course description english ivlaquey.k12.mo.us/curriculum/communication arts/english iv frisco... ·...
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169
ENGLISH IV
Course Rationale: English IV is a course designed to benefit students who are considering post-secondary education. Students must use critical thinking skills when researching and synthesizing information. Providing support for analysis, planning a paper, and providing proper documentation are covered. Course Description: This course consists of instruction in the process and specifications of writing research papers which follow the MLA style of documentation. Students will also read, respond, discuss, write and/or present on three novels. Students study the historical setting and culture of each novel. Enriching vocabulary will be stressed, as will the college application process and experience. Organization: The English IV curriculum is organized by using the Communication Arts Course Level Expectations. The strands and Big Ideas of the CLEs are exhibited in the gray bands that cross all seven columns of the curriculum. The CLE concepts are listed in the first column along with the learner objectives.
170
Resources: Adopted Text: Websites: http://artsedge.kennedy-center.org/ www.dese.mo.gov/ Classroom Assessment Item Bank www.educationworld.com http://library.acadiau.ca/tutorials/plagiarism/ http://nytimes.com/learning/ http://www.princetonol.com/ www.readwritethink.org www.successlink.org http://www.tealighthouse.org/lesson/grade9_lesson.php
Abbreviations:
Subjects CLE Course Level Expectations BT Bloom’s Taxonomy DOK Depth of Knowledge
CA Communication Arts Communication Arts Strands K Knowledge Level 1 – Recall
MA Mathematics R Reading C Comprehension Level 2 – Skill/Concept
SC Science W Writing Ap Application Level 3 – Strategic Thinking
SS Social Studies LS Listening and Speaking An Analysis Level 4 – Extended Thinking
IL Information Literacy S Synthesis
E Evaluation
171
English
Reading
1. Develop and apply skills and strategies to the reading process Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
C. Phonics
Apply decoding strategies to “problem solve” unknown words when reading when needed.
CA 2 CA 3
1.6
R.1.C Ap 2
>The students will apply decoding strategies to “problem solve” unknown words when needed.
The teacher will model decoding strategies
Students will apply decoding and record strategies.
80%
Integrated Skills:
172
Reading
1. Develop and apply skills and strategies to the reading process Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
D. Fluency
Read grade-level instructional text
a. with fluency, accuracy and appropriate expression b. adjusting reading rate to difficulty and type of text
CA 2 CA 3
1.5
R.1.D
Ap 2
>The students will read grade-level instructional text. . . a.-b. with fluency, accuracy and comprehension with expression and adjusting reading rate during classroom oral readings.
The teacher will model the correct form of expression and how to adjust reading rate during classroom oral reading
Students will read grade-level instructional text with daily reading and teacher observation
85%
Integrated Skills:
173
Reading
1. Develop and apply skills and strategies to the reading process Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
E. Vocabulary
Develop vocabulary through text, using
a. root and affixes
b. context clues c. glossary, dictionary and thesaurus
CA 2 CA 3
1.5 1.6
R.1.E C 1
>The students will develop vocabulary through text, by. . . a.-b. writing down vocabulary words during a reading to evaluate later and to create a crossword puzzle. Attachment A Also CLE: R.1.I.a
The teacher will use cooperative learning
Students will develop vocabulary through text with a scoring guide
80%
Integrated Skills:
174
Reading
1. Develop and apply skills and strategies to the reading process Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
F. Pre-Reading
Apply pre-reading strategies to aid comprehension
a. access prior knowledge b. preview c. predict d. set a purpose and rate for reading
CA 2 CA 3
1.5 1.6
R.1.F Ap 2
>The students will apply pre-reading strategies to aid comprehension by . . . a.-d. accessing prior knowledge, previewing, predicting and setting a purpose for reading the novel The Great Gatsby by F. Scott Fitzgerald. Students will complete a pre-reading analysis sheet using the painting on the 1925 cover of the novel. www.readwritethink.org Judging a Book by its Cover: The Art and Imagery of “The Great Gatsby” Also CLE: R.1.H
The teacher will use large group discussion
Students will apply pre-reading strategies to aid comprehension with the analysis sheet from the student activity website.
80%
Integrated Skills:
175
Reading
1. Develop and apply skills and strategies to the reading process Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
G. During Reading
During reading, utilize strategies to
a. self-question and correct b. infer c. visualize d. predict and check using cueing systems >meaning >structure >visual
CA 2 CA 3
1.5
R.1.G
Ap 2
>The students will utilize strategies during reading a.-d. Students will listen to, evaluate, compose and perform an audio broadcast. www.readwritethink.org Audio Broadcasts and Podcasts: Oral Storytelling and Dramatization Also: W.2.F LS.1.A LS.1.B
The teacher will use whole class and individual instruction.
Students will utilize reading strategies with the audio broadcasting rubric from the student activity.
80%
Integrated Skills:
176
Reading
1. Develop and apply skills and strategies to the reading process Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
H. Post-Reading
Apply post-reading skills to comprehend and interpret text
a. question to clarify b. reflect c. analyze d. draw conclusions e. summarize f. paraphrase
CA 2 CA 3
3.5
R.1.H
Ap 2
>The students will apply post-reading skills to comprehend and interpret text by . . . a.-f. questioning, reflecting, analyzing, etc. after reading the novel The Great Gatsby by F. Scott Fitzgerald. Students will complete a post-reading analysis sheet using the painting on the cover of the novel. www.readwritethink.org Judging a Book by its Cover: The Art and Imagery of “The Great Gatsby” CLE: R.1.F
The teacher will use technology and provide time for students to search the internet.
Students will apply post-reading skills with the internet search to comprehend and interpret the text and a scoring guide from the activity website.
75%
Integrated Skills: Technology
177
Reading
1. Develop and apply skills and strategies to the reading process Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
I. Making Connections
Compare, contrast, analyze and evaluate connections between
a. Information and relationships in various fiction and nonfiction works b. text ideas and own experiences c. text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture
CA 2 CA 3 CA 7
1.5 1.9
R.1.I Ap 2
> Students will compare, contrast, analyze and evaluate connections between. . . a. two literature works The Moon is Down by John Steinbeck and “Harrison Bergeron” by Kurt Vonnegut. Students will reflect on both and write a letter to address the way the government is ruling society. Attachment A Also CLE: R.1.E b.-c. text ideas and own experiences, and the world when analyzing and reviewing the Harlem Renaissance period and the poetry, art, and music of that era by creating an exhibit www.readwritethink.org A Harlem Renaissance Retrospective: Connecting Art, Music, Dance and Poetry http://artsedge.kennedy-center.org/exploring/harlem/classroom/activity2_text.html Drop Me Off In Harlem
The teacher will use cooperative learning instruction.
Students will compare, contrast, analyze and evaluate connections of information with a scoring guide (rubric) from the student project website.
80%
Integrated Skills: Technology, Equity
178
Reading
2. Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures
and times Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. Text Features
Locate
a. interpret and apply information in title, table of contents and glossary b. and recognize the text features of fiction, poetry and drama in grade-level text
CA 2 CA 3
1.5
R.2.A Ap 2
>The students will locate a.-b. and recognize text features in the poem “Blackberry Picking” by Seamus Heaney. Students will create a graffiti page that summaries and evaluates the poem. www.readwritethink.org Thinking Inductively: A Close Reading of Seamus Heaney’s “Blackberry Picking”
The teacher will provide a copy of the poem and lead them through the process of inductive thinking (available in text by Robert Marzano)
Students will locate, interpret, apply and recognize text features in fiction with the rubric from the student activity website.
80%
Integrated Skills:
179
Reading
2. Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures
and times Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Literary Devices
Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in poetry and prose
CA 2
1.5 1.6 2.1
R.2.B An 4
>The students will analyze and evaluate author’s use of situational irony in the novel All Quiet on the Western Front by Erich Remarque. Students will read the novel and then rewrite the ending, create a new title and design a new book cover. www.readwritethink.org Exploring Irony in the Conclusion of “All Quiet on the Western Front”
The teacher will provide copies of the novel, rubric, and book covers.
Students will analyze and evaluate author’s use of figurative language and create a new ending to the novel that reflects the use of figurative language
75%
Integrated Skills: Technology
180
Reading
2. Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures
and times Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
C. Text Elements
Use details from text to
a. analyze character, plot, setting, point of view and development of theme b. evaluate proposed solutions c. analyze the development of a theme across genres d. evaluate the effect of author’s style and complex literary techniques (including tone)
CA 2
1.6 2.4 3.1 3.5 3.7 3.8 3.1
R.2.C
E 4
>The students will use details form the text to. . . a. use characters in two different literature works to analyze the characters and settings by placing chosen characters into contemporary settings and justifying reasoning. www.readwritethink.org Weaving the Old into the New: Pairing “The Odyssey” with Contemporary Works” c. analyze the development of theme across genres when studying a novel from a college-bound list and comparing to other works. www.successlink.org All About Theme: A College-Bound Novel Project d. evaluate the effect of author’s style in poetry by creating a parody of the poets style. www.readwritethink.org Literary Parodies: Exploring a Writers Style Through Imitation
The teacher will use class discussion and modeling in class instruction
Students will use details from text to analyze characters and place them into a contemporary setting and justify their reasoning through an presentation
80%
Integrated Skills:
181
Reading
3. Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers,
technical manuals) from a variety of cultures and times Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. Text Features
Evaluate the author’s use of text features to clarify meaning in multiple primary and/or secondary sources
CA 3
2.4
R.3.A E 4
>The students will evaluate the author’s use of text to clarify meaning by determining in feature stories of a newspaper. Students will work collaborative to create their own feature story about a classmate. www.readwritethink.org The Feature Story – Fifteen Minutes (and 500 Words) of Fame!
The teacher will model the use of newspapers
Students will evaluate the author’s use of text features with self and peer evaluations found in the student activity webpage
75%
Integrated Skills:
182
Reading
3. Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers,
technical manuals) from a variety of cultures and times Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Literary Devices
Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in nonfiction text
CA 3
1.5 2.1
R.3.B An 4
>The students will analyze and evaluate author’s use of figurative language when reading and analyzing a speech by Martin Luther King. Students will identify powerful words and create their own diamante poem. www.readwritethink.org Exploring the Power of Martin Luther King, Jr.’s Words through Diamante Poetry
The teacher will guide the class through lessons on powerful words.
Students will be evaluated on their ability to analyze and evaluate an author’s use of figurative language and create a diamante poem that contains figurative language.
75%
Integrated Skills: Technology, Equity
183
Reading
3. Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers,
technical manuals) from a variety of cultures and times Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
C. Text Elements
Use details from text to
a. analyze and evaluate the logic, reasonableness, and audience appeal of arguments in texts
b. identify and analyze faulty reasoning and unfounded inferences
c. evaluate for accuracy and adequacy of evidence
d. analyze and evaluate the author’s use of information and logic to express his or her ideas through >word choice >comprehensiveness of detail selection >organizational patterns e. evaluate proposed solutions
CA 3
1.7 2.4 3.1 3.4 3.5 3.6
R.3.C
E 4
>The students use details from the text to. . . a-e. analyze and evaluate the concepts and issues from the 1925 debate of evolution versus creationism in the Scopes Monkey Trial. www.readwritethink.org Exploring Audience and Purpose with a SinCLE Issue
The teacher will provide time to access the internet.
Students will use details from text when using the on-line tool Audience Analysis Inventory.
80%
Integrated Skills:
184
Writing
1. Apply a writing process in composing text Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. Writing Process
Follow a writing process to
a. independently create appropriate graphic organizers as needed b. apply writing process to write effectively in various forms and types of writing
CA 1 CA 4
1.8 2.1 2.2
W.1.A
Ap 3
>The students will follow a writing process to. . . a.-b. use graphic organizers and apply writing process to write an autobiography and bring it together in a PowerPoint project that includes music that is chosen because it relates somehow to the student’s life. www.readwritethink.org It’s My Life: Multimodal Autobiography Project
The teacher will provide a scoring guide for the students and guide them through the process.
Students will be assessed on their ability to follow a writing process that includes use of a graphic organizer with a self-assessment and scoring guide provided in the student project.
75%
Integrated Skills: Technology
185
Writing
2. Compose well-developed text using standard English conventions Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Capitalization
Use conventions of capitalization in written text
CA 1
2.2
W.2,B
Ap 2
>The students will use conventions of capitalization when writing a satire on a fairy tale. www.readwritethink.org Exploring Satire with “Shrek” Also CLE: R.2.C.d
The teacher will provide guidance in the expectations of the newspaper. Allow time to research on the internet.
Students will use conventions of capitalization in written text with the rubric “Narrative Writing Rubric” found in the student activity website.
80%
Integrated Skills: Technology
186
Writing
2. Compose well-developed text using standard English conventions Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
D. Parts of Speech
Use parts of speech correctly in written text
CA 1
1.6 2.2
W.2.D
Ap 2
>The students will use parts of speech correctly when playing a game much like Taboo Attachment B >The students will use subject-verb agreement correctly when exploring their use in newspapers and song lyrics. www.readwritethink.org What’s My Subject? A Subject-Verb Agreement Mini-lesson
The teacher will review the 8 parts of speech.
Students will use parts of speech correctly in written text when creating lyrics to a song
80%
Integrated Skills:
187
Writing
2. Compose well-developed text using standard English conventions Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
E. Spelling
In writing, use dictionary, spell-check and other resources to spell correctly
CA 1
2.2
W.2.E
Ap 2
>The students will use the dictionary, spell-check and/or other resources to spell correctly when writing a satire on a fairy tale. www.readwritethink.org Exploring Satire with “Shrek” Also CLE: R.2.C.d
The teacher will demonstrate how to use resources to check spelling.
Students will use the spell-check and other resources with the rubric “Narrative Writing Rubric” found in the student activity website.
90%
Integrated Skills: Technology
188
Writing
2. Compose well-developed text using standard English conventions Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
F. Sentence Construction
In composing text, use
a. a variety of sentence structures b. cohesive devices c. active voice
CA 1
1.6 2.1 2.2
W.2.F
Ap 2
>The students will compose text using. . . a.-b. Students will listen to, evaluate, compose and perform an audio broadcast. www.readwritethink.org Audio Broadcasts and Podcasts: Oral Storytelling and Dramatization Also: W.2.F LS.1.A LS.1.B c. active and passive voice in a mini-lesson. www.readwritethink.org Choosing the Best Verb: An Active and Passive Voice Mini-lesson
The teacher will model the use of different types of sentence structure.
Students will compose text using a variety of sentence structures, cohesive devices and active voice and will present audio broadcast to the class
75%
Integrated Skills:
189
Writing
3. Write effectively in various forms and types of writing Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. Narrative and Descriptive Writing
Write a personal narrative for real-life experiences (e.g., scholarships, applications and post-secondary/college essays).
CA 4
1.8 2.1 4.8
W.3.A
Ap 3
>The students will write a personal narrative relating to events in their life-time for an imaginary (or real) scholarship application.
The teacher will provide the students with time to access the internet and provide examples of the best answers.
Students will write a personal narrative for real-life experiences with the evaluation by a committee of teachers for scholarships.
80%
Integrated Skills:
190
Writing
3. Write effectively in various forms and types of writing Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
C. Expository and Persuasive Writing
Write d. an analysis and/or evaluation on the use of imagery, language, themes, stylistic devices and tone in literature
CA 2 CA 3 CA 4
4.1
W.3.C
E 4
>The students will write. . . d. evaluate the effect of style by using the movie Shrek to look at satire. Students will choose a fairy tale to satirize. www.readwritethink.org Exploring Satire with “Shrek” Also CLE: R.2.C.d
The teacher will model different types of writing styles.
Students will write a persuasive writing paper with the rubric “Narrative Writing Rubric” found in the student activity website.
80%
Integrated Skills: Equity
191
Writing
3. Write effectively in various forms and types of writing Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
E. Audiences and Purpose
Compose text
a. for a variety of career and workplace communications (e.g., job application, resume, cover letter, college application essay, thank-you note, forms, project proposal, brochure and/or concise directions) b. for various audiences and purposes, selecting and applying appropriate format, style, tone and point of view
CA 4
1.8 2.1 2.6 4.8
W.3.E
Ap 4
> The students will compose text for . . . a. a variety of career workplace communication with a resume. Attachment C
The teacher will provide samples and model how to write a cover letter, resume and complaint letter.
Students will compose text for a variety of career and workplace with a one-on-one critique of their resume.
75%
Integrated Skills: Technology, Workplace Readiness
192
Listening and Speaking
1. Develop and apply effective listening skills and strategies Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. Purpose for Listening
Listen
a. for enjoyment b. for information c. for directions
d. critically to summarize and evaluate communications that inform, persuade and entertain e. to evaluate own and other’s effectiveness in presentations and group discussions, using provided criteria f. to evaluate the validity and reliability of speaker’s message
CA 5 CA 6
1.5 1.10
LS.1.A
E 4
>The students will listen. . . a.,d.,e. Students will listen to, evaluate, compose and perform an audio broadcast. www.readwritethink.org Audio Broadcasts and Podcasts: Oral Storytelling and Dramatization Also: W.2.F LS.1.A LS.1.B
The teacher will model how to listen for a variety of purposes.
Students will listen and evaluate peers and their own effectiveness through use of a presentation rubric.
80%
Integrated Skills: Workplace Readiness, Equity
193
Listening and Speaking
1. Develop and apply effective listening skills and strategies Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Listening Behavior
Use active listening behaviors (e.g., asks questions of speaker and uses body language and facial expressions to indicate agreement, disagreement or confusion)
CA 5 CA 6
1.5
LS.1.B
Ap 3
>The students will use active listening behaviors when listening to, evaluating, composing and performing an audio broadcast. www.readwritethink.org Audio Broadcasts and Podcasts: Oral Storytelling and Dramatization Also: W.2.F LS.1.A LS.1.B
The teacher will model the correct way to actively listen versus passively.
Students will use active listening behaviors and evaluate with a rubric form the student lesson website.
80%
Integrated Skills: Workplace Readiness
194
Listening and Speaking
2. Develop and apply effective speaking skills and strategies for various audiences and purposes Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. Discussion and Presentation
In discussion and presentations, a. create concise presentations on a variety of topics b. incorporate appropriate media or technology c. respond to feedback d. defend ideas e. demonstrate poise and self-control
CA 1 CA 6
2.1 2.3 4.6
LS.2.A
An 4
>In discussions and presentations, students will. . . a.-e. create a presentation that plays off of the president’s State of the Union Address. Students will create their State of My Union Address Attachment D
The teacher will use provide time for students to watch and evaluate the president’s speech.
Students will discuss and present a variety of topics to defend ideas and demonstrate poise through a presentation. Attachment E
75%
Integrated Skills: Technology
195
Information Literacy
1. Develop and apply effective research process skills to gather, analyze and evaluate information Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. Research Plan
Develop an appropriate research plan to guide investigation and research of focus questions
CA 2 CA 3
1.1 1.4 4.5
IL.1.A
S 3
>The students will develop a research plan to guide investigation and research focus
The teacher will guide the students through the process of planning a research project
Students will develop a research plan that reflects guidance and research criteria with a scoring guide. Attachment F
80%
Integrated Skills: Research
196
Information Literacy
1. Develop and apply effective research process skills to gather, analyze and evaluate information Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT
DOK
Instructional Strategies/Student
Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
D. Sources Consulted
Document sources of information using a standard citation format
CA 4
1.4 1.7 2.3 4.4
IL.1.D
S 4
>The students will document sources of information using a standard citation format
The teacher will guide the students through the process of citing sources
Students will document sources of information using a citation format
80%
Integrated Skills: Technology, Research