use formula five when making calculations in kinematics?What is momentum? Where does the idea of conservation of momentum come from?What is weight and how can it be used to calculate friction or be combined with Newton’s universal law of gravitation?What is centripetal acceleration and force and how can it be used in combination with Newton’s universal law of gravitation?
Unit 2: 4-5 12.APPHYC.2 Energy and SHM: Combine the concepts of conservation of mechanical energy and rotational movement to analyze systems undergoing simple harmonic motion. Use integral calculus to derive expressions for moments of inertia. Be able to apply the parallel axis theorem.
What are moment of inertia, angular speed, and acceleration?What is a free body diagram and how can it be used to analyze complex systems?How can trigonometry be applied to two dimensional systems in order to analyze forces?What is the difference between elastic and inelastic collisions?
Combine the concepts of conservation of mechanical energy and rotational movement to analyze systems undergoing simple harmonic motion. Use integral calculus to derive expressions for moments of inertia. Be able to apply the parallel axis theorem, review exercise
DOK 3- Strategic Thinking
AP
Che
mis
try
Unit 1: Atoms and Matter
5 12.APCH.1 Atoms and Matter - The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical reactions.
What is matter? What is matter made of?
Spectrometry lab DOK 3- Strategic Thinking
Unit 2: Forces 5 12.APCH.2 Forces - Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them.
What are forces?What forces hold particles together?
Intermolecular forces lab
DOK 3- Strategic Thinking
AP
Envi
ronm
enta
l Sc
ienc
e
Unit 1: Earth Systems and Resources
5 12.APENVSC.1 Earth Systems and Resources - Earth science concepts, global atmosphere, water resources, and soil use and dynamics.
12.APENVSC.1 Earth Systems and Resources - Earth science concepts, global atmosphere, water resources, and soil use and dynamics.
What is the environment? Form your own hypothesis lab
DOK 4-Extended Thinking
Unit 2: Ecosystems
5 12.APENVSC.2 Living World - Ecosystem structure, energy flow, ecosystem diversity, natural ecosystem change, natural biogeochemical cycles.
12.APENVSC.2 Living World - Ecosystem structure, energy flow, ecosystem diversity, natural ecosystem change, natural biogeochemical cycles.
Where do humans fit into the environment? Biome in a bottle lab
DOK 4-Extended Thinking
AP
Phys
ics
I
Unit 1: SI System 4-5 11.APPHYSICSI.1 SI system: Be able to use scientific notation, metric prefixes, and perform mathematical calculations using the SI system of units. Develop an understanding of various forms of proportionality between variables and how it leads to mathematical equations.
What is the importance of the units of measurement In the metric (SI) system?Where would it be convenient to use metric prefixes to replace powers of ten?Which equations can be combined to calculate the speed of a planet?What are the essential elements of a graph?
vocabulary exercise, numbers in physics I, planet study, numbers in physics II, Kepler’s laws, frequency and period, formula quiz, Hooke’s law lab, simple pendulum lab, review exercise, and vocabulary puzzle,
DOK 2-Skill/Concept
Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Phys
ics
I
Unit 1: SI System
11.APPHYSICSI.1 SI system: Be able to use scientific notation, metric prefixes, and perform mathematical calculations using the SI system of units. Develop an understanding of various forms of proportionality between variables and how it leads to mathematical equations.
What is the importance of the units of measurement In the metric (SI) system?Where would it be convenient to use metric prefixes to replace powers of ten?Which equations can be combined to calculate the speed of a planet?What are the essential elements of a graph?
Unit 2: Kinematics 4-5 11.APPHYSICSI.2 Kinematics: Distinguish between distance, displacement, speed, instantaneous velocity, average velocity, and acceleration, and apply concepts in kinematics to solve problems related to linear motion.
In what situations would it be useful to know the average speed, the instantaneous speed, or the change in speed? Where is it useful to use Galileo’s equations when making calculations in kinematics?Where is it useful to use formula five when making calculations in kinematics?In what ways can the acceleration due to the force of gravity at the Earth’s surface be measured?What are some common ways in which the five basic kinematics equations are combined to solve problems?
vocabulary exercise, average speed problems, average speed with constant acceleration, acceleration problems, Galileo’s equation applications, formula five applications, centripetal acceleration, formal problem solving, review exercise, and vocabulary puzzle
DOK 3- Strategic Thinking
Unit 3:
AP
Bio
logy
Unit 1: Ecology What models are useful in describing the growth of a population?How is population size regulated by abiotic and biotic factors?How is energy flow through an ecosystem related to trophic structure (trophic levels)?How do elements (for example: carbon, nitrogen, phosphorous, sulfur, oxygen) cycle throughHow do organisms affect the cycling of elements and water through the biosphere?How do biotic and abiotic factors affect community structure and ecosystem function?
12.APBIO.4 Systems - Biological systems interact, and these systems and their interactions possess complex properties
Unit Test DOK 3- Strategic Thinking
Current Article DOK 3- Strategic Thinking
AP Biology Lab DOK 3- Strategic Thinking
Schoology Assignments
DOK 3- Strategic Thinking
masteringbiology
Unit 2: Cellular Biology
12.APBIO.2 Energy - Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis
Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Bio
logy
Unit 3: How do the unique chemical and physical properties of water make life possibleWhat is the role of carbon in the molecular diversity of life?How do structures of biologically important molecules (carbohydrates, lipids, proteins, nucleic acids) account for their function?What are the similarities and differences between prokaryotic and eukaryotic cells and how does their structure account for their function?How does the structural organization of membranes provide for transport and recognition?How do organelles function together in cellular processes?What factors limit cell size?
AP
Wor
ld H
isto
ry
Unit 1: Neolithic Revolution to the foundations of civilization
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions. How is the Neolithic revolution considered a major change in World History?
Essays/Test/Projects
DOK 3- Strategic Thinking
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
12.SSAPWH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies
Unit 2: Classical civilizations of greece/rome, Han China, and Maruyu/Gupta of India
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions..COmapre and COntrast the Roamn and Han Empires.
Essay/Test/Projects
DOK 3- Strategic Thinking
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
12.SSAPWH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
Unit 3: Islamic Caliphates and the Indian Ocean/SIlk ROad trade routes
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions.. DBQ essays on the spread of culture via the silk roads and the indian ocean trade routes.
Essa/Test/Projects DOK 3- Strategic Thinking
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
Unit 4:
AP
Hum
an G
eogr
aphy
Unit 1: Geography: Its Nature & Perspectives
4 1. What is human geography? How do we think geographically?
2. How do geographers describe where things are?
3. In what way is each point on the earth unique?
4. In what way are different places on earth similar?
12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
12.SSAPWH.SK.1 Developing questions and planning inquiries
12.SSAPWH.CS.8 (Science, Technology, and Society) Students will understand how societies have influenced and been influenced by scientific developments and technological developments
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
AP Exam-Simulated Unit Exam
DOK 2-Skill/Concept
DOK 3- Strategic Thinking
Unit 2: Population & Migration
4 12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
12.SSAPWH.SK.1 Developing questions and planning inquiries
1. Where is the world's population distributed?
2. Where has the world's population increased?
3. Why is population increasing at different rates in different regions around the world?
4. Why do people migrate?
5. What is the distribution pattern of migrants throughout the world today, and what obstacles do they typically face?
AP Exam-Simulated Unit Exam
DOK 2-Skill/Concept
12.SSAPWH.CS.5 (Society and Identity) Students will understand social systems and structures and how these influence individual
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
DOK 3- Strategic Thinking
4
Han
ds o
n En
gine
erin
g
Unit 1: Safety In the Lab.
2 ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
What are the safety rules that you should follow when using tools in the lab?
Safety Unit Assessment (Schoology Assessment)
DOK 3- Strategic Thinking
Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Han
ds o
n En
gine
erin
gUnit 1: Safety In the Lab.
2
ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
What are the safety rules that you should follow when using tools in the lab?
Unit 2: The Rube GoldbergMachine the EngineeringProcess
6 ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
What are the steps used in the Design Process?What are the online tools that you can use to present a project?
RGM Video DOK 4-Extended Thinking
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4c Students develop, test and refine prototypes as part of a cyclical design process.
Rube Goldberg Machine
DOK 3- Strategic Thinking
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
RGM Presentation DOK 4-Extended Thinking
Bus
ines
s Te
chno
logy
Unit 1: Introduction to spreadsheets, cell basicsand basic formulas
ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
ISTE2016.1d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
ISTE2016.5a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6d Students publish or present content that customizes the message and medium for their intended audiences.
Unit 2: Data analysis andExcel tabs and functions
ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
ISTE2016.1d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
ISTE2016.5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6b Students create original works or responsibly repurpose or remix digital resources into new creations.
Cre
ativ
e D
esig
n
Unit 1: Principles & Elements of Design
3 Weeks ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
What is design?How does design affect my life?Can I apply the Design Process to other fields?What purpose does design serve?Why is design important in the real world?
Projects (Basic skills)Projects (Advanced skills)
DOK 2-Skill/Concept
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
Summative Projects applying all the previous skills to solve a design problem.
DOK 4-Extended Thinking
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6b Students create original works or responsibly repurpose or remix digital resources into new creations.
Unit 2: Type & Image
3 Weeks ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
What is design?How does design affect my life?Can I apply the Design Process to other fields?What purpose does design serve?Why is design important in the real world?
Projects (Basic skills)Projects (Advanced skills)
DOK 2-Skill/Concept
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
Summative Projects applying all the previous skills to solve a design problem.
DOK 4-Extended Thinking
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6b Students create original works or responsibly repurpose or remix digital resources into new creations.
Unit 3:
Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Com
pute
r Sc
ienc
e
Unit 1: 1Background2First Java Programs3Syntax, Errors, and Debugging4Introduction to Control Statements
8 ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
ISTE2016.1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
How do you write a Java Program?How do you debug and run java Programs?What are some IDE you can use for programming?How can you add conditions to your programs?
Temperature Conversion program
DOK 3- Strategic Thinking
ISTE2016.7 Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
ISTE2016.7b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
Weekly Practice AP examquestions
DOK 3- Strategic Thinking
ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
ISTE2016.5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
Weekly Program Itsections.
DOK 4-Extended Thinking
pain
ting
ele
ctiv
e 1
0-11
-12
grad
e
Unit 1: COLOR THEORY, primary and secondary colors
2 weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.
what do you know about the color theorydo you know the color wheel?what do you know about the cool and warm colors?how can be used the cool and warm colors in a paint?what kind of paint can we made using cold and warm colors?
make a sketch, with diferents colors apply color theorycreated your painting using all the color at the color wheelcreated yur own landscape, using colr warm and cold color.
DOK 2-Skill/Concept
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
research about color theory
DOK 3- Strategic Thinking
VA.HS.CR.1.a Individually or collaboratively formulate new creative problems based on student’s existing artwork.
sketch with a draw or painting when the student apply concepts about ecolor wheel
DOK 2-Skill/Concept
final product : made a paint apply all the concepts based on color theory, cold, warm, value, texture.
DOK 4-Extended Thinking
clasworksketches, drawings,paintings in differents techniques
DOK 2-Skill/Concept
UNIT 2: COLOR WHEEL
2 weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CO.1.a Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking.
what do you know about the color theorydo you know the color wheel?what do you know about the cool and warm colors?how can be used the cool and warm colors in a paint?what kind of paint can we made using cold and warm colors?
sketch with a draw or painting when the student apply concepts about ecolor wheel
DOK 1-Recall
VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.
final product : made a paint apply all the concepts based on color theory, cold, warm, value, texture.
DOK 4-Extended Thinking
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
clasworksketches, drawings,paintings in differents techniques
DOK 2-Skill/Concept
UNIT 3: COLOR AND TEXTURE
2 week VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.
What can we used to created textures?what kinde of tools do you need to make differents textures?
classwork: made differents experimetation with color, mixed, and textures.
DOK 1-Recall
VA.HS.CO.1.a Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking.
sketch with a draw or painting when the student apply concepts about color and texture
DOK 2-Skill/Concept
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
final product : made a paint apply color and texture in creativity way
DOK 4-Extended Thinking
UNIT 4: POINTILLISM
2weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.
what do you know about art history : pointillism?do you know something about Seurat or other painter who use points to made art works?what do you think that need to made an art works based on points?what kind of tools do you used to create an art work whit dots?
clasworksketches, drawings,paintings in differents techniques
DOK 3- Strategic Thinking
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
sketch with color, and technique form pointillism
DOK 2-Skill/Concept
Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
pain
ting
ele
ctiv
e 1
0-11
-12
grad
e
2weeks
VA.HS.CO.1.a Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking.
what do you know about art history : pointillism?do you know something about Seurat or other painter who use points to made art works?what do you think that need to made an art works based on points?what kind of tools do you used to create an art work whit dots?
classwork , work in differents techniques for made the final product
DOK 4-Extended Thinking
VA.HS.CR.1.a Individually or collaboratively formulate new creative problems based on student’s existing artwork.
process apply, many materials from expresss ideas in differents techniques
DOK 3- Strategic Thinking
Dra
win
gel
ectiv
e 1
0-11
-12
grad
e
Unit 1:Objects in my room
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
what is an still life? Objects in my room Final
DOK 4-Extended Thinking
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Objects in my room Sketch
DOK 3- Strategic Thinking
Classroom: The making of the final and sketch in class
DOK 2-Skill/Concept
Unit 2:Objects in the kitchen
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
what is value and what differents values can i achieve with a variety of materials?
Objects in the kitchen Final
DOK 4-Extended Thinking
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Objects in the kitchen Sketch
DOK 3- Strategic Thinking
Classwork: the making of the sketch and the final in the clasroom
DOK 2-Skill/Concept
Unit 3:Clothes i own
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
how can i use geometrical shapes to draw objects? Clothes i own Final DOK 4-Extended Thinking
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Clothes i own Final DOK 3- Strategic Thinking
Classwork: The making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Unit 4:School suplies
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.P.1.a Analyze, select, and critique personal artwork for a collection or portfolio presentation.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Scul
ptur
eel
ectiv
e 1
0-11
-12
grad
e
Unit 1:Polyhedrons 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
How do artists experiment with new materials in order to create their artwork?
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
How might artists change their minds about their artwork as they continue working on it?
Sketch polihedrons
DOK 2-Skill/Concept
What is a shape? Final polyhedrons DOK 3- Strategic Thinking
How can we trensform a shape intoa form?
Unit 2:Ana Serrano cities
2
VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Final Cities DOK 4-Extended Thinking
Sketch Cities DOK 3- Strategic Thinking
Unit 3:Zim and Zou objects
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Sketch Objects DOK 3- Strategic Thinking
Final Objects DOK 4-Extended Thinking
Unit 4: endangered animals trophy heads
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
VA.HS.P.1.a Analyze, select, and critique personal artwork for a collection or portfolio presentation.
Sketch animals DOK 3- Strategic Thinking
Final Animals DOK 4-Extended Thinking
Cho
ir
Unit 1:
Rhythm: Duration
8 FAMU.IV.1.1 Sings a varied repertoire of vocal literature with expression and technical accuracy at a moderate level of difficulty (e.g., attention to phrasing and interpretation, various meters and rhythms in a variety of keys)
FAMU.IV.1.2 Sings music written in four parts, with and without accompaniment
What is musical rhythmWhat are elements to read the music mitmo?What is the importance of rhythm in music?
CLASS WORKiNSTRUMENTAL ASSEMBLEREPERTOIRE 1
DOK 1-Recall
Quarter 1Course Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Course
Cal
culu
s 12
AP
Cal
culu
s A
BA
P C
alcu
lus
BC
Phys
ics
12Quarter 2
Content/Unit Title
Weeks of Instruction Power Standards Secondary Standards Essential Questions
use ctr + enter to move down in the cellMajor
Assessments/Projects
DOK levels in assessment
Unit 1: EU 1.1 Student understands that the concept of a limit can be used to understand the behavior of functions.
¿Qué es un límite?
¿Cómo resolver un límite usando tabla de valores, una gráfica o una fórmula?¿Sabe resolver límites de forma indeterminada 0/0
¿Sabe racionalizar?
¿Sabe resolver límites de forma indeterminada
Unit 2:
Unit 3:
Unit 1: Implicit differentiation and related rates
1 EU 2.1 Student understands that the derivative of a function is defined as the limit of a difference quotient and can be determined using a variety of strategies.
How could you find the derivative of a variable that has not been explicitly solved in an equation? How does one thing changing affect other things?
1.5 EU 2.3 Student understands that the derivative has multiple interpretations and applications including those that involve instantaneous rates of change.
Test 9: Implicit differentiation and related rates
DOK 3- Strategic Thinking
Unit 2: First derivative test
1 EU 2.2 Student understands that a function’s derivative, which is itself a function, can be used to understand the behavior of the function.
What relationships are there between a function and its first derivative?
Test 10: First derivative test
DOK 3- Strategic Thinking
Unit 3: Second derivative test
1.5 EU 2.2 Student understands that a function’s derivative, which is itself a function, can be used to understand the behavior of the function.
What relationships are there between a function, its first derivative and its second derivative?
Test 11: Second derivative test
DOK 3- Strategic Thinking
Unit 4: Optimization and motion
2 EU 2.3 Student understands that the derivative has multiple interpretations and applications including those that involve instantaneous rates of change.
How can calculus help me to find the optimal solution to a real-life application problem that requires me to maximize my profit, minimize my cost, etc.?How can I use calculus to draw conclusions about the position, velocity, speed and acceleration of an object?
Test 12: Optimization and motion
DOK 3- Strategic Thinking
Semestral exam DOK 3- Strategic Thinking
Unit 1: More integration methods
2 EK 3.3B5: Techniques for finding antiderivatives include algebraic manipulation such as long division, integration by parts, and non-repeating linear partial fractions.
How can I find the integral of a function that is a division of polynomials whose denominator can be factored (when all other methods I know fail)?How can I find the integral of two unrelated functions that are multiplying (when all other methods I know fail)?
Test 6: Integration by partial fractions
DOK 2-Skill/Concept
Test 7: Integration by parts
DOK 2-Skill/Concept
Unit 2: Improper integrals
1.5 EK 3.2D2: Improper integrals can be determined using limits or definite integrals.
How do I solve a definite integral with infinity in the limits of integration or with a vertical asymptote within the limits of integration?
Test 8: Improper integrals
DOK 2-Skill/Concept
Unit 3: Euler's method
1 EK 2.3F2: For differential equations, Euler’s method provides a procedure for approximating a solution or a point on a solution curve.
How can I approximate a value of y given a point and the functions derivative?
Test 9: Euler's method
DOK 2-Skill/Concept
Unit 4: Logistic growth
1.5 EK 3.5B2: The model for logistic growth that arises from the statement “The rate of change of a quantity is jointly proportional to the size of the quantity and the difference between the quantity and the carrying capacity” is dy/dt = ky(a – y).
Why is a logistic growth a better model for populations than exponential growth?How can I determine the maximum population that the environment can sustain given a logistic differential equation?How can I determine the size of the population when it is growing the fastest given the logistic differential equation?
Test 10: Logistic growth
DOK 2-Skill/Concept
Unit 1: FORCES 12.PHYSICS.6 MS-PS2-1/Newton's 3rd Law: Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
How do pairs of forces interact with one another? Slow motion video analysis
DOK 3- Strategic Thinking
Forces quiz 2 DOK 2-Skill/Concept
Unit 2: MOMENTUM & COLLISIONS
12.PHYSICS.13 MS-PS2-3/Electric and Magnetic Fields 2: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
What happens to the energy and momentum during a collision?
Collisions lab DOK 3- Strategic Thinking
Momentum Quiz DOK 2-Skill/Concept
Course
Quarter 2Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Engl
ish
12R
eadi
ng, W
ritin
g an
d Sp
eaki
ng a
nd L
iste
ning
(Uni
ts a
re
taug
ht th
emat
ical
ly, e
mbe
ddin
g al
l cat
egor
ies)
A
P En
glis
h 12
Wor
ld H
isto
ry II
I, 12
Unit 1: Justice and Equity Book Clubs and Persuasive Writing (Happening concurrently with Unit 2)
7 weeks 12.RL.02 Determine themes or central ideas and analyze their development
12.RL.01 Cite strong textual evidence to support analysis of text
How do writers use a variety of elements to create a compelling story?
Formative: Short analysis of book clubs novels with literary terms such as POV, structure, etc.
DOK 1-RecallDOK 2-Skill/Concept
12.RL.06 Analyze a viewpoint where what is stated differs from what is really meant
Who defines what is justice and equity? Persuasive Speech: From perspective of book club character or personal viewpoint (both options use same rubric)
DOK 2-Skill/Concept
12.W.01 Write arguments to support claims in an analysis of substantive topics
How do writers use the methods of persuasive ? Socratic Seminars DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.SL.01 Initiate and participate effectively in a range of collaborative discussions
Unit 2: Social Action Step 2: Solutions and Systems Thinking (Happening concurrently with Unit 1)
9 weeks 12.RI.01 Cite strong textual evidence to support analysis of text
12.W.08 Gather information from multiple sources, follow a standard format for citation
How do I use a variety of informational sources to compile and defend ideas? (CCSS RI 12.1)
Social Action Proposal Phase (Step 2)
DOK 3- Strategic Thinking
12.RI.04 Determine figurative, connotative, and technical meanings of words and phrases
How does one define the nuance and complex meanings of a term and analyze how it can change depending on context? (CCSS RI. 12.4)
Unit 1:The Great Gatsby (Read over October Break)
3 12.RL.01 Cite strong textual evidence to support analysis of text
12.RL.04 Determine figurative and connotative meanings of words and phrases
How do strong writer's develop analysis of literature in writing?
AP Open Essay (2 times)
DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.RL.02 Determine themes or central ideas and analyze their development
12.RL.03 Analyze the author’s choices regarding how to develop a story or drama
12.W.04 Produce writing appropriate to task, purpose, and audience
Unit 2: The Handmaid's Tale
4 12.RL.01 Cite strong textual evidence to support analysis of text
12.RL.06 Analyze a viewpoint where what is stated differs from what is really meant
How do readers identify the nuanced choices an author make in order develop a specific meaning in a passage?
AP Question 2 Essays
DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.RL.03 Analyze the author’s choices regarding how to develop a story or drama
How does a writer comment on the nuanced choices an author makes in order to develop a specific meaning in a passage?
AP MC Test for short passages
DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.RL.05 Analyze an author’s choices and a text's structure, meaning, and aesthetic
12.W.04 Produce writing appropriate to task, purpose, and audience
Unit 3:
The Cold War: Its Origins, Evolution & Legacy
Unit 1: The Cold War: Its Origins & The Truman Doctrine
3 12.WH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
12.WH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
1.1 What was the Truman Doctrine, and what effect did it have on the post-war development of Europe and the wider world? 1.2 Why did the U.S. and the USSR so quickly become mortal enemies after the end of WWII?
2.1 What were the competing security concerns of the major national actors in the year 1946, and how were they resolved at the time?
3.1 What are the most controversial statements and reflections that Robert McNamara makes in the documentary Fog of War? Why are they controversial, and do you believe they affect the historical legacy of the Cold War? 3.2 What kind of world do you believe we should attempt to create moving forward? Are there any positive legacies from the Cold War that we should draw upon for the 21st century, or should we be creating an entirely new system with new values moving forward?
Understanding the Postwar WorldBy examining political cartoons, newspaper articles, and speeches from 1945-1946, students trace the events that contributed to a change in U.S.-Soviet relations and recognize areas of conflict between the two nations.
DOK 2-Skill/Concept
Course
Quarter 2Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Wor
ld H
isto
ry II
I, 12
Econ
omic
s 12
Span
ish
12
The Cold War: Its Origins, Evolution & Legacy
Unit 1: The Cold War: Its Origins & The Truman Doctrine
12.WH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
12.WH.SK.1 Developing questions and planning inquiries
1.1 What was the Truman Doctrine, and what effect did it have on the post-war development of Europe and the wider world? 1.2 Why did the U.S. and the USSR so quickly become mortal enemies after the end of WWII?
2.1 What were the competing security concerns of the major national actors in the year 1946, and how were they resolved at the time?
3.1 What are the most controversial statements and reflections that Robert McNamara makes in the documentary Fog of War? Why are they controversial, and do you believe they affect the historical legacy of the Cold War? 3.2 What kind of world do you believe we should attempt to create moving forward? Are there any positive legacies from the Cold War that we should draw upon for the 21st century, or should we be creating an entirely new system with new values moving forward?
Class Consensus Activity: students develop a classroom consensus regarding post-WWII US foreign policy and discuss the goals and underlying values of the Truman Doctrine.
DOK 3- Strategic Thinking
Unit 2: The post-war security concerns of the "Big Four" in the year 1946
3 12.WH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
12.WH.SK.3 Communicating conclusions and taking informed actions
12.WH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
12.WH.SK.3 Communicating conclusions and taking informed actions
Unit 3: The "Fog of War" documentary & analysis
12.WH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
12.WH.SK.1 Developing questions and planning inquiries
12.WH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
12.WH.SK.2 Evaluating sources and gathering evidence
Unit 4:
Unit 5: The Data of Macroeconomics
10-11 12.ECON.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors
12.ECON.SK.1 Developing questions and planning inquiries
How is the overall quantity of production and price levels used to monitor developments in the economy as a whole?
Unit 6: The Real Economy in the Long Run
12-13 12.ECON.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors
12.ECON.SK.1 Developing questions and planning inquiries
What forces, over the long run, help determine key real variables such as GDP, saving, investment, and interest rates?
12.ECON.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
12.ECON.SK.3 Communicating conclusions and taking informed actions
Unit 7: Money and Prices in the Long Run
14-15 12.ECON.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors
12.ECON.SK.2 Evaluating sources and gathering evidence
In which ways is the monetary system crucial in determining the long-run behavior of the price level, the inflation rate, and other nominal variables?
DBQ: The Economics of Imperialism, 1870-1910
DOK 4-Extended Thinking
12.ECON.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
12.ECON.SK.3 Communicating conclusions and taking informed actions
Unit 8: Short-Run Economic Fluctuations
16-18 12.ECON.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors
12.ECON.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors
How does the model of aggregate demand and supply explain short-run economic fluctuations, the short-run effects of monetary and fiscal policy, and the short-run linkage between real and nominal variables?
12.ECON.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
12.ECON.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
Unit 1: Literatura Universal: Medieval, Renacentista y Barroca
3 semanas 12.ES2 Los estudiantes analizan crítica y creativamente diferentes manifestaciones literarias del contexto universal.
12.ES4 Los estudiantes argumentan, en forma oral, acerca de temas y problemáticas de diversa índole.
¿Cuáles son las características de las literaturas medievales?¿Qué importancia tienen las literaturas medievales en la tradición occidental?¿Qué importancia tiene la cultura del Renacimiento en la formación de las manifestaciones artísticas y literarias de nuestra cultura occidental?¿Cómo se evidencia en las obras literarias del Barroco español las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?¿Qué estrategias debo implementar para elaborar un buen análisis del texto literario?
Lectura y análisis de fragmentos de obras representativas de las literaturas medievales, renacentistas y barrocas.
DOK 3- Strategic Thinking
12.ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados.
Plan lector: Análisis de isotopías en la obra: “El Ingenioso Hidalgo don Quijote de la Mancha" de Miguel de Cervantes Saavedra, con el propósito de comprobar diferentes hipótesis durante la lectura de la obra en cuestión.
DOK 4-Extended Thinking
Course
Quarter 2Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Span
ish
12A
P Sp
anis
h Li
tera
ture
and
Cul
ture
12
Unit 1: Literatura Universal: Medieval, Renacentista y Barroca
¿Cuáles son las características de las literaturas medievales?¿Qué importancia tienen las literaturas medievales en la tradición occidental?¿Qué importancia tiene la cultura del Renacimiento en la formación de las manifestaciones artísticas y literarias de nuestra cultura occidental?¿Cómo se evidencia en las obras literarias del Barroco español las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?¿Qué estrategias debo implementar para elaborar un buen análisis del texto literario?
Identificación y aplicación de los elementos y recursos fundamentales de la literatura medieval, renacentista y barroca.
DOK 2-Skill/Concept
Proyecto plan lector: los personajes del Quijote en la actualidad.
DOK 4-Extended Thinking
Unit 2: Comprensión de textos: el análisis discursivo
3 semanas 12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos con actitud crítica y capacidad argumentativa.
12.ES4 Los estudiantes argumentan, en forma oral, acerca de temas y problemáticas de diversa índole.
¿Reconozco la voz del autor en la situación comunicativa de los textos que leo? ¿identifico los discursos ideológicos y filosóficos que subyacen en los textos? ¿Indago en el universo enciclopédico de los autores cuando leo?
Talleres de comprensión de lectura y lectura crítica, etapa 4: registro, cromatizadores, enciclopedia.
DOK 2-Skill/Concept
12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Talleres de comprensión de lectura y lectura crítica, etapa 5: estructura lógica del discurso.
DOK 3- Strategic Thinking
Unit 3: Producción de textos argumentativos: El artículo de opinión
2 semanas 12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
¿Identifico la estructura de los textos argumentativos?¿Identifico la estructura y la intención comunicativa de los artículos de opinión? ¿Cómo se elabora un artículo de opinión?
Composición de un artículo de opinión. Incluye las etapas de escritura.
DOK 4-Extended Thinking
Unit 4: Ética de la Comunicación y lenguajes simbólicos: historia del arte II y La portada de un periódico.
2 semanas 12.ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados.
12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos con actitud crítica y capacidad argumentativa.
¿Cómo el arte refleja los diferentes contextos históricos? ¿Cómo los códigos verbales y no verbales se articulan para darles sentido a diferentes expresiones artísticas? ¿De qué manera los diferentes códigos se articulan para generar sentido en los medios de comunicación impresos? ¿Analizo críticamente la obra cinematográfica?
Ejecicio de apreciación pictórica de los periodos literarios estudiados durante el bimestre: Época Medieval, Renacimiento y Barroco.
DOK 2-Skill/Concept
12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Creación de la portada de un periódico, partir de la lectura del plan lector.
DOK 4-Extended Thinking
Cine-foro: What Dreams May Come (1998). La Divina Comedia en nuestro tiempo.
DOK 2-Skill/Concept
Unit 1: Tema 1: Las sociedades en contacto: Pluralismo racial y desigualdad económica. Parte II
4 semanas 12.ES2 Los estudiantes analizan sociológica, crítica y creativamente diferentes manifestaciones literarias del contexto hispanoamericano y universal.
12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos, con actitud crítica y capacidad argumentativa.
Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? Las sociedades encontacto (la asimilación y la marginación; la diversidad; las divisiones socioeconómicas; el imperialismo; el nacionalismo y el regionalismo). ¿De qué manera las perspectivas de una cultura afectan la representación de eventos históricos, mediante la literatura o el arte? ¿Cómo los miembros de una minoría cultural se resisten (o asimilan) a las costumbres y las perspectivas de la mayoría dominante? ¿Cómo se representan en obras literarias de distintos periodos y diversas culturas las relaciones entre grupos socioculturales (clases sociales, grupos étnicos, etc.)?
Talleres de comprensión, de interpretación y de relaciones con la cultura (conexiones y comparaciones). Según textos de lectura AP para el tema 1
DOK 3- Strategic Thinking
12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
Plan lector: Análisis de isotopías en la obra: “El Ingenioso Hidalgo don Quijote de la Mancha" de Miguel de Cervantes Saavedra, con el propósito de comprobar diferentes hipótesis durante la lectura de la obra en cuestión.
DOK 4-Extended Thinking
12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Unit 2: Tema 2: La construcción del género: machismo y feminismo
4 semanas 12.ES2 Los estudiantes analizan sociológica, crítica y creativamente diferentes manifestaciones literarias del contexto hispanoamericano y universal.
12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos, con actitud crítica y capacidad argumentativa.
Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? La construcción del género (el machismo; las relaciones sociales; el sistema patriarcal; la sexualidad; la tradición y la ruptura). ¿Cómo revela la literatura los cambios en la percepción de los géneros masculino y femenino? ¿De qué manera han servido los factores socioculturales como instrumentos de cambios (o no) en la representación de los géneros? ¿Cómo ha cambiado la representación de lo femenino (voces femeninas, personajes femeninos) a lo largo de la historia de la literatura y del arte?
Talleres de comprensión, de interpretación y de relaciones con la cultura (conexiones y comparaciones). Según textos de lectura AP para el tema 2
DOK 3- Strategic Thinking
Course
Quarter 2Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Span
ish
Lite
ratu
re a
nd C
ultu
re 1
2C
ienc
ias
Polít
icas
12
Unit 2: Tema 2: La construcción del género: machismo y feminismo
12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? La construcción del género (el machismo; las relaciones sociales; el sistema patriarcal; la sexualidad; la tradición y la ruptura). ¿Cómo revela la literatura los cambios en la percepción de los géneros masculino y femenino? ¿De qué manera han servido los factores socioculturales como instrumentos de cambios (o no) en la representación de los géneros? ¿Cómo ha cambiado la representación de lo femenino (voces femeninas, personajes femeninos) a lo largo de la historia de la literatura y del arte?
Plan lector: Análisis de isotopías en la obra: “El Ingenioso Hidalgo don Quijote de la Mancha" de Miguel de Cervantes Saavedra, con el propósito de comprobar diferentes hipótesis durante la lectura de la obra en cuestión.
DOK 4-Extended Thinking
12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Unit 3: Producción de textos argumentativos: desarrollo de un argumento lógico
2 semanas 12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
12.ES4 Los estudiantes argumentan, en forma oral, acerca de temas y problemáticas de diversa índole.
¿Cuál es el propósito de los textos argumentativos? ¿Cuáles son las características estructurales de los textos argumentativos? ¿Cómo se desarrolla un argumento lógico?
Composición de textos argumentatios. Incluye las etapas de escritura.
DOK 3- Strategic Thinking
12.ES6 Los estudiantes comprenden y expresan la necesidad de respetar la diversidad cultural y social del mundo contemporáneo, en las situaciones comunicativas en las que interviene.
12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.
Estructura del Estado
8 semanas SK 2. Evaluación de las fuentes y recopilación de pruebas
CS 5. (Sociedad e Identidad) Los estudiantes comprenderán los sistemas y estructuras sociales y cómo influyen en el individuo.
¿Cómo se estructura el estado en Colombia? ¿Cuál es la importancia de las ramas del poder en un Estado? ¿En qué medida el Estado protege al ciudadano
Lectura, análisis y comentarios de textos.
DOK 2-Skill/Concept
CS 2. (Conexiones y Conflicto) Los estudiantes comprenderán las causas y los efectos de la interacción entre las sociedades, incluyendo el comercio, los sistemas de intercambio internacional, la guerra y la diplomacia.
CS 5. (Sociedad e Identidad) Los estudiantes comprenderán los sistemas y estructuras sociales y cómo influyen en el individuo.
Ejercicios de comprensión lectora con noticias, artículos, cuentos, libros, libros de texto, imágenes.
DOK 3- Strategic Thinking
Ejercicios de producción textual.
Debates y mesas redondas
Cine foro
Trabajo de consulta individual y grupal
Unit 4:
Course
Quarter 2Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
12 F
iloso
fía
Unit 1: El problema del hombre
PH2 Establece relaciones entre conceptos filosóficos de diferentes escuelas de pensamiento o autores creando conexiones lógicas entre ellosPH2 Establishes relationships between philosophical concepts from different schools of thought or authors creating logical connexions between them
PH3 Aplica conceptos filosóficos a la vida realPH3 Applies philosophical concepts to real life situations
¿Qué es el hombre?¿Es el hombre un ser social por naturaleza?¿Es el hombre postmoderno individualista o comunitario?
DOK 4-Extended Thinking
10 semanas PH1 Comprende ideas filosóficas y reconstruye sus argumentos principalesPH1 Comprehends philosophical concepts and reconstructs its main arguments
PH2 Establece relaciones entre conceptos filosóficos de diferentes escuelas de pensamiento o autores creando conexiones lógicas entre ellosPH2 Establishes relationships between philosophical concepts from different schools of thought or authors creating logical connexions between them
ANÁLISIS INTERPRETATIVO ¿QUÉ ES LA FILOSOFÍA?
DOK 4-Extended Thinking
Actividad
1. Lee estos tres textos.
Unit 2:
2. Subraya las ideas más importantes que en ellos aparecen.
3. Subraya los conceptos más importantes.
4. Distingue cuál es la idea básica que contienen y sobre la que inciden Aristóteles, Ortega y Gasset, y Bertrand Rusell.
Unit 3:
5. Y observa qué es lo que tienen en común estos tres textos.· Deducir el sentido de las palabras.· Establecer jerarquía entre las ideas.
Unit 4: · Jerarquizar los textos en términos de idea central, ideas fundamentales.
Course
Quarter 2Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
12 F
iloso
fíaPE
_Phy
sica
l Edu
catio
n 12
Tech
nolo
gy 1
2A
P Ph
ysic
s C
Unit 4:
· Globalizar la información, hallar tesis, las proposiciones y la resolución de un texto argumentativo.· La importancia del conocimiento previo.
Unit 4: RISKS AND SAFETY FACTORS
NPES.12.S3.H7.L1 Level 1. Demonstrate appropriate technique in resistance-training machines and free weights.
Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte
-Physical skill test -Fitness knowledge test -Shape America Rubrics
NPES.12.S3.H14.L2 Level 2. Applies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exer- cise, meditation) to reduce stress.
UNIDAD 1 PHYSICAL ACTIVITY AND NUTRITION
Identifica los diferentes sistemas energéticos usados en una actividad física (por ej., trifosfato de adenosina y fosfocreatina, glucólisis anaeróbica, aeróbica).39 (S3.H8.L2)
Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte
-Physical skill test -Fitness knowledge test -Shape America Rubrics
NPES.12.S1.H1.L2 Level 2. Refines activity-specific movement skills in one or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games)
Unit 2: SOCIAL SUPPORT
NPES.12.S3.H6.L2 Level 2. Creates a plan, trains for and participates in a community event with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling event).
Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte
-Physical skill test -Fitness knowledge test -Shape America Rubrics
Unit 3: PERSONAL FITNESS PLANS
NPES.12.S3.H7.L2 Level 2. Designs and implements a strength & conditioning program that develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy, active life- style.
-Physical skill test -Fitness knowledge test -Shape America Rubrics
NPES.12.S3.H11.L2 Level 2. Develops and maintains a fitness portfolio (e.g., assessment scores, goals for improvement, plan of activities for improvement, log of activities being done to reach goals, timeline for improvement).
Unit 1:
Unit 2:
Unit 3:
Unit 4:
ELECTIVES
Unit 1: Gravitational Field Theory
4-5 12.APPHYC.3 Gravitational Field Theory: Use inverse square law to derive Kepler's third law and calculate properties of satellites. Determine the mass of binary stars systems given orbital period and radius. Use the concept of gravitational potential to calculate escape velocity.
12.APPHYC.1 Mechanics: Apply principles and concepts of kinematics and dynamics to complex systems in two dimensions. Use vector components to analyze projectiles, Atwood's machines, elastic and inelastic collisions. Problems include applications of differential and integral calculus.
How can the definition of work be applied to derive equations for specific mechanical systems.How is energy transformed between potential, elastic, kinetic, and rotational forms?What are common examples of systems that conserve total mechanical energy?What is the relationship between the total energy, kinetic energy, and potential energy of a satellite?How is the escape velocity of a projectile or the Schwarzschild radius of a black hole calculated?
vocabulary exercise, applications of the work-energy theorem, elastic energy, moments of inertia and rotational energy, applications of conservation of energy in mechanical systems, graphical interpretation, practice problems, conservation of momentum, power, energy transitions in simple harmonic oscillators, review exercise, vocabulary exercise
DOK 3- Strategic Thinking
Course
Quarter 2Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Phys
ics
CA
P C
hem
istr
yA
P En
viro
nmen
tal
Scie
nce
AP
Phys
ics
I
Unit 1: Gravitational Field Theory
How can the definition of work be applied to derive equations for specific mechanical systems.How is energy transformed between potential, elastic, kinetic, and rotational forms?What are common examples of systems that conserve total mechanical energy?What is the relationship between the total energy, kinetic energy, and potential energy of a satellite?How is the escape velocity of a projectile or the Schwarzschild radius of a black hole calculated?
Unit 2: 4-5 12.APPHYC.4 Electric Field Theory: Apply Coulombs law to find the electric field vector at any point near an array of point charges. Use integral calculus to find the electric field caused by a uniform charge distribution. Use Gauss's Law and the concept of electric flux to calculate the magnitude electric field on a Gaussian surface enclosing a distributed charge.
12.APPHYC.1 Mechanics: Apply principles and concepts of kinematics and dynamics to complex systems in two dimensions. Use vector components to analyze projectiles, Atwood's machines, elastic and inelastic collisions. Problems include applications of differential and integral calculus.
How can integral calculus be applied to calculate changes in gravitational potentials in non.uniform fields.How can integral calculus be applied to calculate moments of inertia of non.uniform distributed masses?When can differential calculus be applied to calculate forces from potentials?How can the parallel axis theorem be used to calculate the moment of inertia of complex systems?
What is the difference between electric potential energy and electric potential? What is the difference between electric force and electric field? How can the electric potential energy of an array of charges be calculated?How can the magnitude and direction of the electric field at any point in an array of charges be calculated?What is a capacitor and how do its physical properties determine its ability to hold charge?What is a dielectric and how does it affect the permittivity of the electric field? How did Millikan’s experiment establish the quantization of electric charge and the mass of the electron? How can a positive test charge be used to calculate electric potentials? How can vector algebra be applied to two dimensional systems in order to analyze force fields?
DOK 3- Strategic Thinking
Unit 1: Reactions 5 12.APCH.3 Reactions - Changes in matter involve the rearrangement and / or of atoms and / or the transfer of electrons.
What is a chemical reaction? Types of reactions lab
DOK 2-Skill/Concept
Unit 2: Rate of Reactions
5 12.APCH.4 Rate of Reactions - Rates of chemical reactions are determined by details of the molecular collisions.
How does kinetics affect a chemical reaction? Kinetics of bleach lab
DOK 3- Strategic Thinking
Unit 1: Population 5 12.APENVSC.3 Population - Population biology concepts, human population dynamics, population size, impacts of population growth.
12.APENVSC.3 Population - Population biology concepts, human population dynamics, population size, impacts of population growth.
How does changing population size affect the environment?
Feast or Famine lab
DOK 3- Strategic Thinking
Unit 2: Land and Water Use
5 12.APENVSC.4 Land and Water Use - Feeding a growing population, controlling pests, forestry, rangelands, urban land development, transportation infrastructure, public and federal lands, land conservation options, sustainable land-use strategies, mining, fishing, global economics.
12.APENVSC.4 Land and Water Use - Feeding a growing population, controlling pests, forestry, rangelands, urban land development, transportation infrastructure, public and federal lands, land conservation options, sustainable land-use strategies, mining, fishing, global economics.
How does overuse affect the environment? Tragedy of the Commons lab
DOK 3- Strategic Thinking
Cookie mining lab DOK 3- Strategic Thinking
Unit 1: Vectors 3-4 11.APPHYSICSI.3 Vectors: Use the fact that the acceleration due to the force of gravity near Earth's surface is constant along with the independence of horizontal and vertical velocity components, to analyze the motion of projectiles in two dimensions. Perform experiments to compare actual measurements with theoretical predictions. Develop an understanding of experimental uncertainty.
11.APPHYSICSI.2 Kinematics: Distinguish between distance, displacement, speed, instantaneous velocity, average velocity, and acceleration, and apply concepts in kinematics to solve problems related to linear motion.
What does Newton’s law of inertia mean?What are the force forces in nature?What is an unbalanced force?What is the difference between mass and weight?
vocabulary exercise, second law problems, weight and friction, Atwood’s machines, centripetal force, conservation of momentum, universal gravitation
DOK 3- Strategic Thinking
Course
Quarter 2Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Phys
ics
IA
P B
iolo
gy
Unit 1: Vectors What does Newton’s law of inertia mean?What are the force forces in nature?What is an unbalanced force?What is the difference between mass and weight?
Unit 2: Dynamics 3-4 11.APPHYSICSI.4 Dynamics: Analyze data to support the claim that Newtonӳ second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Plan an investigation to provide evidence that the change in an objectӳ motion depends on the sum of the forces on the object and the mass of the object.
11.APPHYSICSI.3 Vectors: Use the fact that the acceleration due to the force of gravity near Earth's surface is constant along with the independence of horizontal and vertical velocity components, to analyze the motion of projectiles in two dimensions. Perform experiments to compare actual measurements with theoretical predictions. Develop an understanding of experimental uncertainty.
What is centripetal force and how is it different from centrifugal force?What is meant by a central, isotropic force and how is it expressed mathematically?How can the law of conservation of momentum be used to predict the outcome of a collision?What is a ballistic pendulum and how can conservation of momentum be applied to it?How can basic formulas be combined to yield case-specific formulas?How can formulas be rewritten as ratios to eliminate constants and irrelevant variables?How can the five basic kinematics equations be incorporated with Newton’s laws to solve dynamics problems.
universal gravitation, problems with formal solutions, Kepler and Newton, ratio problems, review exercise, and vocabulary puzzle
DOK 3- Strategic Thinking
Unit 3: Work and Energy
3-4 11.APPHYSICSI.6 Work and Energy: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
11.APPHYSICSI.5 Gravitation: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Use mathematical representations of Newtonӳ Law of Gravitation and Coulombӳ Law to describe and predict the gravitational and electrostatic forces between objects.
If the earth is held in orbit by the force of the sun’s gravity, how much work is done by the sun on the earth?What forms of energy are we surrounded by in our everyday lives?What are the energy relationships between a satellite and the central mass being orbited?What is escape velocity and how can it be calculated?What is entropy and how can it be expressed in terms of the efficiency of mechanical systems?
vocabulary exercise, work and energy, conservation of mechanical energy, elastic energy, general gravitational potential energy, power, efficiency, review exercise, vocabulary exercise.
DOK 3- Strategic Thinking
Unit 1: Cellular Energy
12.APBIO.2 Energy - Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis
How do the laws of thermodynamics relate to the biochemical processes that provide energy to living systems? How do enzymes regulate the rate of chemical reactions? How does the specificity of an enzyme depend on its structure? How is the activity of an enzyme regulated? How does the cell cycle assure genetic continuity? How does mitosis allow for the even distribution of genetic information to new cells? What are the mechanisms of cytokinesis? How is the cell cycle regulated? How can aberrations in the cell cycle lead to tumor formation? How are organic molecules broken down by catabolic pathways? What is the role of oxygen in energy-yielding pathways? How do cells generate ATP in the absence of oxygen? How does photosynthesis convert light energy into chemical energy? How are the chemical products of the light-trapping reactions coupled to the synthesis of carbohydrates? What kinds of photosynthetic adaptations have evolved in response to different environmental conditions? What interactions exist between photosynthesis and cellular respiration?
What features of meiosis are important in sexual reproduction?
Why is meiosis important in heredity? Unit Test DOK 3- Strategic Thinking
How is meiosis related to gametogenesis? Current Article DOK 3- Strategic Thinking
What are the similarities and differences between gametogenesis in animals and
AP Biology Lab DOK 3- Strategic Thinking
gametogenesis in plants?How is genetic information organized in the eukaryotic chromosome? How does this organization contribute to both continuity of and variability in the genetic information? How did Mendel’s work lay the foundation of modern genetics? What are the principal patterns of inheritance? How do the structures of nucleic acids relate to their functions of information storage and protein synthesis? What are the similarities and differences between prokaryotic and eukaryotic genomes? Gene regulation What are some mechanisms by which gene expression is regulated in prokaryotes and eukaryotes? 3. Mutation In what ways can genetic information be altered? What are some effects of these alterations? 4. Viral structure and replication What is the structure of viruses? What are the major steps in viral reproduction? How do viruses transfer genetic material between cells? 5. Nucleic acid technology and applications What are some current recombinant technologies? What are some practical applications of nucleic acid technology? What legal and ethical problems may arise from these applications?
Schoology Assignments
DOK 3- Strategic Thinking
Unit 2: Genetics 12.APBIO.3 Information - Living systems store, retrieve, transmit and respond to information essential to life processes
masteringbiology
Course
Quarter 2Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Bio
logy
AP
Wor
ld H
isto
ryA
P H
uman
Geo
grap
hyH
ands
on
Engi
neer
ing
Unit 3:
Unit 1: The Tang and SOng Dynasites of the golden age of china
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions.Compare and Contrast the cultural golden age of Tang/SOng CHina to that of the Islamic Caliphates.
Tests/Essays/Projects
DOK 3- Strategic Thinking
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
12.SSAPWH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies
Unit 2: The power of the nomadic mongols
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
12.SSAPWH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
Compare and contrast the nomadic empire building strategies of the mongols with the Middle East, China, or RUssia.
Essays DOK 3- Strategic Thinking
12.SSAPWH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
The Russian and Byzantine Empires
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions...see curriculum amp for specifics
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
Analyze changes and continuities overtime in Russian EMpire bulding from 900-1759 CE.
Essays DOK 3- Strategic Thinking
12.SSAPWH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies
Unit 4:
Unit 1: Cultural Patterns & Processes
1. Where do folk and pop cultures originate and diffuse?
2. Why does globalization of popular culture cause problems?
3. What are the distribution patterns and individual differences between various religions?
4. Why do territorial conflicts arise between various religious groups?
1. How have ethnicities been transformed into nationalities?
2. How do boundaries between states cause problems?
3. In what manner do states cooperate with each other?
AP Exam-Simulated Unit Exam
DOK 2-Skill/Concept
4 12.SSAPWH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies
12.SSAPWH.SK.1 Developing questions and planning inquiries
DOK 3- Strategic Thinking
12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
AP Exam-Simulated Unit Exam
DOK 2-Skill/Concept
DOK 3- Strategic Thinking
Unit 2: The Political Organization of Space
4 12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
12.SSAPWH.SK.1 Developing questions and planning inquiries
Unit 3:
Unit 1: Smorgas Boards, and Hardware Programming using ARDUINO
4 ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
What is a smorgas Board?Where can I find information about the MAKER community around the world?How do I create a program for an ARDUINO board?How do I test my prototypes?
Arduino Project Practice:1,2,3,4,5,6,7,8,9,10
DOK 2-Skill/Concept
Course
Quarter 2Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Han
ds o
n En
gine
erin
gB
usin
ess
Tech
nolo
gyC
reat
ive
Des
ign
Unit 1: Smorgas Boards, and Hardware Programming using ARDUINO
4
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
What is a smorgas Board?Where can I find information about the MAKER community around the world?How do I create a program for an ARDUINO board?How do I test my prototypes?
DIY Project Document
3- Strategic Thinking
ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
ISTE2016.5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
DIY Project (Hardware andSoftware)
DOK 4-Extended Thinking
Unit 2: Fast Prototyping3D Design andn 3D printing.
4 ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
How do I create a 3D model using RhinocerosNurbs Software?How do I use backwads Engineering to createnew designs and models?How can I design for prototyping and 3D printing?
3D Design for engineeringtutorials: 1,2,3,4,5,6,7,89,10.
DOK 2-Skill/Concept
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4c Students develop, test and refine prototypes as part of a cyclical design process.
DIY Project 3D Design
DOK 4-Extended Thinking
Unit 1:
Unit 2:
Unit 3: Digital Imaging For Design
2 Weeks ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
What is design?How does design affect my life?Can I apply the Design Process to other fields?What purpose does design serve?Why is design important in the real world?
Graphic and photo editing projects (Basic and advanced skills)
DOK 2-Skill/Concept
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
1 final graphic project
DOK 4-Extended Thinking
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6b Students create original works or responsibly repurpose or remix digital resources into new creations.
Unit 4: Applied Graphic Design
4 Weeks ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
What is design?How does design affect my life?Can I apply the Design Process to other fields?What purpose does design serve?Why is design important in the real world?
3 summative graphic projects (Concepts from previous units applied)
DOK 4-Extended Thinking
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6b Students create original works or responsibly repurpose or remix digital resources into new creations.
Unit 3:
Course
Quarter 2Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Com
pute
r Sc
ienc
epa
intin
g e
lect
ive
10-
11-1
2 gr
ade
Unit 2:5Using Classes and Objects in Media ComputingEnd-of-Unit/Enrichment Activitiesb6Introduction to Defining Classes7Control Statements Continued8Improving the User Interface9Introduction to HTML and Applets
8 ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
ISTE2016.1b Students build networks and customize their learning environments in ways that support the learning process.
How does Object Oriented programmingwork?What is the structure of a class?What is the method signature?How can you create nested conditions in your programs?
Vowels R Us project
DOK 4-Extended Thinking
ISTE2016.7 Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
ISTE2016.7b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
AP Practice exam questions
3- Strategic Thinking
ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
ISTE2016.5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
Weekly programmingprojects
DOK 4-Extended Thinking
Unit 1:Estampa japones UKIYO-E
2 weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
what do you know about the UKIYO-E or japoness stamp?what do you need to made an ukiyo-e or japoness stamp?what kinde of japoness stam do you know?
created an ukiyo-e stamp
DOK 4-Extended Thinking
classwork: sketch for differentes ukiyo-e or japoness stamp
DOK 2-Skill/Concept
miniature paint for japoness stamp
DOK 2-Skill/Concept
Unit 2: JAPONESS LANDSCAPE
2 Weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
what do you know about the japonesse landscape?what differencies are betewen a traditional landscape in japonesse landscape?how do you made a japonesse landscape?what kind of technique do you think that are gonna be success to made a japonesse landscape?
classwork: sketch about differents stiles of japonesse landscape
DOK 2-Skill/Concept
VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.
sketch: made a final scketch to present the final product
3- Strategic Thinking
VA.HS.CR.1.a Individually or collaboratively formulate new creative problems based on student’s existing artwork.
final product: made a painting used all the elements see in class about japoness landscape.
DOK 4-Extended Thinking
UNIT 3: JAPONESS CULTURE , ANIMALS, ARCHITECTURE
2 Weeks VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
what do you know about the japoness culture?how do you know about the japoness culture?
classwork: experimentation with many techniques, and images, about buildings, animals, and japonness culture.
DOK 2-Skill/Concept
VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.
skecht: use differents techniques and images to choose the best for the final product
3- Strategic Thinking
VA.HS.R.3.a Determine the relevance of criteria used by others to evaluate a work of art or collection of works.
final product: create a final painting, when do you apply all the concept see in class, animals, architecture and japonness culture
DOK 4-Extended Thinking
UNIT 4: JAPONESSE STAMP
2 Weeks VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
what do you know about japoness stamp?how do you do made a japoness stamp?
classwork: experimentation with many techniques to made a japoness stamp
DOK 2-Skill/Concept
VA.HS.R.3.a Determine the relevance of criteria used by others to evaluate a work of art or collection of works.
skecht: use differents techniques and images to choose the best for the final product
3- Strategic Thinking
Course
Quarter 2Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
pain
ting
ele
ctiv
e 1
0-11
-12
grad
eD
raw
ing
elec
tive
10-
11-1
2 gr
ade
Scul
ptur
eel
ectiv
e 1
0-11
-12
grad
eC
hoir
UNIT 4: JAPONESSE STAMP
2 Weeks
VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.
what do you know about japoness stamp?how do you do made a japoness stamp?
final product: create a fianl japonness stamp, when do you apply all the concept see in class
DOK 4-Extended Thinking
VA.HS.CR.1.a Individually or collaboratively formulate new creative problems based on student’s existing artwork.
Unit 1: Invertebrate Animals
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
what is nature drawing? Invertebrate animals Sketch
3- Strategic Thinking
Invertebrate animals Final
DOK 4-Extended Thinking
Classwork: The making of the sketch and final in the classroom
DOK 2-Skill/Concept
Unit 2: Flowers 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
how is texture important in nature drawing? Flowers Sketch 3- Strategic Thinking
Flowers Final DOK 4-Extended Thinking
Classwork: The making of the sketch and final in the classroom
DOK 2-Skill/Concept
Unit 3:Vertebrate animals
how is color important in nature drawing? Vertebrate animals Sketch
3- Strategic Thinking
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Vertebrate animals Final
DOK 4-Extended Thinking
Classwork: The making of the sketch and final in the classroom
3- Strategic Thinking
Unit 4: Leafs 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Flowers sketch 3- Strategic Thinking
VA.HS.P.1.a Analyze, select, and critique personal artwork for a collection or portfolio presentation.
Flowers Final DOK 4-Extended Thinking
Classwork: The making of the sketch and the final in the classroom
DOK 2-Skill/Concept
Unit 1:Carving Potato animals
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
What is reduction sculpture? Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
What materials can be used to create a reduction sculpture?
Final Animal potato
DOK 4-Extended Thinking
What is negative space? Sketch Anima Potato
DOK 4-Extended Thinking
What is Possitive space?
Unit 2:Carving Carrot Faces
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Sketch Carrot Face
3- Strategic Thinking
Final Carrot face DOK 4-Extended Thinking
Unit 3:Carving Candle Night
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Sketch Candle Night
3- Strategic Thinking
Final Candle night DOK 4-Extended Thinking
Unit 4: Carving Soap cities
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
VA.HS.P.1.a Analyze, select, and critique personal artwork for a collection or portfolio presentation.
Sketch soap cities 3- Strategic Thinking
Final Soap Cities DOK 4-Extended Thinking
Unit 1:
Melody: Height
8 FAMU.IV.5.2 Reads music that contains moderate technical demands, expanded ranges, and varied interpretive requirements
FAMU.IV.5.1 Reads an instrumental or vocal score of up to four staves
WHAT ARE THE MUSIC NOTES? WHAT IS A MELODY? WHAT IS THE ROLE OF MUSICAL NOTES IN A MELODY?
CLASS WORKiNSTRUMENTAL ASSEMBLEREPERTOIRE 1
DOK 2-Skill/Concept
Course
Quarter 2Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Course
Cal
culu
s 12
AP
Cal
culu
s A
BA
P C
alcu
lus
BC
Phys
ics
12Quarter 3
Content/Unit Title
Weeks of Instruction Power Standards Secondary Standards Essential Questions
use ctr + enter to move down in the cellMajor
Assessments/Projects DOK levels in assessment
EU 1.2 Student understands that continuity is a key property of functions that is defined using limits.
Unit 2:
EU 2.1 Student understands that the derivative of a function is defined as the limit of a difference quotient and can be determined using a variety of strategies.Unit 1: Antiderivatives and fundamental theorem of calculus
1.5 EU 3.1 Student understands that anti-differentiation is the inverse process of differentiation.
How can I find the original function if given the derivative?How can I find the original function if the chain rule was applied to the derivative?
Test 13: Antiderivatives DOK 2-Skill/Concept
1 EU 3.2 Student understands that the definite integral of a function over an interval is the limit of a Riemann sum over that interval and can be calculated using a variety of strategies.
Test 14: Sums and fundamental theorem of calculus
DOK 2-Skill/Concept
Unit 2: Relationship between the integral, area and accumulated change.
1 EU 3.4 Student understands that the definite integral of a function over an interval is a mathematical tool with many interpretations and applications involving accumulation.
How can I find the approximate area under a curve? What circumstances make a particular method an over-approximation or an under-approximation? Which methods are more exact? How can I find the exact area under a curve? How can I use the properties of integrals to simplify integrals? How can I find the average value of a function? How can I use an integral as a function? How can I calculate the impact of different rates of change over time? What is the second fundamental theorem of calculus? How do I apply it?
Test 15: Properties of integrals, average value of a function and accumulated change
DOK 3- Strategic Thinking
1 EU 3.3 Student understands that the Fundamental Theorem of Calculus, which has two distinct formulations, connects differentiation and integration.
Test 16: Second fundamental theorem of calculus
DOK 3- Strategic Thinking
2 EU 3.4 Student understands that the definite integral of a function over an interval is a mathematical tool with many interpretations and applications involving accumulation.
Test 17: Accumulated change applications
DOK 3- Strategic Thinking
Unit 3: Differential equations
2 EU 3.5 Student understands that anti-differentiation is an underlying concept involved in solving separable differentiable equations. Solving separable differentiable equations involves determining a function or relation given its rate of change.
How can I integrate a derivative that is given in implicit form? What is a slope field? How can a slope field help me to visualize the solutions to a differential equation?
Test 18: Differential equations DOK 3- Strategic Thinking
Unit 4: Areas and volumes
2 EU 3.4 Student understands that the definite integral of a function over an interval is a mathematical tool with many interpretations and applications involving accumulation.
How can I find the area between curves? How can I find the volume of a solid that is created by revolving it around a line or by having cross-sections of a determined shape?
Test 19: Areas and volumes DOK 3- Strategic Thinking
Bimestral exam DOK 3- Strategic Thinking
Unit 1: Understand sequences and series
2 EK 4.1B1: If a is a real number and r is a real number such that |r| < 1, then the geometric series Σarn = a/(1 – r)
EK 4.1A6: In addition to examining the limit of the sequence of partial sums of the series, methods for determining whether a series of numbers converges or diverges are the nth term test, the comparison test, the limit comparison test, the integral test, the ratio test and the alternating series test.
What is the difference between a sequence and a series?What is a geometric series? How can I determine which geometric series converge?How can I determine what those geometric series converge to?
Test 11: Understanding sequences and series
DOK 2-Skill/Concept
Unit 2: Convergence and divergence of series
2 EK 4.1A6: In addition to examining the limit of the sequence of partial sums of the series, methods for determining whether a series of numbers converges or diverges are the nth term test, the comparison test, the limit comparison test, the integral test, the ratio test and the alternating series test.
How can I determine if a series converges or diverges? Test 12: Convergence tests (not including ratio)
DOK 3- Strategic Thinking
Unit 3: Ratio test and interval of convergence
1.5 EK 4.1A6: In addition to examining the limit of the sequence of partial sums of the series, methods for determining whether a series of numbers converges or diverges are the nth term test, the comparison test, the limit comparison test, the integral test, the ratio test and the alternating series test.
For a given power series, how can I determine all possible values of x that will make the series converge?
Test 13: Ratio test and interval of convergence
DOK 3- Strategic Thinking
Unit 4: Taylor and Maclaurin series
1 EU 4.2: A function can be represented by an associated power series over the interval of convergence for the power series.
How can I use a Taylor polynomial to approximate the value that a series converges to?How can I determine the maximum value of the error in my approximation?
Test 14: Taylor and Maclaurin polynomials and series
3 EK 4.2A4 and EK4.2A5: The Lagrange error bound and the alternating series error bound can be used in some cases to bound the error of a Taylor polynomial approximation to a function.
EU 4.2: A function can be represented by an associated power series over the interval of convergence for the power series.
Test 15: Taylor series and error estimate
Test 16: Free response practice on series
Unit 1: WORK, POWER & ENERGY
2 12.PHYSICS.3 MS-PS3-2/Potential Energy: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
What forms of energy drive physical and living interactions?How much power does it take to climb a set of stairs? How does work and power affect machines?
Power Lab DOK 2-Skill/Concept
2 12.PHYSICS.2 MS-PS3-5/Kinetic Energy: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
Energy ppt DOK 1-Recall
Unit 2: ELECTRICITY
2 12.PHYSICS.14 HS-PS2-5/Current Electricity: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
What are the various ways we that we measure electricity?How can we apply electricity concepts do day to day living?
PBL Electricity DOK 4-Extended Thinking
2 12.PHYSICS.4 HS-PS3-5/Electric and Magnetic Fields: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
Electricity Lab DOK 2-Skill/Concept
Electricity quiz DOK 2-Skill/Concept
Course
Quarter 3Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/Projects
DOK levels in assessment
Engl
ish
12R
eadi
ng, W
ritin
g an
d Sp
eaki
ng a
nd L
iste
ning
(Uni
ts a
re
taug
ht th
emat
ical
ly, e
mbe
ddin
g al
l cat
egor
ies)
A
P En
glis
h 12
Wor
ld H
isto
ry II
I, 12
Unit 1: Independent Reading Unit /Drama Unit (Happening Concurrently with Unit 2)
11 Weeks 12.RL.02 Determine themes or central ideas and analyze their development
12.W.01 Write arguments to support claims in an analysis of substantive topics
How does literature teach thematic lessons that are still applicable today? How does a writer achieve meaning? How does the structure of a play enhance meaning?
Buzzfeed Article Project DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.RI.01 Cite strong textual evidence to support analysis of text
12.RL.10 Read and comprehend literature independently and proficiently
Drama Assessment TBD
12.RL.03 Analyze the author’s choices regarding how to develop a story or drama
12.RL.05 Analyze an author’s choices and a text's structure, meaning, and aesthetic12.RI.07 Integrate and evaluate multiple sources of information presented in different media
Unit 2: Social Action Execution Phase (Step 3) (Happening concurrently with Unit 1)
11 Weeks 12.W.10 Write routinely for a range of tasks, purposes, and audiences
How does true social action differ from charity? Social Action Execution Phase DOK 3-Strategic ThinkingDOK 4-Extended Thinking
How can I use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information? (CCSS W12.6)
Unit 1: Wuthering Heights (Read of Christmas Break) /Poetry Revisited
5 12.RL.01 Cite strong textual evidence to support analysis of text
12.RL.05 Analyze an author’s choices and a text's structure, meaning, and aesthetic
How can a successful reader and writer plot, prepare and construct a successful analytical essay in a timed setting? How does a writer use the elements of poetry to create meaning?
Passage AP Analysis Essay DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.RL.02 Determine themes or central ideas and analyze their development
12.W.04 Produce writing appropriate to task, purpose, and audience
AP Question 2 Essay DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.RL.03 Analyze the author’s choices regarding how to develop a story or drama
12.W.05 Develop writing by planning, revising, editing, rewriting, or a new approach
AP Poetry Essay DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.RL.04 Determine figurative and connotative meanings of words and phrases12.RL.09 Demonstrate knowledge of 18th-, 19th- and 20th-century works of American lit
Unit 2: PBL Defining Canon of Social Issues Literature /Hamlet
5 What elements of Shakespeare creating meaning in such a way that his literature remains relevant today?
Hamlet MC AP Open Essay DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.RL.07 Analyze multiple interpretations of a story, drama, or poem
12.W.06 Use technology to produce, publish, and update writing products
What determines whether a work is of literary merit? How does literature imitate art?
Hamlet AP MC questions DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.RL.09 Demonstrate knowledge of 18th-, 19th- and 20th-century works of American lit
Social Issues Canon Project DOK 3-Strategic ThinkingDOK 4-Extended Thinking
12.RL.10 Read and comprehend literature independently and proficiently12.W.07 Conduct research projects to answer a question or solve a problem
Unit 3:
The Cold War & Its Influence on U.S.-Latin American Relations in the 20th Century (Basis for content is Empire's Workshop by Greg Grandin, as well as the “Choices” Spanish-American War) Unit 1: Toward a New Imperialism
5 12.WH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
12.WH.SK.3 Communicating conclusions and taking informed actions
1.1 What were the original values, goals, and objectives that the United States held in regard to Latin America in the late 19th and early 20th century? 1.2 How did American values and objectives begin to change in the years after WWII? Why was 1947 such a particularly important year in this regard?
Group presentations: summarize assigned chapter from “Empire’s Workshop” (DOK 2-3) End of quarter summative assessment: major MC exam over entire book (DOK 2-3)
DOK 2-Skill/Concept
Course
Quarter 3Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/Projects
DOK levels in assessment
Wor
ld H
isto
ry II
I, 12
Econ
omic
s 12
Span
ish
12
The Cold War & Its Influence on U.S.-Latin American Relations in the 20th Century (Basis for content is Empire's Workshop by Greg Grandin, as well as the “Choices” Spanish-American War) Unit 1: Toward a New Imperialism
12.WH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
12.WH.SK.2 Evaluating sources and gathering evidence
1.1 What were the original values, goals, and objectives that the United States held in regard to Latin America in the late 19th and early 20th century? 1.2 How did American values and objectives begin to change in the years after WWII? Why was 1947 such a particularly important year in this regard?
Unit 2: The Failure of the New Imperialism
4 12.WH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
12.WH.SK.3 Communicating conclusions and taking informed actions
2.1 How did American foreign policy with regards to Latin America--and specifically to Central America--evolve throughout the 20th century? 2.2 Who were the “Chicago boys” and in what ways did they influence Chilean politics throughout the 1970s and 1980s? 2.3 Who was Raul Prebisch, and what types of challenges did the “Southern Cone” countries present for the liberal, capitalist US agenda from the 1960s onward? 2.4 What types of policy shifts were introduced by Ronald Reagan’s administration vis-a-vis Latin America during the 1980s, and what sorts of domestic groups were wielding influence via Reagan throughout this decade?
Group presentations: summarize assigned chapter from “Empire’s Workshop” (DOK 2-3) End of quarter summative assessment: major MC exam over entire book (DOK 2-3)
DOK 3- Strategic Thinking
12.WH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
12.WH.SK.1 Developing questions and planning inquiries
Unit 3:
Unit 4:
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 1: Literatura Universal: Siglos XVIII, XIX y XX
3 semanas 12.ES2 Los estudiantes analizan crítica y creativamente diferentes manifestaciones literarias del contexto universal.
12.ES4 Los estudiantes argumentan, en forma oral, acerca de temas y problemáticas de diversa índole.
¿Cuáles son las características de las literaturas europeas de los siglos XVIII, XIX y XX?¿Qué importancia tienen las literaturas europeas de los siglos XVIII, XIX y XX en la tradición occidental?¿Qué importancia tienen las literaturas universales de los siglos XVIII, XIX y XX en el pensamiento contemporáneo?¿Cómo se evidencia en las obras literarias las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?¿Caracterizo la literatura perteneciente a los movimientos: Neoclasicismo, Romanticismo, Realismo, Naturalismo, Parnasianismo y Simbolismo?
Lectura y análisis de fragmentos de obras representativas de los siglos XVIII, XIX y XX.
DOK 3- Strategic Thinking
12.ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados.
Plan lector: Análisis de isotopías o líneas de sentido en: La metamorfosis y otros relatos. Franz Kafka. Ed. Planeta* (todos los estudiantes). Elegir una obra entre las siguientes, y analizarla con el propósito de comprobar diferentes hipótesis durante la lectura: Crimen y castigo. Fedor Dostoievski. Ed. Panamericana.Las intermitencias de la muerte. José Saramago. Ed. Punto de Lectura.Un mundo feliz. Aldous Huxley.
DOK 4-Extended Thinking
Course
Quarter 3Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/Projects
DOK levels in assessment
Span
ish
12A
P Sp
anis
h Li
tera
ture
and
Cul
ture
12
Unit 1: Literatura Universal: Siglos XVIII, XIX y XX
¿Cuáles son las características de las literaturas europeas de los siglos XVIII, XIX y XX?¿Qué importancia tienen las literaturas europeas de los siglos XVIII, XIX y XX en la tradición occidental?¿Qué importancia tienen las literaturas universales de los siglos XVIII, XIX y XX en el pensamiento contemporáneo?¿Cómo se evidencia en las obras literarias las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?¿Caracterizo la literatura perteneciente a los movimientos: Neoclasicismo, Romanticismo, Realismo, Naturalismo, Parnasianismo y Simbolismo?
Identificación y aplicación de los elementos y recursos fundamentales de las literaturas de los siglos XVIII, XIX y XX.
DOK 2-Skill/Concept
Proyecto de escritura Plan lector: La Metamorfosis.
DOK 4-Extended Thinking
Unit 2: Comprensión de textos: Intertextualidad y pensamiento crítico.
3 semanas 12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos con actitud crítica y capacidad argumentativa.
12.ES4 Los estudiantes argumentan, en forma oral, acerca de temas y problemáticas de diversa índole.
¿Analizo y explico la intertextualidad como la relación que un texto (oral o escrito) mantiene con otros textos (orales o escritos), ya sean contemporáneos o históricos? ¿Identifico el contexto como el conjunto de textos con los que se vincula explícita o implícitamente un texto, y considero que influye tanto en la producción como en la comprensión del discurso?
Talleres de comprensión de lectura y lectura crítica, etapa 6: visiones del mundo.
DOK 3- Strategic Thinking
12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Talleres de comprensión de lectura y lectura crítica, etapa 7: Pensamiento crítico e intertextual.
DOK 3- Strategic Thinking
Unit 3: Producción de textos argumentativos: La Reseña
2 semanas 12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
¿Cuál es una reseña y cuántos tipos existen? ¿Cuál es la intención comunicativa o el propósito de una reseña literaria? ¿Cómo es la estructura textual de una reseña? ¿Cómo se elabora una reseña literaria?
Composición de una reseña literaria. Incluye las etapas de escritura.
DOK 4-Extended Thinking
Unit 4: Ética de la Comunicación y lenguajes simbólicos: historia del arte III y creación de memes y caricaturas.
2 semanas 12.ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados.
12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos con actitud crítica y capacidad argumentativa.
¿Cómo el arte refleja los diferentes contextos históricos? ¿Cómo los códigos verbales y no verbales se articulan para darles sentido a diferentes expresiones artísticas? ¿De qué manera los diferentes códigos se articulan para generar sentido en los medios de comunicación: memes y caricaturas? ¿Analizo críticamente la obra cinematográfica?
Ejecicio de apreciación pictórica de los periodos literarios estudiados durante el bimestre: siglos XVIII, XIX y XX.
DOK 2-Skill/Concept
12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Creación de memes y caricaturas, partir de la lectura del plan lector.
DOK 4-Extended Thinking
Cine-foro: Madame Bovary (2014). La novela realista francesa.
DOK 2-Skill/Concept
Unit 1: Tema 3: El tiempo y el espacio. Tema y técnica
4 semanas 12.ES2 Los estudiantes analizan sociológica, crítica y creativamente diferentes manifestaciones literarias del contexto hispanoamericano y universal.
12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos, con actitud crítica y capacidad argumentativa.
Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? El tiempo y el espacio (el carpe diem y el memento mori; el individuo en su entorno; la naturaleza y el ambiente; la relación entre el tiempo y el espacio; el tiempo lineal y el tiempo circular; la trayectoria y la transformación). ¿Cómo presentan las literaturas de distintas culturas los conceptos del tiempo y el espacio? ¿De qué manera los autores se valen del tiempo y el espacio para construir una variedad de estados de ánimos o sentimientos (p. ej. la desorientación, la nostalgia, el remordimiento)? ¿Cómo se relacionan la representación del espacio y el manejo del tiempo en una obra literaria o en cualquier obra de arte?
Talleres de comprensión, de interpretación y de relaciones con la cultura (conexiones y comparaciones). Según textos de lectura AP para el tema 3
DOK 3- Strategic Thinking
12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
Plan lector: Análisis de isotopías o líneas de sentido en: La metamorfosis y otros relatos. Franz Kafka. Ed. Planeta* (todos los estudiantes). Elegir una obra entre las siguientes, y analizarla con el propósito de comprobar diferentes hipótesis durante la lectura: Crimen y castigo. Fedor Dostoievski. Ed. Panamericana.Las intermitencias de la muerte. José Saramago. Ed. Punto de Lectura.Un mundo feliz. Aldous Huxley. De Bolsillo.
DOK 4-Extended Thinking
12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Unit 2: Tema 4: Las relaciones interpersonales y sociales.
12.ES2 Los estudiantes analizan sociológica, crítica y creativamente diferentes manifestaciones literarias del contexto hispanoamericano y universal.
12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos, con actitud crítica y capacidad argumentativa.
Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? Las relaciones interpersonales y sociales (la amistad y la hostilidad; el amor y el desprecio; la comunicación o falta de comunicación; el individuo y la comunidad; las relaciones de poder; las relaciones familiares). ¿De qué manera se transforma el/la protagonista de una obra a consecuencia de sus relaciones con otros personajes? ¿De qué manera los individuos contribuyen o perjudican al bienestar de la familia o la comunidad? ¿Cómo influye el contexto sociocultural en el desarrollo de las relaciones interersonales? ¿De qué manera la literatura y el arte representan los conflictos en las relaciones interpersonales?
Talleres de comprensión, de interpretación y de relaciones con la cultura (conexiones y comparaciones). Según textos de lectura AP para el tema 4
DOK 3- Strategic Thinking
Course
Quarter 3Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/Projects
DOK levels in assessment
AP
Span
ish
Lite
ratu
re a
nd C
ultu
re 1
2C
ienc
ias
Polít
icas
12
Unit 2: Tema 4: Las relaciones interpersonales y sociales.
4 semanas 12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? Las relaciones interpersonales y sociales (la amistad y la hostilidad; el amor y el desprecio; la comunicación o falta de comunicación; el individuo y la comunidad; las relaciones de poder; las relaciones familiares). ¿De qué manera se transforma el/la protagonista de una obra a consecuencia de sus relaciones con otros personajes? ¿De qué manera los individuos contribuyen o perjudican al bienestar de la familia o la comunidad? ¿Cómo influye el contexto sociocultural en el desarrollo de las relaciones interersonales? ¿De qué manera la literatura y el arte representan los conflictos en las relaciones interpersonales?
Plan lector: Análisis de isotopías o líneas de sentido en: La metamorfosis y otros relatos. Franz Kafka. Ed. Planeta* (todos los estudiantes). Elegir una obra entre las siguientes, y analizarla con el propósito de comprobar diferentes hipótesis durante la lectura: Crimen y castigo. Fedor Dostoievski. Ed. Panamericana.Las intermitencias de la muerte. José Saramago. Ed. Punto de Lectura.Un mundo feliz. Aldous Huxley. De Bolsillo.
DOK 4-Extended Thinking
12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Unit 3: Producción de textos argumentativos: la tesis y la conclusión.
2 semanas 12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
12.ES4 Los estudiantes argumentan, en forma oral, acerca de temas y problemáticas de diversa índole.
¿Cuál es el propósito de los textos argumentativos? ¿Cuáles son las características estructurales de los textos argumentativos? ¿Cómo se desarrolla un argumento lógico? ¿Cómo escribir correctamente la tesis y la conclusión?
Composición de textos argumentatios. Incluye las etapas de escritura.
DOK 3- Strategic Thinking
12.ES6 Los estudiantes comprenden y expresan la necesidad de respetar la diversidad cultural y social del mundo contemporáneo, en las situaciones comunicativas en las que interviene.
12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.
Los deechos humanos en un estado social de Derecho
8 semanas CS 6. (Gobierno) Los estudiantes comprenderán por qué las sociedades crean y adoptan sistemas de gobierno y cómo abordan las necesidades humanas, los derechos, las responsabilidades y la ciudadanía.
CS 5. (Sociedad e Identidad) Los estudiantes comprenderán los sistemas y estructuras sociales y cómo influyen en el individuo.
¿Qué son los derechos humanos? Lectura, análisis y comentarios de textos.
DOK 3- Strategic Thinking
Ejercicios de comprensión lectora con noticias, artículos, cuentos, libros, libros de texto, imágenes.
DOK 2-Skill/Concept
¿En qué medida los Derechos Humanos son fundamentales?
Ejercicios de producción textual.
Debates y mesas redondas
¿Son los derechos humanos un problema solo en países no democráticos?
Cine foro
Trabajo de consulta individual y grupal
Unit 4:
Course
Quarter 3Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/Projects
DOK levels in assessment
12 F
iloso
fía
Unit 1: La pregunta por el ser: Relación entre el ser, el mundo y el hombre.
PH3 Aplica conceptos filosóficos a la vida realPH3 Applies philosophical concepts to real life situations
PH4 Construye mundos posibles a partir de ideas filosóficasPH4 Creates possible worlds through philosophical ideas
¿Hay diferencia entre realidad y real? ¿Es la metafísica y su pregunta por la existencia un componente natural o un proceso de elaboración teórica?¿La existencia tiene un fundamento que es principio de toda realidad existente?¿Existen diferentes perspectivas metafísicas desde las que se pueden dar respuestas a las inquietudes del ser?
DOK 4-Extended Thinking
8 semanas 1.Identificación y comprensión de los contenidos explícitos de un de un texto.oIdentificación de eventos, ideas y afirmaciones y demás elementos locales de un texto.oComprensión de los componentes explícitos de un texto: palabras, oraciones, formas gramaticales básicas.2.Comprensión de la articulación de las partes globales de los textos.oComprensión de la manera como se relacionan los elementos de un texto.oComprensión de la organización semántica y de la estructura formal de un texto.3.Reflexión y evaluación del contenido de los textos.oEstablecimiento de relaciones entre el texto y contenidos que no se encuentran en el.oReconocimiento de estrategias discursivas.oEvaluación de la validez y la veracidad de contenidos de los textos.
DOK 3- Strategic Thinking
Unit 2:
Unit 3:
Unit 4:
Course
Quarter 3Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/Projects
DOK levels in assessment
12 F
iloso
fíaPE
_Phy
sica
l Edu
catio
n 12
Tech
nolo
gy 1
2A
P Ph
ysic
s C
Unit 4:
Unit 3: PERSONAL FITNESS PLANS
NPES.12.S3.H7.L2 Level 2. Designs and implements a strength & conditioning program that develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy, active life- style.
Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte
-Physical skill test -Fitness knowledge test -Shape America Rubrics
NPES.12.S3.H11.L2 Level 2. Develops and maintains a fitness portfolio (e.g., assessment scores, goals for improvement, plan of activities for improvement, log of activities being done to reach goals, timeline for improvement).
Unit 4: RISKS AND SAFETY FACTORS
NPES.12.S3.H7.L1 Level 1. Demonstrate appropriate technique in resistance-training machines and free weights.
Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte
-Physical skill test -Fitness knowledge test -Shape America Rubrics
NPES.12.S3.H14.L2 Level 2. Applies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exer- cise, meditation) to reduce stress.
UNIDAD 1 PHYSICAL ACTIVITY AND NUTRITION
Identifica los diferentes sistemas energéticos usados en una actividad física (por ej., trifosfato de adenosina y fosfocreatina, glucólisis anaeróbica, aeróbica).39 (S3.H8.L2)
Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte
-Physical skill test -Fitness knowledge test -Shape America Rubrics
NPES.12.S1.H1.L2 Level 2. Refines activity-specific movement skills in one or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games)
Unit 2: SOCIAL SUPPORT
NPES.12.S3.H6.L2 Level 2. Creates a plan, trains for and participates in a community event with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling event).
Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte
-Physical skill test -Fitness knowledge test -Shape America Rubrics
Unit 1:
Unit 2:
Unit 3:
Unit 4:
ELECTIVES
Unit 1: Electromagnetism
4-5 12.APPHYC.5 Electric Potential and Capacitance: Be able to calculate the static electric potential near a given distribution of discrete point charges. use integral calculus to derive expressions for the electric potential due to uniform charge distributions on wires, cylinders, spheres, and parallel plates. Investigate the physical properties of capacitors and how electrical energy is stored.
12.APPHYC.1 Mechanics: Apply principles and concepts of kinematics and dynamics to complex systems in two dimensions. Use vector components to analyze projectiles, Atwood's machines, elastic and inelastic collisions. Problems include applications of differential and integral calculus.
What is the difference between electric potential energy and electric potential? What is the difference between electric force and electric field? How can the electric potential energy of an array of charges be calculated?How can the magnitude and direction of the electric field at any point in an array of charges be calculated?What is a capacitor and how do its physical properties determine its ability to hold charge?What is a dielectric and how does it affect the permittivity of the electric field? How did Millikan’s experiment establish the quantization of electric charge and the mass of the electron? How can a positive test charge be used to calculate electric potentials?
reading assignment, electric potential and field 1D, electric potential and field 2D, electric potential and field 2D (II), potentials and fields in charge arrays, Millikan experiment, capacitance, physical capacitors, review exercise
DOK 3- Strategic Thinking
Course
Quarter 3Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/Projects
DOK levels in assessment
AP
Phys
ics
CA
P C
hem
istr
yA
P En
viro
nmen
tal
Scie
nce
AP
Phys
ics
I
Unit 1: Electromagnetism
What is the difference between electric potential energy and electric potential? What is the difference between electric force and electric field? How can the electric potential energy of an array of charges be calculated?How can the magnitude and direction of the electric field at any point in an array of charges be calculated?What is a capacitor and how do its physical properties determine its ability to hold charge?What is a dielectric and how does it affect the permittivity of the electric field? How did Millikan’s experiment establish the quantization of electric charge and the mass of the electron? How can a positive test charge be used to calculate electric potentials?
Unit 2: 4-5 12.APPHYC.5 Electric Potential and Capacitance: Be able to calculate the static electric potential near a given distribution of discrete point charges. use integral calculus to derive expressions for the electric potential due to uniform charge distributions on wires, cylinders, spheres, and parallel plates. Investigate the physical properties of capacitors and how electrical energy is stored.
12.APPHYC.1 Mechanics: Apply principles and concepts of kinematics and dynamics to complex systems in two dimensions. Use vector components to analyze projectiles, Atwood's machines, elastic and inelastic collisions. Problems include applications of differential and integral calculus.
What is the difference between electric force and electric field? How can the electric potential energy of an array of charges be calculated?How can the magnitude and direction of the electric field at any point in an array of charges be calculated?What is a capacitor and how do its physical properties determine its ability to hold charge?What is a dielectric and how does it affect the permittivity of the electric field? How did Millikan’s experiment establish the quantization of electric charge and the mass of the electron? How can a positive test charge be used to calculate electric potentials? How can vector algebra be applied to two dimensional systems in order to analyze force fields?
reading assignment, electric potential and field 1D, electric potential and field 2D, electric potential and field 2D (II), potentials and fields in charge arrays, Millikan experiment, capacitance, physical capacitors, review exercise
DOK 3- Strategic Thinking
Unit 1: Thermodynamics
5 12.APCH.5 Thermodynamics - The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.
How does temperature affect particles? Graham's law lab DOK 2-Skill/Concept
Unit 2: Equilibrium 5 12.APCH.6 Equilibrium - Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations.
How do changes in concentration and pressure affect a reaction?
Intermolecular Forces lab 2 DOK 3- Strategic Thinking
Unit 1: Energy Resources and Consumption
5 12.APENVSC.5 Energy Resources and Consumption - Energy concepts and consumption, fossil fuel resources and use, nuclear energy, hydroelectric power, energy conservation, renewable energy.
12.APENVSC.5 Energy Resources and Consumption - Energy concepts and consumption, fossil fuel resources and use, nuclear energy, hydroelectric power, energy conservation, renewable energy.
How does energy consumption affect the environment? Good to Go Grease lab DOK 3- Strategic Thinking
Unit 2: Pollution 5 12.APENVSC.6 Pollution - Air pollution,noise pollution water pollution, solid waste, hazards to human health, hazardous chemicals in the environment, economic impacts.
12.APENVSC.6 Pollution - Air pollution,noise pollution water pollution, solid waste, hazards to human health, hazardous chemicals in the environment, economic impacts.
How does pollution affect the environment? Oil Spill lab DOK 3- Strategic Thinking
Unit 1: Electrodynamics
4-5 11.APPHYSICSI.7 Electrodynamics: Develop the concept of how electric charges are quantized, produce electric forces, and how electric fields due to point charges are central and isotropic. Understand the relationships between electric potential, current and resistance and how these behave in series and parallel circuits. Use basic principles to calculate electric power and energy.
11.APPHYSICSI.10 Societal Impact: Investigate the impact of physics on society and how past and present experiments and theories have led to major changes.
What is electric potential and how is it calculated?What is electric current and how is it calculated?What is electrical resistance and how is it calculated?What is the difference between series and parallel circuits?How are magnets used in our day to day lives?How can an electric field be drawn around a point charge or electric dipole?
vocabulary exercise, electric potential, charge quantization and Coulomb’s law, Ohm’s law, resistance in series and parallel, Kirchoff’s laws, electric energy and transformers, review
DOK 2-Skill/Concept
Course
Quarter 3Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/Projects
DOK levels in assessment
AP
Phys
ics
IA
P B
iolo
gy
Unit 1: Electrodynamics
What is electric potential and how is it calculated?What is electric current and how is it calculated?What is electrical resistance and how is it calculated?What is the difference between series and parallel circuits?How are magnets used in our day to day lives?How can an electric field be drawn around a point charge or electric dipole?
Unit 2: Rotational Dynamics
3-4 11.APPHYSICSI.8 Rotational Dynamics: Explore the kinematics and dynamics of rotational motion by exploiting the similarities to linear kinematics and dynamics. Apply these concepts to real mechanical systems.
11.APPHYSICSI.2 Kinematics: Distinguish between distance, displacement, speed, instantaneous velocity, average velocity, and acceleration, and apply concepts in kinematics to solve problems related to linear motion.
What factors determine the angular speed of a body?What is the center of mass and how is it used in calculations of torque?How can the cosine function be used to represent simple harmonic motion?
vocabulary exercise, radian measure, angular displacement, speed and acceleration, angular momentum, torque, static and dynamic systems, sinusoidal functions, review exercise, vocabulary exercise.
DOK 3- Strategic Thinking
Unit 3: Waves and Sound
3-4 11.APPHYSICSI.9 Waves and Sound: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Investigate the effects of constructive and destructive interference, changes of sound intensity level with distance, and frequency shifts dues to relative motion between source and observer.
11.APPHYSICSI.10 Societal Impact: Investigate the impact of physics on society and how past and present experiments and theories have led to major changes.
What are the three classes mechanical of waves and what are electromagnetic waves?What rules govern the formation of standing waves on strings and in air columns?How does the superposition of standing waves produce the quality of sound of musical instruments?How does the relative speed of a source of sound affect the frequency of that sound?How does sound intensity vary with distance from an isotropic point source?Why did Bell laboratories invent a loudness scale for the human ear that was logarithmic?How does the speed of a wave depend on the properties of the medium?Why does the frequency of a sound seem to shift as the source passes by?How are standing waves formed in musical instruments?What is sound quality and how does that relate to the superposition of waves?How can logarithms be used to calculate sound intensities and sound power flux?
vocabulary exercise, universal wave equation, sound in different media, superposition of waves, standing waves on strings and in air columns, Doppler effect, decibel scale, the sine wave, review exercise, vocabulary exercise
DOK 2-Skill/Concept
Unit 1: Evolution 12.APBIO.1 Evolution - The process of evolution drives the diversity and unity of life
1. Early evolution of life What are the current biological models for the origins of biological macromolecules? What are the current models for the origins of prokaryotic and eukaryotic cells? 2. Evidence for evolution What types of evidence support an evolutionary view of life? 3. Mechanisms of evolution What is the role of natural selection in the process of evolution? How are heredity and natural selection involved in the process of evolution? What mechanisms account for speciation and macroevolution? What different patterns of evolution have been identified and what mechanisms are responsible for each of these patterns? III. ORGANISMS and POPULATIONS: the relationship of structure to function is a theme that is common to all organisms; the interactions of organisms with their environment is the major theme in ecology. A. Diversity of Organisms 1. Evolutionary patterns What are the major body plans of plants and animals? 2. Survey of the diversity of life What are representative organisms from the monera, fungi and protista? What are representative members of the major animal phyla and plant divisions? 3. Phylogenetic classification What are the distinguishing characteristics of each group (kingdoms and the major phyla and divisions of animals and plants)? 4. Evolutionary relationships What is some evidence that organisms are related to each other? How do scientists study evolutionary relationships among organisms? How is this information used in classification of organisms?
Unit Test DOK 3- Strategic Thinking
Current Article DOK 3- Strategic Thinking
AP Biology Lab DOK 3- Strategic Thinking
Schoology Assignments DOK 3- Strategic Thinking
Unit 2:
Course
Quarter 3Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/Projects
DOK levels in assessment
AP
Bio
logy
AP
Wor
ld H
isto
ryA
P H
uman
Geo
grap
hyH
ands
on
Engi
neer
ing
Unit 3:
Unit 1:
Unit 2: The New World and the Islamic EMpires of Gunpowder
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions. How could the Colombian Exchange be viewed as a Turning Point in History?
Essays DOK 3- Strategic Thinking
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
Unit 3: Yuan/Ming/Qing China and Eurpoean Slave systems
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions.
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
Anayze continuities and changes in China from the time of the Han to the Ming Dynasties.
Essays/Tests/Projects DOK 3- Strategic Thinking
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
12.SSAPWH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies
The Renaissance and Reformation
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions...Compare European cultural progrees in the time of the renissance to that of : Tang SOng China or Islamic Caliphates
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies
12.SSAPWH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
The Industrial Revolution
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions...see curriculum amp for specifics
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
12.SSAPWH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions...see curriculum amp for specifics...How did the Industrial Revolution affect government and social classes?
Essays DOK 3- Strategic Thinking
Unit 5: Agricultural and Rural Land Use
4 1. Where did agriculture originate?
2. What are the issues facing the biotechnological revolution today?
3. What are the various models of agricultural land use?
4. What types of settlement patterns are associated with agriculture?
12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
12.SSAPWH.SK.1 Developing questions and planning inquiries
AP Exam-Simulated Unit Exam DOK 2-Skill/Concept
12.SSAPWH.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
DOK 3- Strategic Thinking
Unit 6: Economic Development
4 12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
1. Why does economic development vary between countries?
2. Why are situation factors important?
3. What factor do resource depletion and pollution play in our industrial environment today?
AP Exam-Simulated Unit Exam DOK 2-Skill/Concept
12.SSAPWH.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors
12.SSAPWH.SK.1 Developing questions and planning inquiries
DOK 3- Strategic Thinking
Unit 1: Processing 5 ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
ISTE2016.5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
How can I use coding to solve real life problems?What is the programming language used in Processing?How can I develop a complex algorithm to solve a specific problem?How can I use digital resources to expand my knowledge on coding?
Summative Coding assessment 1
DOK 4-Extended Thinking
Course
Quarter 3Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/Projects
DOK levels in assessment
Han
ds o
n En
gine
erin
gB
usin
ess
Tech
nolo
gyC
reat
ive
Des
ign
Unit 1: Processing 5
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
How can I use coding to solve real life problems?What is the programming language used in Processing?How can I develop a complex algorithm to solve a specific problem?How can I use digital resources to expand my knowledge on coding? Summative Coding Assessment
2DOK 4-Extended Thinking
ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
Unit 2: Innovation Project
ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
ISTE2016.1a Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes
How can I define a problem?How can I come up with ideas for a solution to a problem?What are design techniques used for fast prototyping?
Project DIY Document 3- Strategic Thinking
ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4c Students develop, test and refine prototypes as part of a cyclical design process.
Unit 5: Advanced Excel - Business Finances
8 Weeks ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
ISTE2016.1d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
Why Excel is an ideal place to store a huge amountof data?Why analysis can lead you to make better decisions?
Excel Business Exercises DOK 2-Skill/Concept
ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
ISTE2016.5a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
Excel Business Exercises DOK 4-Extended Thinking
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
Unit 2:
Unit 5: Introduction To Product Design
2 Weeks ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
What is product design?What is the process behind the design of a product?Why is the design process important?Can design help you solve a problem?
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6b Students create original works or responsibly repurpose or remix digital resources into new creations.
Unit 6: Product Design Projets & Prototypes
6 Weeks ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
What is product design?What is the process behind the design of a product?Why is the design process important?Can design help you solve a problem?
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6b Students create original works or responsibly repurpose or remix digital resources into new creations.
Unit 3:
Course
Quarter 3Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/Projects
DOK levels in assessment
AP
Com
pute
r Sc
ienc
epa
intin
g e
lect
ive
10-
11-1
2 gr
ade
Unit 3:10Introduction to Arrays10Introduction to Arrays continued11Classes Continued11Classes Continued continued12Arrays Continued12Arrays Continued continued
10 ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
ISTE2016.1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
What is an array in programming?What type of class relationships exist in OOP?What are 2D arrays and how can you search elements in it?
Vowels R Us Reloaded Arrays
DOK 4-Extended Thinking
ISTE2016.7 Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
ISTE2016.7b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
AP Practice exam questions
3- Strategic Thinking
ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
ISTE2016.5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
Weekly programmingprojects
DOK 4-Extended Thinking
AP Labs 3- Strategic Thinking
UNIT 1: GRAFFITIBANKSYcultural context
2 weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.
what do you need for made a graffit?what do you know about the street art?who invented the graffiti?
created a graffiti based in all the concepts see in class
DOK 4-Extended Thinking
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
sketch: made differents sketchs based on graffiti techniques
VA.HS.P.3.a Make, explain, and justify connections between artists or artwork and social, cultural, and political history.
final product: create a piece of graffitit used differents techniques and styles, like banksy
Unit 2: TECHNIQUES FOR MADE A STENCILTECHNIQUES FOR CREATE A GRAFFITTI
2 weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
do you know how to madea stencil template?how many techniques for create a graffitti knows?what do know about the stencil technique?what kind of tools do you need to madea stencil?
classwork: create differents images to made a stencil
DOK 2-Skill/Concept
VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.
skecht: about differents images, and templates for made a stencil
3- Strategic Thinking
VA.HS.CR.1.a Individually or collaboratively formulate new creative problems based on student’s existing artwork.
final product: create stencil graffiti used differents techniques and styles, like banksy
DOK 4-Extended Thinking
VA.HS.P.3.a Make, explain, and justify connections between artists or artwork and social, cultural, and political history.
UNIT 3: GRAFFITI TECHNIQUES
2 WEEKS VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
what kind of technique do you know to made a graffiti?what tools do you use to made a graffiti in paper, wall, or canvas?
classwork: experimentation with many techniques to made a piece of graffiti
DOK 2-Skill/Concept
VA.HS.CO.1.a Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking.
skecht: made differents images, and stencils templates to create a graffiti piece
3- Strategic Thinking
VA.HS.P.3.a Make, explain, and justify connections between artists or artwork and social, cultural, and political history.
final product: create a graffiti using differents techniques and styles, like banksy
DOK 4-Extended Thinking
UNIT 4: GRAFFITI 2 WEEKS VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
who is Banksy?what technique he use to made a graffiti?what style of graffiti made banksy and why?
classwork: create differents images to made a stencil and graffiti
DOK 2-Skill/Concept
VA.HS.CO.1.a Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking.
skecht: about differents images, and templates for made a final graffiti
3- Strategic Thinking
Course
Quarter 3Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/Projects
DOK levels in assessment
pain
ting
ele
ctiv
e 1
0-11
-12
grad
eD
raw
ing
elec
tive
10-
11-1
2 gr
ade
Scul
ptur
eel
ectiv
e 1
0-11
-12
grad
eC
hoir
UNIT 4: GRAFFITI 2 WEEKS
VA.HS.CO.2.a Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts.
final product: create stencil graffiti used differents techniques and styles, like banksy
DOK 4-Extended Thinking
VA.HS.P.3.a Make, explain, and justify connections between artists or artwork and social, cultural, and political history.
Unit 1: Face 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
What is human body figure drawing? Face sketch DOK 2-Skill/Concept
• How do you use proportion, line and geometry to create your human figure body drawings?
Face final 3- Strategic Thinking
• How do you use the basic drawing techniques of Line, Shading, and Detail to work with the human face and figure?
Classwork: the making of the sketch and final in the classroom
DOK 2-Skill/Concept
Unit 2:Hands & feet
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
Hands & feet sketch DOK 2-Skill/Concept
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Hands & feet Final 3- Strategic Thinking
Classwork: The making of the sketch and final in the classroom
DOK 2-Skill/Concept
Unit 3:Body 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
Body Sketch DOK 2-Skill/Concept
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Body Final 3- Strategic Thinking
Classwork:The making of the sketch and the final in the classroom
DOK 2-Skill/Concept
Unit 4:Portrait 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
Portrait sketch
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
PortraitFinal
VA.HS.P.1.a Analyze, select, and critique personal artwork for a collection or portfolio presentation.
Classwork: The making of the final and the sketch in the classroom
Unit 1:Apocalyptic pottery
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
What are the basic hand buildingtechniques? Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Final Pottery DOK 4-Extended Thinking
How do artists use hand building techniques? Sketch Pottery 3- Strategic Thinking
How can you use hand building techniques in your artwork?
Unit 2:Low reliefe Tiles
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Sketch Low Relief 3- Strategic Thinking
Final Low Relief DOK 4-Extended Thinking
Unit 3:High relief landscape
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Sketch High Relief 3- Strategic Thinking
Final High Relief DOK 4-Extended Thinking
Unit 4:Cold porcelain animal
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Sketch Cold porcelain 3- Strategic Thinking
Final Cold Porcelain DOK 4-Extended Thinking
Unit 5:Plasticine self portrait
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
VA.HS.P.1.a Analyze, select, and critique personal artwork for a collection or portfolio presentation.
Final Plasticine selfportrait 3- Strategic Thinking
Sketch Plasticine Self Portrait DOK 4-Extended Thinking
Unit 1:
Armonia: Height
FAMU.IV.3.2 Improvises rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys (e.g., folk songs, standard pop songs, hymn tunes)
FAMU.IV.3.1 Improvises stylistically appropriate harmonizing parts
What is a chord?How to form a major and a minor chord?What kinds of chords are there in harmony?
CLASS WORKiNSTRUMENTAL ASSEMBLEREPERTOIRE 2
3- Strategic Thinking
Course
Quarter 3Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/Projects
DOK levels in assessment
Course
Cal
culu
s 12
AP
Cal
culu
s A
BA
P C
alcu
lus
BC
Phys
ics
12Quarter 4
Content/Unit Title
Weeks of Instruction Power Standards Secondary Standards Essential Questions
use ctr + enter to move down in the cellMajor
Assessments/Projects
DOK levels in assessment
Unit 1: EU 2.2 Student understands that a function’s derivative, which is itself a function, can be used to understand the behavior of the function.
Unit 2: EU 2.3 Student understands that the derivative has multiple interpretations and applications including those that involve instantaneous rates of change.
Unit 3:
Unit 1: AP Exam practice
4 EU 5.0 General practice for the AP Calculus Exam What strategies can I use to optimize my performance on the AP Calculus exam?
Multiple choice (no calculator)Multiple choice (with calculator)
DOK 2-Skill/Concept
Free response (no calculator)Free response (with calculator)
DOK 3- Strategic Thinking
Test 20: Multiple choice practice
DOK 2-Skill/Concept
Unit 2:
Unit 3:
Unit 4:
Unit 1: AP Exam practice
4 EU 5.0 General practice for the AP Calculus Exam What strategies can I use to optimize my performance on the AP Calculus exam?
Multiple choice (no calculator)Multiple choice (with calculator)
DOK 2-Skill/Concept
Free response (no calculator)Free response (with calculator)
DOK 3- Strategic Thinking
Unit 2:
Unit 3:
Unit 4:
Unit 1: FLUID MECHANICS
12.PHYSICS.10 4-PS4-1/Wave Characteristics: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
How do buoyant forces affect a floating and submerged object?How does fluid mechanics affect a white water rafter?How can Bernoulli's principle allow us to predict fluid motion? What happens when we apply different conditions to gasses?
Fluids Lab DOK 2-Skill/Concept
STEM Design DOK 3- Strategic Thinking
Fluids Quiz DOK 2-Skill/Concept
Unit 2: WAVES, SOUND, & LIGHT
12.PHYSICS.10 4-PS4-1/Wave Characteristics: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
How does electromagnetic radiation affect our daily lives?What is the relationship between wavelength and frequency?What are characteristics of light?
Light Quiz
12.PHYSICS.11 HS-PS4-1/Universal Wave Equation: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
Sound and Waves Quiz
12.PHYSICS.12 MS-PS4-2/Behavior of Light: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Course
Quarter 4Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Engl
ish
12R
eadi
ng, W
ritin
g an
d Sp
eaki
ng a
nd L
iste
ning
(Uni
ts a
re
taug
ht th
emat
ical
ly, e
mbe
ddin
g al
l cat
egor
ies)
A
P En
glis
h 12
Wor
ld H
isto
ry II
I, 12
Unit 1: Satire 6 weeks 12.W.02 Write informative/explanatory texts to examine and convey complex ideas
TBD
12.W.04 Produce writing appropriate to task, purpose, and audience
12.RI.01 Cite strong textual evidence to support analysis of text
12.SL.01 Initiate and participate effectively in a range of collaborative discussions12.SL.02 Integrate multiple sources of information presented in diverse formats
Unit 1: Social Action Projects and Presentations /End of Year Reflections
6 weeks 12.SL.04 Present information, findings, and supporting evidence
12.L.01 Demonstrate command of English grammar and usage when writing or speaking
How do I present information, findings and supporting evidence to convey a clear message and perspective (CCSS SL12.4) How do I make strategic use of digital media in presentations to enhance understanding? (CCSS SL 12.5) How do I adapt my presentation skills to the changing members of a public audience while demonstrating a command of formal English (CCSS. SL 12.6, CCSS L12.1 and CCSS L12.3
Social Action Fair DOK 3-Strategic ThinkingDOK 4-Extended Thinking
12.SL.05 Make strategic use of digital media in presentations
12.L.03 Understand how language functions in different contexts
12.SL.06 Adapt speech to a variety of tasks, demonstrating command of English
Unit 1: AP EXAM TEST PREP!
3 12.RL.01 Cite strong textual evidence to support analysis of text
12.W.01 Write arguments to support claims in an analysis of substantive topics
What skills must I review and refine in order to be successful on the AP English Literature Exam
Mock AP EXAMS DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.RL.02 Determine themes or central ideas and analyze their development
12.W.04 Produce writing appropriate to task, purpose, and audience
AP Exam (Administered By College Board)
DOK 2-Skill/ConceptDOK 3-Strategic Thinking
12.RL.03 Analyze the author’s choices regarding how to develop a story or drama
12.RL.04 Determine figurative and connotative meanings of words and phrases12.RL.05 Analyze an author’s choices and a text's structure, meaning, and aesthetic12.RL.07 Analyze multiple interpretations of a story, drama, or poem
Unit 2:
Unit 3:
Our 21st Century Epilogue: Ecology & The Anthropocene(Basis for content is This Changes Everything by Naomi Klein, The Sixth Extinction by Elizabeth Kolbert and Learning to Die in the Anthropocene by Roy Scranton) Option 1: Ecology, the Environment & Climate Change Option 2: The Sixth Extinction Option 3: The Anthropocene
4 1.1 What are the main features of concept/option A/B/C, and what are the major challenges that it presents for the human race today in the 21st century? 1.2 What are the author’s recommended strategies for tackling the challenges that are presented by your issue, and are you optimistic that we can successfully take them on today? 1.3 What types of local opportunities are available for you in terms of “carrying the flag forward” regarding your chosen issue, and if they are limited, what might be able to be created?
Individual/Joint research projects (DOK 2-4) “Science Fair” Presentation as 4th quarter capstone project--teach other students about your issue (DOK 2-3)
DOK 4-Extended Thinking
Course
Quarter 4Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Wor
ld H
isto
ry II
I, 12
Econ
omic
s 12
Span
ish
12
Our 21st Century Epilogue: Ecology & The Anthropocene(Basis for content is This Changes Everything by Naomi Klein, The Sixth Extinction by Elizabeth Kolbert and Learning to Die in the Anthropocene by Roy Scranton) Option 1: Ecology, the Environment & Climate Change Option 2: The Sixth Extinction Option 3: The Anthropocene
12.WH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
12.WH.SK.2 Evaluating sources and gathering evidence
1.1 What are the main features of concept/option A/B/C, and what are the major challenges that it presents for the human race today in the 21st century? 1.2 What are the author’s recommended strategies for tackling the challenges that are presented by your issue, and are you optimistic that we can successfully take them on today? 1.3 What types of local opportunities are available for you in terms of “carrying the flag forward” regarding your chosen issue, and if they are limited, what might be able to be created?
12.WH.CS.8 (Science, Technology, and Society) Students will understand how societies have influenced and been influenced by scientific developments and technological developments
12.WH.SK.3 Communicating conclusions and taking informed actions
Unit 2:
Unit 3:
Unit 4:
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 1: Literatura Universal: Vanguardista y Contemporánea
3 semanas 12.ES2 Los estudiantes analizan crítica y creativamente diferentes manifestaciones literarias del contexto universal.
12.ES4 Los estudiantes argumentan, en forma oral, acerca de temas y problemáticas de diversa índole.
¿Cuáles son las características de las literaturas de los siglos XX y XXI?¿Qué importancia tienen las literaturas modernas y posmodernas?¿Qué importancia tiene la literatura en el pensamiento contemporáneo?¿Cómo se evidencia en las obras literarias las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?¿Reconozco los principales autores contemporáneos y los ubico en su contexto social y cultural?
Lectura y análisis de fragmentos de obras representativas de la literatura moderna y contemporánea.
DOK 3- Strategic Thinking
12.ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados.
Plan lector: Elegir una obra entre las siguientes, y analizarla con el propósito de comprobar diferentes hipótesis durante la lectura: Rayuela, de Julio Cortázar Cien años de soledad, de Gabriel García Márquez El amor en los tiempos del cólera, de Gabriel García Márquez
DOK 4-Extended Thinking
Course
Quarter 4Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Span
ish
12A
P Sp
anis
h Li
tera
ture
and
Cul
ture
12
Unit 1: Literatura Universal: Vanguardista y Contemporánea
¿Cuáles son las características de las literaturas de los siglos XX y XXI?¿Qué importancia tienen las literaturas modernas y posmodernas?¿Qué importancia tiene la literatura en el pensamiento contemporáneo?¿Cómo se evidencia en las obras literarias las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?¿Reconozco los principales autores contemporáneos y los ubico en su contexto social y cultural?
Identificación y aplicación de los elementos y recursos fundamentales de la literatura moderna y contemporánea
DOK 2-Skill/Concept
Taller de literatura comparada
DOK 3- Strategic Thinking
Unit 2: Comprensión de textos: lectura crítica e intertextualidad
3 semanas 12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos con actitud crítica y capacidad argumentativa.
12.ES4 Los estudiantes argumentan, en forma oral, acerca de temas y problemáticas de diversa índole.
¿Analizo y explico la intertextualidad como la relación que un texto (oral o escrito) mantiene con otros textos (orales o escritos), ya sean contemporáneos o históricos? ¿Identifico el contexto como el conjunto de textos con los que se vincula explícita o implícitamente un texto, y considero que influye tanto en la producción como en la comprensión del discurso? ¿Asumo una posición crítica frente a los textos que leo y propongo nuevos horizontes de sentido?
Talleres de comprensión de lectura y lectura crítica, etapa 8: Lectura crítica.
DOK 3- Strategic Thinking
12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Talleres de comprensión de lectura y lectura crítica, etapa 9: Lectura crítica.
DOK 3- Strategic Thinking
Unit 3: Producción de textos argumentativos: El Ensayo
2 semanas 12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
¿Qué es un ensayo y cuántos tipos existen? ¿Cuál es la intención comunicativa o el propósito de un ensayo? ¿Cómo es la estructura textual de un ensayo? ¿Cómo se elabora un ensayo?
Composición de un ensayo. Incluye las etapas de escritura.
DOK 4-Extended Thinking
Unit 4: Ética de la Comunicación y lenguajes simbólicos: historia del arte IV, preciación cinematográfica y creación de una entrevista imaginaria.
2 semanas 12.ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados.
12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos con actitud crítica y capacidad argumentativa.
¿Cómo el arte refleja los diferentes contextos históricos? ¿Cómo los códigos verbales y no verbales se articulan para darles sentido a diferentes expresiones artísticas? ¿De qué manera los diferentes códigos se articulan para generar sentido en los medios de comunicación: memes y caricaturas? ¿Analizo críticamente la obra cinematográfica?
Ejecicio de apreciación pictórica de los periodos literarios estudiados durante el bimestre: siglos XX y XXI.
DOK 2-Skill/Concept
12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Creación de una entrevista imaginaria, partir de la lectura del plan lector.
DOK 4-Extended Thinking
Cine-foro: Ciudadano Kane (1941). Apreciación cinematrográfica
DOK 2-Skill/Concept
Unit 1: Tema 5: La dualidad de ser y el enigma de la existencia
4 semanas 12.ES2 Los estudiantes analizan sociológica, crítica y creativamente diferentes manifestaciones literarias del contexto hispanoamericano y universal.
12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos, con actitud crítica y capacidad argumentativa.
Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? La dualidad del ser y el enigma de la existencia (la construcción de la realidad; la espiritualidad y la religión; la imagen pública y la imagen privada; la introspección; el ser y la creación literaria). ¿Qué preguntas plantea la literatura acerca de la realidad y la fantasía? ¿Cómo influye el contexto sociocultural o histórico en la expresión de la identidad? ¿Cuál es el significado de la vida (para un personaje, para un autor) y cómo se relaciona esto con las creencias o ideas en cuanto a la muerte? ¿De qué manera las artes expresan la dualidad del ser y el enigma de la existencia?
Talleres de comprensión, de interpretación y de relaciones con la cultura (conexiones y comparaciones). Según textos de lectura AP para el tema 5
DOK 3- Strategic Thinking
12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
Plan lector: Elegir una obra entre las siguientes, y analizarla con el propósito de comprobar diferentes hipótesis durante la lectura: Rayuela, de Julio Cortázar Cien años de soledad, de Gabriel García Márquez El amor en los tiempos del cólera, de Gabriel García Márquez
DOK 4-Extended Thinking
12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Unit 2: Tema 6: La imaginación y la creación literaria
4 semanas 12.ES2 Los estudiantes analizan sociológica, crítica y creativamente diferentes manifestaciones literarias del contexto hispanoamericano y universal.
12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos, con actitud crítica y capacidad argumentativa.
Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? La imaginación y la creación literaria (la intertextualidad; la literatura autoconsciente; el proceso creativo; el texto y sus contextos). ¿Qué factores motivan a los escritores a crear sus obras literarias? ¿De qué manera la intertextualidad contribuye al significado de una obra literaria, y en general, de una obra de arte? ¿Cómo influye en la experiencia de los lectores la presencia de la literatura misma como tema de una obra literaria?
Talleres de comprensión, de interpretación y de relaciones con la cultura (conexiones y comparaciones). Según textos de lectura AP para el tema 6
DOK 3- Strategic Thinking
Course
Quarter 4Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Span
ish
Lite
ratu
re a
nd C
ultu
re 1
2C
ienc
ias
Polít
icas
12
Unit 2: Tema 6: La imaginación y la creación literaria
12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? La imaginación y la creación literaria (la intertextualidad; la literatura autoconsciente; el proceso creativo; el texto y sus contextos). ¿Qué factores motivan a los escritores a crear sus obras literarias? ¿De qué manera la intertextualidad contribuye al significado de una obra literaria, y en general, de una obra de arte? ¿Cómo influye en la experiencia de los lectores la presencia de la literatura misma como tema de una obra literaria?
Plan lector: Elegir una obra entre las siguientes, y analizarla con el propósito de comprobar diferentes hipótesis durante la lectura: Rayuela, de Julio Cortázar Cien años de soledad, de Gabriel García Márquez El amor en los tiempos del cólera, de Gabriel García Márquez
DOK 4-Extended Thinking
12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.
Unit 3: Producción de textos argumentativos: el ensayo.
2 semanas 12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.
12.ES4 Los estudiantes argumentan, en forma oral, acerca de temas y problemáticas de diversa índole.
¿Cuál es el propósito de los textos argumentativos? ¿Cuáles son las características estructurales de los textos argumentativos? ¿Cómo se desarrolla un argumento lógico? ¿Cómo escribir correctamente la tesis y la conclusión? ¿Qué es un ensayo y cuál es su propósito comunicativo?
Composición de textos argumentatios. Incluye las etapas de escritura.
DOK 4-Extended Thinking
12.ES6 Los estudiantes comprenden y expresan la necesidad de respetar la diversidad cultural y social del mundo contemporáneo, en las situaciones comunicativas en las que interviene.
12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.
La Constitución política y los mecanismos de participación
6 semanas CS 4. (Cultura) Los estudiantes comprenderán los desarrollos culturales e intelectuales y las interacciones entre las sociedades.
CS 6. (Gobierno) Los estudiantes comprenderán por qué las sociedades crean y adoptan sistemas de gobierno y cómo abordan las necesidades humanas, los derechos, las responsabilidades y la ciudadanía.
¿Cuáles son los mecanismos de participación ciudadana?¿Qué hace que un Estado sea participativo?¿Cuál es el papel de los mecanismos de participación en un Estado Social de Derecho?¿Qué pasa con la democracia participativa en Colombia?
Lectura, análisis y comentarios de textos.
DOK 3- Strategic Thinking
Ejercicios de comprensión lectora con noticias, artículos, cuentos, libros, libros de texto, imágenes.
DOK 2-Skill/Concept
Ejercicios de producción textual.
Debates y mesas redondas
Cine foro
Trabajo de consulta individual y grupal
Unit 4:
Course
Quarter 4Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
12 F
iloso
fía
La pregunta por el pensamiento oriental
6 semanas PH3 Aplica conceptos filosóficos a la vida realPH3 Applies philosophical concepts to real life situations
PH5 Fórmula argumentos sustentados en posturas racionalesPH5 Formulates arguments based on rational postures
1¿Qué se comprende hoy por multiculturalidad e interculturalidad? 2¿Hasta qué punto las explicaciones multicausales y predicen los efectos de los fenómenos sociales que tienen lugar en las distintas culturas?3¿Comprende los conceptos del hombre, naturaleza y cultura desde otras visiones e interpretaciones del mundo?4. ¿Reconoce las respuestas que se han dado desde diferentes formas de pensamiento y desde de diversos contextos históricos a la pregunta por conocimiento
Evaluar diversas explicaciones para las acciones o acontecimientos y determinar qué explicación mejor concuerda con la evidencia textual, reconociendo que el texto deja a cuestiones inciertas.
DOK 3- Strategic Thinking
6 semanas PH4 Construye mundos posibles a partir de ideas filosóficasPH4 Creates possible worlds through philosophical ideas
PH5 Fórmula argumentos sustentados en posturas racionalesPH5 Formulates arguments based on rational postures
Identificación y comprensión de los contenidos explícitos de un de un texto.
DOK 3- Strategic Thinking
Identificación de eventos, ideas y afirmaciones y demás elementos locales de un texto.
DOK 4-Extended Thinking
Comprensión de los componentes explícitos de un texto: palabras, oraciones, formas gramaticales básicas.Comprensión de la articulación de las partes globales de los textos.
Unit 2: o Comprensión de la manera como se relacionan los elementos de un texto.
o Comprensión de la organización semántica y de la estructura formal de un texto.
Reflexión y evaluación del contenido de los textos.
Unit 3: o Establecimiento de relaciones entre el texto y contenidos que no se encuentran en el.
o Reconocimiento de estrategias discursivas.o Evaluación de la validez y la veracidad de contenidos de los textos.
Unit 4:
Course
Quarter 4Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
12 F
iloso
fíaPE
_Phy
sica
l Edu
catio
n 12
Tech
nolo
gy 1
2A
P Ph
ysic
s C
Unit 4:
Unit 2: SOCIAL SUPPORT
NPES.12.S3.H6.L2 Level 2. Creates a plan, trains for and participates in a community event with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling event).
Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte
-Physical skill test -Fitness knowledge test -Shape America Rubrics
Unit 3: PERSONAL FITNESS PLANS
NPES.12.S3.H7.L2 Level 2. Designs and implements a strength & conditioning program that develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy, active life- style.
-Physical skill test -Fitness knowledge test -Shape America Rubrics
NPES.12.S3.H11.L2 Level 2. Develops and maintains a fitness portfolio (e.g., assessment scores, goals for improvement, plan of activities for improvement, log of activities being done to reach goals, timeline for improvement).
Unit 4: RISKS AND SAFETY FACTORS
NPES.12.S3.H7.L1 Level 1. Demonstrate appropriate technique in resistance-training machines and free weights.
Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte
-Physical skill test -Fitness knowledge test -Shape America Rubrics
NPES.12.S3.H14.L2 Level 2. Applies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exer- cise, meditation) to reduce stress.
UNIDAD 1 PHYSICAL ACTIVITY AND NUTRITION
Identifica los diferentes sistemas energéticos usados en una actividad física (por ej., trifosfato de adenosina y fosfocreatina, glucólisis anaeróbica, aeróbica).39 (S3.H8.L2)
Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte
-Physical skill test -Fitness knowledge test -Shape America Rubrics
NPES.12.S1.H1.L2 Level 2. Refines activity-specific movement skills in one or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games)
Unit 1:
Unit 2:
Unit 3:
Unit 4:
ELECTIVES
Unit 1: Current Electricity
3-4 12.APPHYC.6 Current Electricity: Students will be able to use the method of equivalent resistance analyze simple direct current circuits or use Kirchoff's laws to calculate the potential rises and drops around a complex circuit including resistors and capacitors. Use integral calculus to derive formulas for the charging and discharging of capacitors.
12.APPHYC.2 Energy and SHM: Combine the concepts of conservation of mechanical energy and rotational movement to analyze systems undergoing simple harmonic motion. Use integral calculus to derive expressions for moments of inertia. Be able to apply the parallel axis theorem.
How can Kirchoff’s laws be used to analyze series and parallel circuits?How can the right hand rule be used to determine the direction of electric currents and magnetic fields?How can the force between two current carrying conductors be calculated?What is the shape and strength of the magnetic field around a solenoid?How is the number e related to the rate of discharge of a capacitor in an LCR circuit?What is Lenz’ law and how can it be used to predict the directions of induced current?What discoveries led to the idea that energy was quantized?
vocabulary exercise, electric currents and potential, Ohm’s law and electric power, resistance and capacitance, circuit analysis using Kirchhoff’s laws, discharge of capacitors in LCR circuits, electromagnetic fields, electromagnetic forces, electromagnetic induction, generators and transformers, review exercise
DOK 3- Strategic Thinking
Course
Quarter 4Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Phys
ics
CA
P C
hem
istr
yA
P En
viro
nmen
tal
Scie
nce
AP
Phys
ics
I
Unit 1: Current Electricity
How can Kirchoff’s laws be used to analyze series and parallel circuits?How can the right hand rule be used to determine the direction of electric currents and magnetic fields?How can the force between two current carrying conductors be calculated?What is the shape and strength of the magnetic field around a solenoid?How is the number e related to the rate of discharge of a capacitor in an LCR circuit?What is Lenz’ law and how can it be used to predict the directions of induced current?What discoveries led to the idea that energy was quantized?
Unit 2: 3-4 12.APPHYC.7 Electromagnetic Induction: Students will use the Biot-Savart law to calculate the force between current carrying conductors or charged particles in magnetic fields. Use Ampere's law to find the strength of magnetic field near a current carrying conductor. Apply Faraday's law of induction to calculate the EMF induced in a conductor by a magnetic flux. Investigate solenoids and the EMF of inductors using differential calculus.
12.APPHYC.1 Mechanics: Apply principles and concepts of kinematics and dynamics to complex systems in two dimensions. Use vector components to analyze projectiles, Atwood's machines, elastic and inelastic collisions. Problems include applications of differential and integral calculus.
What is the shape and strength of the magnetic field around a solenoid?How is the number e related to the rate of discharge of a capacitor in an LCR circuit?What is Lenz’ law and how can it be used to predict the directions of induced current?
Quizzes: (exam preparation) Princeton Review 5 and Princeton Review 6
Unit Tests: Static electric fields, Circuits and Electromagnetism
DOK 4-Extended Thinking
Unit 1: Review 10 12.APCH.1 Atoms and Matter - The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical reactions.
What are atoms made of?How do atoms come together to form larger particles?How is energy changed during a chemical reaction?What affects the rate of a reaction?How can it be determined if a reaction will occur?How much of the reaction will occur?
AP Test Review Quizzes
DOK 2-Skill/Concept
12.APCH.2 Forces - Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them.12.APCH.3 Reactions - Changes in matter involve the rearrangement and / or of atoms and / or the transfer of electrons.12.APCH.4 Rate of Reactions - Rates of chemical reactions are determined by details of the molecular collisions.12.APCH.5 Thermodynamics - The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.12.APCH.6 Equilibrium - Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations.
Unit 2:
Unit 1: Global Change
10 12.APENVSC.7 Global Change - Stratospheric ozone, global warming, loss of biodiversity.
12.APENVSC.7 Global Change - Stratospheric ozone, global warming, loss of biodiversity.
How is the environment changing? Parking Lot Biodiversity lab
DOK 3- Strategic Thinking
Unit 2:
Unit 1: Work and Energy
3-4 11.APPHYSICSI.6 Work and Energy: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
11.APPHYSICSI.4 Dynamics: Analyze data to support the claim that Newtonӳ second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Plan an investigation to provide evidence that the change in an objectӳ motion depends on the sum of the forces on the object and the mass of the object.
How can we combine concepts to solve complex problems?How can we use ratios to solve complex problems.How can we read for content and quickly arrive at strategies to solve complex problems?How are the various concepts in physics interconnected?
Practice tests and evaluations based on multiple choice and short answer questions in examination format.
DOK 4-Extended Thinking
Course
Quarter 4Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Phys
ics
IA
P B
iolo
gy
Unit 1: Work and Energy
How can we combine concepts to solve complex problems?How can we use ratios to solve complex problems.How can we read for content and quickly arrive at strategies to solve complex problems?How are the various concepts in physics interconnected?
Unit 2: Societal Impact
4-5 11.APPHYSICSI.10 Societal Impact: Investigate the impact of physics on society and how past and present experiments and theories have led to major changes.
11.APPHYSICSI.1 SI system: Be able to use scientific notation, metric prefixes, and perform mathematical calculations using the SI system of units. Develop an understanding of various forms of proportionality between variables and how it leads to mathematical equations.
How are the basic principles of physics applied in modern technology?What are some interesting and practical applications of physics in society?How has our understanding of the physical world impacted health and prosperity?
research assignment and class presentation
DOK 4-Extended Thinking
Unit 3:
Unit 1: Homeostasis and Communication
12.APBIO.4 Systems - Biological systems interact, and these systems and their interactions possess complex properties
Structural, physiological and behavioral adaptations How does the organization of cells, tissues and organs determine structure and function in plant and animal systems? How are structure and function related in the various organ systems? How do the organ systems of animals interact? What adaptive features have contributed to the success of various plants and animals on land? 3. Response to the environment What are the responses of plants and animals to environmental cues and how do hormones mediate them?
Unit Test DOK 3- Strategic Thinking
Current Article DOK 3- Strategic Thinking
AP Biology Lab DOK 3- Strategic Thinking
Schoology Assignments
DOK 3- Strategic Thinking
Unit 2:
Course
Quarter 4Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Bio
logy
AP
Wor
ld H
isto
ryA
P H
uman
Geo
grap
hyH
ands
on
Engi
neer
ing
Unit 3:
Unit 1: Political Revolutions of the Atlantic - France, USA; Haiti
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions.
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
12.SSAPWH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
Comapre and contrast the Haitian Revolution to the French, American, or Latin American revolutions
Unit 2: IR #2 - Japan and Russia and communism
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions.
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors
Compare Industrialism in Japan to that of China. Essays/Tests/Projects
DOK 3- Strategic Thinking
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
12.SSAPWH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
Unit 3: Technology and global war
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions.
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
12.SSAPWH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
DBQ on how the Industrial Revolution affected global war
Essays/Tests/Projects
DOK 3- Strategic Thinking
Unit 4: The cold war and independence movements
Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions.
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
12.SSAPWH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
12.SSAPWH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
Compare and contrast political systems of the USSR with that of colonial Africa
Essays/Tests/Projects
DOK 3- Strategic Thinking
12.SSAPWH.CS.5 (Society and Identity) Students will understand social systems and structures and how these influence individual
APWH EXAM = MAY
DOK 4-Extended Thinking
Unit 1:
Unit 7: Urban Design
4 12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
1. Why are consumer services distributed in a regular pattern?
2. Why do business services cluster in large settlements?
3. What various challenges do both inner cities and suburbs face?
AP Exam-Simulated Unit Exam
DOK 2-Skill/Concept
12.SSAPWH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies
12.SSAPWH.SK.1 Developing questions and planning inquiries
DOK 3- Strategic Thinking
Unit 8: AP Exam Prep
4 12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
12.SSAPWH.SK.3 Communicating conclusions and taking informed actions
N/A
12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment
12.SSAPWH.SK.2 Evaluating sources and gathering evidence
Unit 1: Social Project
8 ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
ISTE2016.1a Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes
What is a problem in my community?How can I design a solution for a problem in my community?How can I share my solution with the community?How can I validate my solution with different parties?
Project Presentation
3- Strategic Thinking
Course
Quarter 4Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
Han
ds o
n En
gine
erin
gB
usin
ess
Tech
nolo
gyC
reat
ive
Des
ign
Unit 1: Social Project
8
ISTE2016.2 Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
ISTE2016.2b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
What is a problem in my community?How can I design a solution for a problem in my community?How can I share my solution with the community?How can I validate my solution with different parties?
Project Prototype DOK 4-Extended Thinking
ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
Project DIY document
3- Strategic Thinking
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4c Students develop, test and refine prototypes as part of a cyclical design process.
Project Info Video DOK 4-Extended Thinking
ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
ISTE2016.5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Unit 2:
Unit 6: Final Projects and Collaborative Learning
8 Weeks ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
ISTE2016.1d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
Why using Excel’s features can help you keep yourfiles protected and secure when collaborating withothers on worksheets? How can Excel help you manage a collaborativeproject?
Excel Business Exercises
DOK 2-Skill/Concept
ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
ISTE2016.5a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
Excel Business Exercises
DOK 4-Extended Thinking
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
Unit 2:
Unit 7: Intoduction to Architectural Design
3 Weeks ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
What is architectural design?How does architecture reflect the culture and values of a people?How can you communicate through architecture?What makes a house a home?What ais the difference between functional and aesthetic features?
Research and basic skill projects
DOK 2-Skill/Concept
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
3D modeling project
DOK 4-Extended Thinking
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6b Students create original works or responsibly repurpose or remix digital resources into new creations.
Unit 8: Architectural Design Projects & Prototypes
3 weeks ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
What is architectural design?How does architecture reflect the culture and values of a people?How can you communicate through architecture?What makes a house a home?What ais the difference between functional and aesthetic features?
Architectural solution to real problems(Research, 3D Modeling, digital imaging).
DOK 4-Extended Thinking
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6b Students create original works or responsibly repurpose or remix digital resources into new creations.
Unit 8: Summative Design Project
2 weeks ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
1 Summative Project(Solving a design problem and applying skills from every unit)
DOK 4-Extended Thinking
ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
ISTE2016.6b Students create original works or responsibly repurpose or remix digital resources into new creations.
Course
Quarter 4Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
AP
Com
pute
r Sc
ienc
epa
intin
g e
lect
ive
10-
11-1
2 gr
ade
Unit 4: Introduction to HTML and AppletsClasses ContinuedArrays ContinuedEnd-of-Unit/Enrichment ActivitiesbRecursion, Complexity, and Searching and SortingIntroduction to CollectionsReview for the AP Exam.
8 ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
ISTE2016.1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
What is an ArrayList and how does it difer with an Array?How can you search and sort objects in your programs?What are the advantages and disadvantages of using recursion in your programs?
Vowels R Us Reloaded ArrayLists, searching andsorting
DOK 4-Extended Thinking
ISTE2016.7 Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
ISTE2016.7b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
AP Practice exam questions
3- Strategic Thinking
ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
ISTE2016.5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
Weekly programmingprojects
DOK 4-Extended Thinking
AP Labs 3- Strategic Thinking
UNIT 1: CANVAS ART PROJECT
2 weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
what it is painting?how many techniquese from painting do you know, or like to know
classwork: experimentation with differents art techniques to create your own image
DOK 2-Skill/Concept
VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.
skecht: create differents sketches, or drawing or paintings, used many materials and techniques to the final product
3- Strategic Thinking
final product: made a paint or drawing, based on your best sketch, and apply all the concepts seen in class, to create your own artwork.
DOK 4-Extended Thinking
UNIT 2: CANVAS ART PROJECT:PERSONAL SKECTH
2 weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
what do you feel when you painting?what do you like painting or drawing?do you know what it is the sketch book,and why is used for the artist?do you know the frida kahlo diary?
classwork: try to differents techniques the best option to create your own image for your art project
DOK 2-Skill/Concept
VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.
skecht: made 4 sketches, using many options like collgae, or differents techniques for create your personal image for the fianl product
3- Strategic Thinking
final product: create a painting apply all the concept seen in class, based in the best sketch that you do in class.
DOK 4-Extended Thinking
UNIT 3: CANVAS ART PROJECT: COLOR, IMAGE, BACKGROUND
2 weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
what do you need for made a painting?What kind of paintings do you like?how many stykes for paintings and artists do you know or like most?
classwork: create 4 personal ideas in 4 differentes techniques.,
DOK 2-Skill/Concept
VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.
skecht: choose the best option for the sketches that you doing in class, to create the final product. made all the details as possible.
3- Strategic Thinking
final product: based on the final sketch, that you choosen, create your own piece of art.
DOK 4-Extended Thinking
UNIT 4: FINAL CANVAS ART PROJECT
2 weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
what do you need to create your own artwork?what kind of technique do you like more?
classwork: create differents images to made a stencil
DOK 2-Skill/Concept
VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.
skecht: about differents images, and templates for made a stencil
3- Strategic Thinking
Course
Quarter 4Content/Unit
Title Weeks of
Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell
Major Assessments/P
rojects
DOK levels in assessment
pain
ting
ele
ctiv
e 1
0-11
-12
grad
eD
raw
ing
elec
tive
10-
11-1
2 gr
ade
Scul
ptur
eel
ectiv
e 1
0-11
-12
grad
eC
hoir
2 weeks
VA.HS.P.3.a Make, explain, and justify connections between artists or artwork and social, cultural, and political history.
what do you need to create your own artwork?what kind of technique do you like more?
final product: create stencil graffiti used differents techniques and styles, like banksy
DOK 4-Extended Thinking
VA.HS.R.1.b Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences.
Unit 1:Architecture : One point of perspective
2 What is architecture? Architecture 1 point sketch
3- Strategic Thinking
VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
Architecture 1 point Final
DOK 4-Extended Thinking
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
what is perspective? Classwork: the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Unit 2:Architecture : two points of perspective
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
Architecture 2 points sketch
3- Strategic Thinking
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
what is proportion? Architecture 2 points Final
DOK 4-Extended Thinking
Classwork: The making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Unit 3:Architecture: three points of perspective
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
Architecture 3 points sketch
3- Strategic Thinking
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Architecture 3 points Final
DOK 4-Extended Thinking
VA.HS.P.1.a Analyze, select, and critique personal artwork for a collection or portfolio presentation.
Classwork: The making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Unit 1:Wire drawing
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
What materials can i use to make wire sculpture Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
How can i apply the balance theory in a wire sculpture? Sketch wire drawing
3- Strategic Thinking
Final wire drawing DOK 4-Extended Thinking
What is a kinetic sculpture?
What materials can be used to create a kinetic sculpture?
Unit 2:Acrobats 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Sketch acrobats 3- Strategic Thinking
Final Acrobats DOK 4-Extended Thinking
Unit 3:Circus animals
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Sketch circus animals
3- Strategic Thinking
Final Circus Animals
DOK 4-Extended Thinking
Unit 4: Wire mobiles
2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Sketch wire mobiles
3- Strategic Thinking
VA.HS.P.1.a Analyze, select, and critique personal artwork for a collection or portfolio presentation.
Final Wire mobiles DOK 4-Extended Thinking
Classwork : the making of the final and the sketch in the classroom
DOK 2-Skill/Concept
Unit 1:
Musical Ensemble:Intention, Timbre
8 FAMU.IV.6.3 Understands compositional devices and techniques that are used to provide unity and variety and tension and release in a musical work (e.g., motives, imitation, retrograde, inversion)
FAMU.IV.6.1 Understands how the elements of music and expressive devices are used in music from diverse genres and cultures
WHAT IS EXTRUCTURE IN A MUSICAL WORK?WHAT ARE THE ELEMENTS OF A MUSICAL EXTRUCTURE?WHAT IS CALLED FORM IN A MUSICAL WORK?
CLASS WORKiNSTRUMENTAL ASSEMBLEREPERTOIRE 2
DOK 4-Extended Thinking
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