vine’s preparatory school art grade: 6 course: art 6

Scope and Sequence

Vine’s Preparatory School

ESSENTIAL QUESTIONS

1. How does art affect everyday life? 2. How does art stimulate you, your abilities,

and your creativity? 3. In what ways does art reflect and shape

culture?

4. How do artists choose tools, techniques, and materials to express their ideas?

5. How does art improve your self-esteem and productivity?

6. What are the benefits to learning art? 7. How does art develop through human

emotion, history, and experience?

Mo

nth

Content What topic(s) is being covered and what is the important vocabulary? What do students need to know?

Skills What do students have to be able to do in connection with the Content Area?

Standards What standards are met through this topic?

Instruction What activities are used to develop the skills and knowledge?

Resources What materials, texts, videos, internet, software, or human resources support instruction?

Assessment What evidence (products and/or performances) is collected to establish that the Content and Skills have been learned?

Septe

mber

Topic:

One Point

Perspective

Vocabulary:

Line

Vanishing Point

Horizontal

Vertical

Tangent

Congruent

Pattern

CREATE a one- point perspective drawing of their name.

APPLY understanding of vanishing point, horizontal, vertical, congruent, and tangent.

MI.MA.K-6.02.01.04 MI.MA.K-6.02.01.06

MI.A.10-12.01.16.VA MI.A.K-12.02 MI.A.K-6.02.17.VA MI.A.K-6.05.15.VA MI.A.K-6.05.15.V

Teacher modeling Teacher led activity and discussion Studio time

-ongoing student and teacher discussions concerning work in progress

Pencil

12x18 White Drawing Paper

Rulers

Triangles

Markers

Erasers

ELMO projector

One-Point Perspective Name Drawing

ART Grade: 6 Course: Art 6

Scope and Sequence

Septe

mber

(cont.)

Color Mixing

and Theory

Vocabulary:

Primary

Secondary

Tertiary

Color Schemes

Monochromatic

Complementary

Split- Complementary

Triadic

REMEMBER the Primary, Secondary and Tertiary Colors.

UNDERSTAND how to use color schemes to select colors that look good together.

APPLY concepts of color-mixing to use the primary colors to mix all other colors on a traditional color wheel

CREATE a

painting that demonstrates color-mixing

MI.MA.K-6.06.01.03 MI.A.K-6.01.22.VA MI.A.K-12.02 MI.A.K-6.02.17.VA



Color Wheels

Pencils

Colored Pencils

8.5x11 White Copy Paper

Red, Yellow and Blue Tempera Paint

12x18 White Heavyweight Paper

Paintbrushes

Color Scheme Worksheet

Color Mixing Painting

Scope and Sequence O

cto

ber

Topic:

Radial Symmetry

and Reflection

Illustration

Vocabulary: Radial- Symmetry

Reflection

Abstract

“Thick Figure”

Supporting Details Illustration

Proportion

ANALYZE artwork to determine if the design is symmetrical or asymmetrical

APPLY Understanding of radial-symmetry and reflective abstract design.

CREATE a symmetrical design using cut and paste techniques.

CREATE a book with illustrations that support writing about their past, present and future.

MI.MA.K-6.02.02.02

MI.A.K-6.01.22.VA MI.A.K-12.02 MI.A.K-6.02.17.VA MI.A.K-12.03 MI.LA.K-12.02 MI.LA.K-12.04

MI.A.K-6.01.23.VA MI.A.K-12.02 MI.A.K-6.02.18.VA MI.A.K-6.02.20.VA MI.A.K-6.02.21.VA MI.A.K-6.03.22.VA MI.A.K-6.03.25.VA MI.A.K-6.05.15.VA





Color-Mixing Painting of 12 squares

Scissors

Glue

12x12 Black Paper

Children’s Book Examples

Pencils and erasers

Ultra-Fine black Sharpie markers.

Colored Pencils

9x9 White drawing paper

Cardboard

Glue

Radial-Symmetry Design

Past, Present, Future Book

Scope and Sequence

Novem

ber

Topic:

Drawing Realism

Vocabulary:

Realism

Contour Line

Slogan

UNDERSTAND how to use the contour line drawing method to draw objects from life.

CREATE an altered package

design inspired by a known food or

beverage product. For example,

“Cheerios” instead of Cheerios

MI.A.K-6.03.22.VA MI.A.K-6.03.23.VA MI.A.K-12.05 MI.A.K-6.01.21.VA MI.A.K-6.01.22.VA MI.A.K-6.01.24.VA



Various boxes of cereal, crackers, cookies, candy wrappers etc.

9x12 white

drawing paper

Pencils and erasers

Markers

Contour Line Hand Drawing Mock Product Packaging Ex. Cereal Box

Scope and Sequence

Decem

ber

Topic:

Review Cumulative Project

Vocabulary: Line

Vanishing Point

Horizontal

Vertical

Primary

Secondary

Tertiary

Radial-Symmetry

Reflection

Abstract

“Thick Figure” Illustration Proportion Portrait Pattern Texture Realism

REMEMBER key terms used throughout the year.

UNDERSTAND the definitions of key terms used throughout the year.

APPLY techniques and processes learned in a final project.

ANALYZE art examples to determine which processes and techniques were used.

EVALUATE previous artwork to determine personal strengths and weaknesses.

CREATE a final 2D project that combines several art techniques and

MI.MA.K-6.02.01.04 MI.MA.K-6.02.01.06 MI.MA.K-6.02.02.02 MI.MA.K-6.04.02.01 MI.MA.K-6.06.01.03 MI.S.K-12.03.03 MI.LA.K-12.02 MI.LA.K-12.04 MI.A.K-12.01 MI.A.K-6.01.21.VA MI.A.K-6.01.22.VA MI.A.K-6.01.23.VA MI.A.K-6.01.24.VA MI.A.K-12.02 MI.A.K-6.02.17.VA MI.A.K-6.02.18.VA MI.A.K-6.02.19.VA MI.A.K-6.02.20.VA MI.A.K-6.02.21.VA MI.A.K-12.03 MI.A.K-6.03.22.VA MI.A.K-6.03.23.VA MI.A.K-6.03.24.VA MI.A.K-6.03.25.VA MI.A.K-12.05 MI.A.K-6.05.14.VA MI.A.K-6.05.15.VA

Studio time -ongoing

student and teacher discussions concerning work in progress

Still-Life objects

Mirrors

Reference Photos

Pencils and erasers

Drawing Paper

Heavyweight Paper

Construction Paper

Watercolor Paper

Glue

Scissors

Triangles

Markers

Colored Pencils

Oil Pastels

Sharpies

Paintbrushes

Tempera Paint

Animal Bowl/Mug

Scope and Sequence


Essential Questions: 4. How does art affect everyday life?

5. How does art stimulate you, your abilities,

and your creativity?

6. In what ways does art reflect and shape

culture?

7. How do artists choose tools, techniques, and

materials to express their ideas?

8. How does art improve your self-esteem and

productivity?

9. What are the benefits to learning art?

10. How does art develop through human

emotion, history, and experience?

Mo

nth



Common Core





Septe

mber

Topic:

Line as one of the five basic Elements of Art. Direction and Movement as Principles of Art

Vocabulary

Lines Contour Straight Curved Broken

Horizontal Vertical

Diagonal Grid

Calligraphy with

Illuminated letter

Use line with drawing

implements, with color,

with inks, with clay, with

wire, with yarn, etc. to

form shapes.

Cartooning

Apply the

Problem Solving Model:

-Identify the problem.

-Gather information.

-Analyze the

information.

Teacher modeling

Teacher led activity

and discussion

Studio time

-ongoing student

and teacher

discussions

concerning work in

progress , Videos,

books, samples, etc

Pencil-

Crayons markers

pen yarn clay wire paint

glue paper

various surfaces

Project

and

teacher/student

assessment

Problem solver

rubric applied to

project

ART Grade: 7th

and 8th

Course: Art 6

Scope and Sequence

Mo

nth



Common Core





Octo

ber

Topic:

Color

as one of the five basic elements of Art

Vocabulary:

Light Source Primary Secondary Tertiary Analogous Warm/Cool Complementary Triadic Monochromatic Shades Tints Transparent Opaque Hue Triadic Aerial perspective Portrait Landscape Still life

Mix color and create a graduated tone range. Florescent geometrics and optical illusions. water color methods Use mixed media and other color media such as tempera, pastels, colored pencils, acrylics, tissue, markers, etc. Use color to create mood and human emotion. Demonstrate qualities of a critical thinker: -Explores range of ideas. -Applies prior knowledge/skills to other situations.

-Analyzes

materials/parts

to develop

logical/creative

conclusions/pr

oduct.



Videos and books Samples

Water colors crayons markers tempera

underglazes florescent paint

Watercolor painting (original landscape or seascape) after the completion of watercolor methods such as graded washes, mixed media, layering, color scheme work which may include monochromatic, analogous, complementary, triadic, warm, cool colors.

Critical thinker

rubric applied to mixed media

projects

Scope and Sequence

Mo

nth



Common Core





Novem

ber

Topic:

Texture as one of the five basic elements of Art. Repetition and Variety as Principles of Art.

Vocabulary:

Pattern Repetition Surface Shadow Shading Direction

2-D and 3-D Regular Variety Smooth Rough Shiny Soft hard

Choose texture techniques to represent various realistic or imagined surfaces on 2-D or 3-D work. Show depth using pattern or shading to give artwork a more tactile look and appeal to the sense of touch.

Effective communicator- reading: Read, understand, and utilize various vocabulary terms.

Effective

communicator-

writing:

Write, understand,

and utilize various

Teacher modeling


and discussion

Studio time

-ongoing student

and teacher

discussions

concerning work in

progress

Samples

charcoal

pastels

inks

markers

paints

Texture is an

important aspect of

3-D work and most

carrier projects

would apply using

the chosen media to

create the surface.

clay

plaster

fabric

wire

wood

glaze

copper

Carrier projects to learn use of texture are 2-D drawings of people or objects, story illustrations, posters, rubbings, collage, murals, etc.

Ex. Illuminaries

Effective communicator- reading: Utilize in book-form the definitions of basic elements and principals of art.

Effective communicator- writing: Research and write

definitions of terminology used in basic elements and

principals of art.

Scope and Sequence

Mo

nth



Common Core





Decem

ber

Topic:

Chinese painting Calligraphy

(Old English)

Japanese Anime

Vocabulary:

Brush strokes Illuminated letter

Cartooning

Knowledge of various cultures and diversity.

Effective communicator- listening: Using music to create mood that effects controlled brushstrokes or to acquire lyrics for writing in calligraphy. Effective communicator- writing:

Using calligraphy write a poem or

letter illuminating the first letter.

Teacher modeling


and discussion

Studio time

-ongoing student

and teacher

discussions

concerning work in

progress samples

Video(s)

bamboo brushes

ink

calligraphy pens

specialized paper

Effective

communicator of

listening as student

achieves desired

results or gains

needed lyrics to

complete the project

Scope and Sequence

Mo

nth



Common Core





Fin

al P

roje

ct

Topic:

Semester Final Project

Self-directed learning

Vocabulary:

Positive space Negative space Perspective (linear and aerial) Shallow flattened space Deep space Foreground Middle ground Background Overlapping Symmetrical balance Asymmetrical balance

Use color and line to create optical illusion in space independently. -Assesses personal performance. - Produces quality work. - Demonstrates responsibility for one’s own behavior and learning. -Effective Communicator - Organizes processes and integrates creative materials into a final project through the display stage of the project.

Teacher modeling Teacher led activity and discussion Studio time -ongoing student and teacher discussions concerning work in progress

Samples

Varieties of

Materials used

throughout the

course.

Carrier projects would

include use of color

and line to create an

optical illusion

drawing or a one or

two point perspective

drawing of the

hallways of the

school.

Co-operative

learner rubric

applied to

perspective

projects

Self-directed learner

rubric applied to

semester project

Scope and Sequence


ESSENTIAL QUESTIONS

11. What is a good characteristic sound on each

instrument?

12. How do you produce a good characteristic

sound on each instrument?

13. How can you communicate through music?

14. What roles does music play in the world?

How do composers come up with material for

their compositions?

6. How can you predict what the music will sound

like before you play it?

How does music enable you to be a more

successful student?

Mo

nth







Septe

mber

Topic:

Effective Comm.

Reading Identifies

Melody and Harmony

Recognizes accompaniment Identifies dynamics, key/time signature, tempo and rhythm

Vocabulary:

Dynamics key/time signature

tempo rhythm

Names of Notes Lines

Spaces

Identify note names printed in music.

Uses terminology

correctly

Effective Communicator (Writing) States ideas clearly Organizes thoughts in a purposeful manner Energizes writing with appropriate voice Enhances writing through sensory word choice Constructs sentences with rhythm and flow Incorporates

convention correctly.

ART.I.M.M.1 ART.I.M.M.2 ART.I.M.M.8 ART.I.M.M.9

ART.I.M.M.10 ART.II.M.M.4 ART.II.M.M.6 ART.III.M.M.3

Quizzes Verbal exercises Note taking

Handouts on

lines & spaces

Quiz 1 Terminology/Quiz 1-3

MUSIC Grade: 6th

Course: Art 6

Scope and Sequence

Septe

mber

Topic: Instrument Assembly

First Sounds

Posture

Basics of Rhythm

Self-Directed Learner

Vocabulary:

Parts of instruments

Embouchure

Posture

Time, Pulse

Effective Communicator (Reading) Highlights main ideas. Underlines supporting details. Generates other notes/questions/ charts/solutions Put instrument together, safely, in a timely fashion. Form mouth/hand muscles (embouchure) properly.

Sit up straight, stand while sitting.

Keep steady pulse. Clap rhythms.

National Standard # 2 ART.I.M.M.2

ART.I.M.M.5 ART.I.M.M.7

National Standard # 5 ART.I.M.M.8

National Standard # 2

Small portions of instruments first, then add rest of

horn.

SCI. I.1.MS. 3 Matching

demonstrated sounds.

SCI. I.1. MS. 6

SCI. IV. 1. MS. 6 Constant.

SCI. IV. 2. MS.1 SCI. IV. 4. MS. 2

Able to keep pulse individually

Demonstrations

and Lecture

Demonstrates Listening examples

Clapping

Drumming

Singing

Instruments greases, reads,

and other accessories.

Mouthpieces, CD’s for listening

Texts, handouts

Quizzes, read checks, and consistent, monitoring

Performance evaluations, and echoing Physical evidence of understanding Performance evaluation Self-Directed learner is assessed through performance evaluation

Scope and Sequence

Octo

ber

Topic: Warm-Up Techniques

Practice Techniques

(Listening)

Problem Solving Cooperative Worker

Improvising

Vocabulary:

Soft Slow Low

Practice Mastery

Improvise Melody

Harmony

Sense of good tone and rhythm. Effective Comm. (Listening) Displays appropriate behavior Actively participates in class Displays appropriate body language Comprehends information/material

Create good tone, at a level that does not interfere with others’ warm-ups.

Fulfills individual responsibilities within a group

Create melodies

from existing and new ideas.

National Standard #2 ART.I.M.M.1 National Standard #2, 5,& 6 ART.I.M.M.5 ART.I.M.M.7 ART.I.M.M.8

MAT. I. 1. MS. 1 MAT. I. 1. MS. 2 MAT. I. 1. MS. 3 MAT. I. 1. MS. 4 MAT. I. 1. MS. 5 MAT. I. 2. MS. 1 National Standard #3 and 4 ART.II.M.M.4 ART.II.M.M.7

Demonstration s Lecture Repetition

Demonstration group work

listening

Instruments

Books CDs

Consistent monitoring Class preparation and participation Effective comm.. listening is assessed through daily participation grades in class Problem Solving and Cooperative worker models assessed through Individual and Ensemble performances in-class

Scope and Sequence

Decem

ber/

Nove

mber

Topic: Basic Musical Symbols Tonal Concepts Meters Dynamics Rhythmic Concepts Winter Performance

Vocabulary:

Repeats measures Bars lines Sound Matching Time Signature Dynamics Rhythm Time Counting

Successful reading of musical roadmaps ART.I.M.M.7 ART.III.M.M.3 National Standard #5 ELA.1. MS. 4

National Standard #2 and 6

Depletion of intonation- related difficulties.

Not getting lost in music. MAT. IV. 1. MS. 4 MAT. IV. 2. MS. 3 ART.I.M.M.8 ART.III.M.M.3

Constant. Reaching levels of rhythmic understand through more difficult literature. National Standard #5 and 2

Lecture Handouts Demonstrations Lecture (s) Listening exercises Counting exercises Counting system Echoing Performance

Music Instrument Focused ears Handouts and books audience

Quiz Performances Test Performance evaluations

Scope and Sequence


ESSENTIAL QUESTIONS

1. How has music impacted your life?

2. What processes do composers use when

creating music?

3. How do you express yourself through music?

4. What does it mean to be a musician?

5. What does it take to be successful on your

instrument?

6. How has music evolved through time?

7. How does music affect your

community/culture?

Mo

nth







Septe

mber-

January

Topic:

4 Concerts throughout the year Transposition Effective Communicator Writing, Listening, Reading and Presentation Critical Thinker

Vocabulary:

Apply skills learned

in 6th grade in a higher-level setting. Identify intervals, key in which their instrument plays.

Uses terminology correctly

Eff. Comm. Writing States Ideas Clearly, Organizes thoughts in purposeful manner, Energizes writing with appropriate voice, Enhances writing through sensory word choice, Constructs sentences with rhythm and flow, Incorporates conventions correctly Listening: Displays appropriate behavior, actively participates in class, displays appropriate body language, comprehends info/material

Common Core Standards:

National Standards

#2, 4, 5, 6, 7, 8, and 9.

Rehearsal Minimal lecture Individual practice Self- critique (listening) Lecture Demonstration

Instruments

Music handouts Audience

performers/lecturers

Effective Comm. Writing, Listening,

Reading and Presentation are all

assessed throughout the year with various performances and in class activities and written and playing

tests.

Critical thinker is assessed through

daily participation and public performances.

MUSIC Grade: 7th and

8th

Course: Art 6

Scope and Sequence

Septe

mber-

January

(cont.)

Topic:

Vocabulary:

Reading: Identifies melody and harmony. Recognizes accompaniment. Identifies dynamics, time/key signature, tempo and rhythm. Presentation: Organizes info. Processes Info. Performs Audibly. Interacts with Audience. Integrates material and uses visual aids effectively Critical Thinker Explores range of ideas Applies prior knowledge/skills to other situations Analyzes material/parts to develop logical/ creative conclusions/products Evaluates conclusion/product based on set criteria

.


Scope and Sequence

Jan

uar

y-Ju

ne

Topic: Marching

Techniques

Marching

Carriage

Posture

Cooperative

Worker

Self -Directed

Learner

Problem Solver

Creating Music

Improvisation

Critical Thinker Explores range of ideas Applies prior knowledge/skills to other situations Analyzes material/parts to develop logical/ creative conclusions/products Evaluates conclusion/product based on set criteria Keep pulse in feet. Move in a unified manner. Play and march together. Cooperative Worker Accepts differences in group members and their ideas Contributes ideas and questions Develops and implements a group plan. Fulfills individual responsibilities within a group Self -Directed Learner Shows initiative by developing a plan and beginning a task independently

Common Core

Standards:

National Standard # 3 and 4

The following standards and

benchmarks are covered during the

entire year. It is hard to pinpoint just

when because textbooks are

pieces of music that change every year, and 12 to 15 pieces

are covered in a year.

National Standards

#, 2, 3, 4, 5, 6, 7, 8, and 9

Demonstration

Lecture Application

Instruments video

Recordings Handouts

Critical thinker is assessed through daily participation and public performances.

Parade performance

Cooperative worker Self-Directed Learner and Problem Solvers are assessed through performances and daily rehearsals

Graded Project using rubric

Tests

Students begin to improvise alone

Scope and Sequence

January

-June

Topic:

Vocabulary:

Assesses personal performance Produces quality work Demonstrates responsibility for one’s own learning and behavior Problem Solver Identifies/States the problem Analyzes the problem/info Uses a variety of strategies to generate a solution Evaluate pros/cons of each potential solution/s Choose a solution/ make a decision Identify Intervals Proper Musical Notation Transposition Instrument Ranges

Understand Major / Minor Scales Chord Progressions


Scope and Sequence


ESSENTIAL QUESTIONS

1. Why is stretching so important in today’s society?

2. What is healthful living? 3. How does Team play reflect real life?

4. Why does the U.S. have so many health related problems in spite of our knowledge?

5. What is a winner? 6. Is pain necessary for progress? (no pain, no

gain)

7. What is meant by balanced diet? 8. What skills are necessary t be successful in

life?

9. What are the long-term psychological effects of physical activity?

Mo

nth







Septe

mber

Topic:

New Student

Welcome

Rules Effective

Communication

Stretching

Vocabulary:

Participation

Sportsmanship

Evaluations Gym

rules

Participation

Sportsman- ship

Evaluations

Gym rules

Relate and communicate with their classmates and teacher. Personality, Relationship. Demonstrate understanding of rules. Employ effective listening skills. Demonstrate effective Communication Model good stretching exercises. Differentiate Stretching. Recognize the importance of goal setting in skill acquisition. Demonstrate critical thinking strategies: Explores range of ideas. Applies prior knowledge/skills to other situations.

PHY.IV.13.MS.1 PHY.IV.14.MS.1 SOC.I.MS.3 PHY. III.12.MS.5 PHY.III.12.MS.7 PHY.II.7.MS.1 PHY.II.8.MS.1 PHY.III.12.MS.1

Partner interviews and mixers that address all P.E. needs. Work on behaviors.

Direct Instruction Posted reminder rules on wall. Instruction on sportsmanship. Demonstrate the ability to work cooperatively Calisthenics and stretches. Direct Instruction on Goal setting. When and Why?

Lead and participate in P.E. workouts.

Discuss positive health choices.

Information sheet

Posters

Positive comments and actions between all classmates and P.E teacher.

Information sheet is turned in for a grade Better decisions made, fewer penalties Effective communicator rubric Participation of stretching and less injuries Role play critical thinking

P.E/Health Grade: 6th Course: Art 6

Scope and Sequence (c

ont.)

Se

pte

mber

Fitness Testing

Workouts

Vocabulary:

Heart facts

Warm ups

Cool downs

Fitness

component Bones

Joints.

Analyzes materials/parts to develop logical conclusion. Evaluates conclusions on set criteria. Develop a good level of fitness. Develop and maintain Cardio-respiratory endurance. Develop body composition. Apply problem solving strategies and states the problem. Gathers information from a variety of sources. Analyzes the problem. Evaluates pros/cons of each potential solution. Chooses a solution. Model, develop and maintain a physical fitness workout. Detect and correct errors in personal skill performance. Know the functions Of joints and bones.

PHY.II.6.MS.1 PHY.II.9.MS.1 PHY.IV.13.MS.2

PHY.III.11.MS.5 PHY.III.12.MS.1 SCI.III.1. MS.3

Practice fitness testing Discuss working out at home Discuss the correct way to run. Describe the long-term psychological effects of physical activity. Lead and participate in P.E. workouts.

Discuss positive health choices.

Fitness testing equipment

Measurement standards

Work out videos

Fitness test Problem solving rubric

Students implement their workouts and show physical improvement

Scope and Sequence O

cto

ber

Topic: Research Fitness

Vocabulary: Health & Fitness Key Words/Issues

Analyze fitness area chosen and develop a sense of well-being. Identify and pick interesting fitness issues that appeal to each individual student. Use cooperative worker skills: Accepts differences in group members and their ideas. Contributes ideas and questions. Develops and implements a group plan. Fulfills individual responsibilities within a group. Use effective communicator—reading skills: Highlight the main idea. Underline supporting details. Generates other notes/questions and solutions to a problem. Use effective communicator—writing skills: States ideas clearly. Organizes thoughts in a purposeful manner. Constructs sentences with rhythm and flow. Use correct grammar, spelling, etc.

EIA.1.MS.5 PHYIII.12.MS.2 PHY III.12.MS.3 MAT.II.1.MS.2 PHY. III.12.MS.4

Direct instruction in library Note taking Viewing of video materials Express information about opinions about health issues. Discussion groups Direct instruction Participating in drills Leadership roles in Games

Internet library resources

Dictionary

Spell checker

Computer

Thesaurus

Handouts

Lectures Skill and Drills

Game material

Students research a specific topic related to health issues and write a one-page paper. Presentation of collected facts Cooperative worker skills will be assessed when students team up for project Effective communicator— presentation skills assessed in research presentation. Written quiz Group work Skills Game success

Scope and Sequence

Novem

ber

Topic: Soccer Football

Digestion

Vocabulary:

Rules

History Sportsmanship Fundamentals of the Game

Digestion System

Demonstrate understanding of rules & history.

Develop good soccer skills and model good sportsmanship

PHY. III.12.MS.4 PHY I. MS.1

Discussion groups Direct instruction Participating in drills Leadership roles in games Discussion of the 5 food groups

Handouts

Lectures

Skill drills

Game material

Written assignment Quiz Group work Skills Game success

Scope and Sequence D

ecem

ber

Topic: Volleyball

Vocabulary: Rules

History Sportsmanship

Fundamentals of the Game

Identify and understand the rules and history of volleyball. Develop good volleyball skills and good sportsmanship

PHY. III 11.MS.1

Discussion groups Direct instruction Participating in drills Leadership roles in games

Handouts

Lectures

Skill drills

Game materials


Scope and Sequence

January

Topic:

Basketball

Vocabulary:

Rules



Model understanding of rules and history. Develop good basketball skills. Develop good sportsmanship

PHY I.MS 1

Handouts

Lectures

Skill drills

Game materials


Scope and Sequence

Febru

ary

Topic:

Circuit Training

Rhythm & Dance

Jump ropes

Vocabulary: Safety rules Pull-ups Sit –ups Calisthenics Foot lifts Push-up Rhythmic steps Dance history

Develop understanding of rules & history of dance Develop understanding of rules & history of dance Demonstrate self-directed learner skills: Shows initiative by developing a plan and beginning a task independently. Assess personal performance. Produces quality work. Demonstrates responsibility for one’s own learning and behavior.

PHY II.5 MS.1 PHY II.7 MS .1 PHY II.8 MS .1 PHY III .2.MS.3

Direct Instruction Participating in drills Direct Instruction on how to make good health related decisions.

Dance tapes

Workout equipment

Jump ropes

Dance skills, tests and Participation in dance. Group work skills. Self-directed learner rubric applied to student-created dance routine.

Scope and Sequence M

arc

h

Topic:

Whiffle ball

Kick ball

Vocabulary:

Rules



Model understanding of rules and history. Develop good whiffle ball and kick ball skills. Develop good sportsmanship

PHY. III. MS.1

Discussion groups Direct instruction Participating in drills Leadership in games

Handouts

Lectures

Skill drills

Game materials

Show correct skills and rules knowledge during all activities and games. Group work Skills Game success

Scope and Sequence A

pri

l

Topic:

Tennis

Vocabulary:

Rules



Model understanding of rules and history. Develop good Tennis skills. Develop good sportsmanship

PHY. III.11.MS.2 PHY. III.11.MS.4


Handouts

Lectures

Skill drills

Game materials


Scope and Sequence M

ay

Topic:

Softball

Vocabulary:

Rules



Model understanding of rules and history. Develop good softball skills. Develop good sportsmanship

PHY. III. 12.MS.4 PHY IV.14.MS.1


Handouts

Lectures

Skill drills

Game materials


Scope and Sequence June

Topic:

Physical Fitness

Vocabulary:

Rules



Model, develop and maintain a physical fitness workout.

PHY III.11.MS.5

Lead and participate in PE workouts

Handouts

Lectures

Videos

Students implement their workouts, and show physical improvement.

Scope and Sequence


ESSENTIAL QUESTIONS

1. Why is stretching so important in today’s society?

2. What is healthy living? 3. How does team play reflect real life?

4. Why does the U.S. have so many health related problems in spite of our knowledge?

5. What is a winner? 6. Is pain necessary for progress?

7. What is meant by balance diet? 8. What skills are necessary to be successful in

life? 9. What are the long term psychological effects of

physical activity?

Mo

nth







Septe

mber-

Decem

ber

(1st

Sem

este

r)

Topic:

Health-related Fitness

Self-Directed Learner

Vocabulary:

Strength

muscular

endurance

flexibility

body

composition

cardiovascular

endurance

Explain the 5 components of fitness. Identify which activities are associated with each of the fitness components. Engage/practice/participate in exercise that develops each of the components. Self-Directed learner skills include: Shows initiative by developing a plan and beginning a task independently. Assesses personal performance. Produces quality work. Demonstrates responsibility for one’s own learning and behavior.

PHY.II.9.MS1

Jump ropes

Conditioning Drills

Stretching

PACER Test Circuit

Training Interval

Training Agility

Ladders Lecture

Presentations

Jump ropes

Conditioning Drills

Stretching

PACER Test

Circuit training

Interval training

Agility Ladders

Lecture

Presentation

Homework

Presidential fitness test Fitness gram Written tests Heart monitor readings Comparing fitness scores to standards and set personal goals. Self-directed learning will be assessed on a daily basis informally when observing students practicing good form on skills and may formally take place when using the heart monitors to create their own workouts

P.E/Health Grade: 7th and 8th Course: Art 6

Scope and Sequence

Topic

The Importance Of Ffitness

Effective Communication

Writing and

Presentation

Vocabulary:

cardiovascular

disease

diabetes

heart disease

obesity

Identify diseases related to poor fitness. List benefits of exercise. Categorize health vs. well being benefits. Effective Communication using Written form States ideas clearly. Organizes thoughts in purposeful manner. Energizes writing through sensory word choice. Constructs sentences with rhythm and flow. Incorporates conventions correctly. Effective Communicator- Presentation: Organizes information. Processes information. Speaks audibly. Interacts with audience. Integrates material. Uses visual aids effectively.

Speakers

Lecture

Research topics

Health care workers

Internet searches

Fitness Gram-student portion

Written test Projects Effective Communicator (Writing and Presentation)- Rubric assessment for written/oral report on a health-related topic.

Scope and Sequence

Topic: Developing

Fitness

Vocabulary:

warm up

workout

cool down

principles of

overload

specificity time

FIT principle

static stretching

ballistic stretching

target heart rate

Explain the three phases of a workout. Demonstrate competence in designing a workout. Discriminate examples using the FIT principle and the principle of overload, specificity and time. Recognize the FIT requirements for each of the 5 components of health related fitness. Engage in fitness routines following the fitness

principles.

SCI.I.MS.6 SCI.II.MS.4

SCI.II.1.MS.1 PHY.II.6.MS. 1 PHY.II.7.MS. 1 PHY.II.8.MS. 1

PHY.III.11.M S.1 PHY.III.11.M S.5

Lecture

Presentation

Examples

Practice sessions

Handouts

Diagrams

Exercise

routines

Tests

Demonstrations

Scope and Sequence

Topic:

Muscles

Vocabulary:

quadriceps

hamstring

calf

biceps

triceps

pectorals

deltoid

trapezius, gluteus

Identify the primary muscle groups. Associate exercises and stretches for the muscle groups. Recognize the muscles used for various sports and activities.

Diagrams Discuss Exercises that isolate each group

Station work

Overhead

Transparencies

Diagrams

Charts/posters

Exercises

Written tests

Oral quizzes

Projects

Scope and Sequence

Topic:

Defining skill related fitness

Vocabulary:

agility

balance

coordination

power

reaction time

speed

Identity the 6 components of skill related fitness. Correlate skills to activities. List activities that build each of the skills. Participate in activities designed to increase ability in each skill area.

Lecture Discussion

Guided practice

Related fitness/exercise drills

Skill assessments

Handouts

Posters

Exercises/skill Assessments

Written tests

Skill assessments (pre/post)

Scope and Sequence

January

-June (

2nd S

em

este

r)

Topic:

Team Sports

Cooperative Team

Member

Vocabulary:

Terminology for each sport, skills, rules, strategies,

teamwork

Identifies which fitness skills are necessary for specified sports. Understand basic terminology for specific sports. Understand and practice rules associated with specific sports. Apply playing strategies for specified sports utilizing all players. Develop, practice, and engage in drills designed to improve sport related skills. Co-operative worker skills include: Accepts differences in group members and their ideas. Contributes questions and ideas as participation in the group. Fulfills individual requirements of the group.

SCI.IV.3.MS.2 PHY.II.5.MS.1

PHY.III.11.MS.1 PHY.III.11.MS.2 PHY.III.11.MS.3

PHY.III.MS.4

Lecture

Lead up games

Modified games

Regular games

Drills

Guided practice

Handouts

Peer feedback

Videos

Written tests

Observations

Peer checklists

Personal checklists

Video analysis

Peer assessment rubric

Peer checklists Personal checklist

Scope and Sequence

Topic:

Lifetime, Leisure

Time, and Sports

Problem Solver

Vocabulary:

Terminology for each sport

skills

rules

strategies

etiquette

Identify which Fitness skills are necessary for specified sports. Understand and practice rules associated with specific sports. Apply playing strategies with specific sports. Develop, practice and engage in drills designed to improve sport related skills Problem Solver: Identifies the problem. Gathers and organizes information. Generates a variety of possible solutions. Selects and justifies the solution

SCI.IV.3.MS.2 MAT.I.1.MS.1 PHY.II.5.MS.1

PHY.III.11.MS.1 PHY.III.11.MS.2 PHY.III.11.MS.3 PHY.III.11.MS.4 PHY.III.11.MS.5

Lecture

Lead up games

Modified games

Regular games

Drills

Guided practice

Handouts

Videos

Skills checklists

Written tests

Observation Peer

checklists

Personal checklists

Rubrics

Problem solving will be assessed informally by teacher observation as students learn new skills, analyze what is going wrong, and find ways to correct the mistakes.

Scope and Sequence

Topic:

Identify the life skills used in

P.E.

Effective Communicator

Vocabulary:

Respect

Responsibility

Effort

Self-control

perseverance

exemplary

leadership

Compassion

teamwork

Identify the life skills wanted displayed by students in P.E. Define each of the skills. Model each of the skills. Apply skills in formal and informal activities Effective Communicator: Displays appropriate behavior. Actively participates in class. Displays appropriate body language. Comprehends information and materials.

SOC.I.2.MS.2 SOC.III.1.MS.1 SOC.VII.1.MS.1 PHY.IV.13.MS.1 PHY.IV.13.MS.2 PHY.IV.14.MS.2

Lecture

Peer evaluation

Self-evaluation

Cooperative games

Team sports

Poster

Overhead transparencies

Checklists

Observation Self-evaluation Peer evaluation Rubrics Effective Communicator-teacher observation throughout the semester

Scope and Sequence


ESSENTIAL QUESTIONS

10. How can software menus be used to manipulate the workspace?

11. Why is appropriate behavior and language necessary when entering global communication

12. How can interdisciplinary projects be presented?

13. How can information be readily found that is reliable?

14. How can computer applications be used to solve problems?

15. What are some of the basic uses of a computer?

Mo

nth

Content What topic(s) is being covered? What do students need to know?



Resources

What materials, texts, videos, internet, software, or human resources support

instruction?


Septe

mber

Topic:

Digital Citizenship

review i-SAFE practices (e.g., rules, policies, validity of information on Internet sites)

model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics

develop an awareness of etiquette and safety when using the Internet

demonstrate an awareness of the Internet Use Policy

explain the purpose of an acceptable use policy and consequences for inappropriate use of technology

practice safe Internet usage

C/T 6.1 C/T 6.2 C/T 6.3 C/T 6.4 C/T 6.5 C/T 6.6 C/T 6.7

Microsoft Word

Powerpoint

Internet,

Web Quests

wireless laptop computers

computer laboratory

SMART Boards

Google Docs

email

MacBooks

PCs

iPads

video streaming

podcasting

Teacher observations

opening activities

benchmark assessment

Projects presentations

Technology Grade: 6th Course: Art 6

Scope and Sequence


ont.)

Se

pte

mber-

Octo

ber

Topic:

Technology Operations

and Concepts

Software Applications

describe the interconnectivity of the parts of a computer

explore the operating systems (e.g., desktop icons, start button)

open a program using desktop icons, using the start menu, and all programs

identify computer components and functions using appropriate terminology

explore the workspace of various software and operation systems using control buttons

use files, folders, and

network resources to store or retrieve data

create and use graphic organizers to construct or design a grade- appropriate document or project

explore advanced features of word processing applications to

create professional documents

Scope and Sequence

Novem

ber-

Decem

ber

Topic:

Information Access

and Research Tools

Problem-Solving

and Decision-Making

Tools

select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems

generate a spreadsheet, input data, program formulas, and calculate results

plan and create a simple database and input data

create a multimedia presentation

demonstrate an understanding of current and future technology and its impact on society

describe and demonstrate how technology can be used to solve a problem or attain a goal

troubleshoot and solve general computer problems

identify a problem and

formulate a strategy to solve the problem using technology tools, brainstorming, flowcharting, and appropriate resources

infuse the use of technology with one or more of the grade 6 core curriculum content areas

use data collection technology

use appropriate language and politically-correct terminology when using the Internet


ecem

ber

Topic:


recognize and exhibit social, legal, and ethical behaviors when using information and technology

explore how information on a controversial issue may be biased

explore electronic authoring

tools in collaboration with other students

recognize and exhibit social, legal, and ethical behaviors when using information and

technology

explore how information on a controversial issue may be biased

explore electronic authoring

tools in collaboration with other students

Scope and Sequence


ESSENTIAL QUESTIONS

1. What are some of the basic uses of a computer?

2. What is appropriate behavior and language to be used when entering global communication

systems?

3. How reliable is information gleaned from the Internet?

4. How can spreadsheets be used to organize and compute data?

5. How does technology impact the workplace?

Mo

nth




Resources


instruction?


Septe

mber

Topic:

Digital Citizenship

develop an awareness of

etiquette and safety when

using the Internet

demonstrate an awareness

of Internet Use Policy

explain the purpose of an

acceptable use policy and

consequences for

inappropriate use of

technology

practice safe Internet usage

use appropriate

language and

politically-correct

terminology when using

the Internet

recognize and exhibit social,

legal, and ethical behaviors

when using information and

technology

participate in an online

learning community with

learners from other countries

to understand their

perspectives on a global

problem or issue

C/T 6.1 C/T 6.2 C/T 6.3 C/T 6.4

Microsoft Word

Powerpoint

Internet,

Web Quests


computer laboratory

SMART Boards

Google Docs

email

MacBooks

PCs

iPads

video streaming

Interdisciplinary projects

Teacher observations

opening activities

benchmark assessment

Projects presentation



ont.)

Se

pte

mber-

Octo

ber

Topic:

Information Access and

Research Tools

Problem-Solving and

Decision-Making Tools

choose appropriate technology information resources to support research and solve real-world problems:

copyright and ownership rules

using consideration and respect when interacting with other users

compose, send, and organize email messages with and without attachments

access, select, and evaluate information from the Internet

locate specific information by searching a database

collect and compile information from the Internet and other sources

evaluate the accuracy and relevance of information from the Internet and databases



identify a problem and formulate a strategy to solve the problem using technology tools, brainstorming, flowcharting, and appropriate resources

Scope and Sequence N

ovem

ber-

Decem

ber

Topic:


infuse the use of

technology with one or more of the grade 7 core curriculum content areas present information collected and compiled from various resources, including but not limited to, the Internet and application programs

demonstrate an understanding of current and future technology and its impact on society

examine the impact of technology in the workplace

recognize the advantages of technology in the workplace

analyze the relationship between technology and career options


ecem

ber

Topic:

create, organize, and manipulate shortcuts

demonstrate proper keyboarding techniques

use graphic organizers to create, construct, or design a grade- appropriate document or project

review basic spreadsheet processes, such as:

rows, cells, and columns

insert, delete, and rename sheets

add text, borders, backgrounds, and clipart

formulas and functions sum and average minimum and maximum

and count nested formulas order of operations

copy, paste, and paste special graphs, including pie, line, bar, and other types of graphs

Scope and Sequence


ESSENTIAL QUESTIONS

1. How are technology components integrated?

2. Why is it necessary to exhibit appropriate behavior and language when entering global communication systems?

3. Why is it necessary to exhibit appropriate behavior and language when entering global communication systems?

4. How versatile are software applications in organizing and processing data?

5. How does technology impact the workplace?

Mo

nth




Resources


instruction?


Septe

mber

Topic:

Digital Citizenship

demonstrate etiquette and safety when using the Internet

comply with the Somerville Board of Education’s Internet Use Policy

explain the purpose of an acceptable use policy and consequences for inappropriate use of technology

summarize the application of fair use and creative common guidelines


recognize and exhibit social, legal, and ethical behaviors when using information and technology

model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics

participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue and propose possible solutions

C/T 6.1 C/T 6.2 C/T 6.3

Microsoft Word

Powerpoint

Internet,

Web Quests


computer laboratory

SMART Boards

Google Docs

email

MacBooks

PCs

iPads

video streaming

Web 2.0 tools

United Streaming

Microsoft Office

Applications

Windows 7

Tools and

Applications,

Google Docs

Voice Thread


Scope and Sequence

(cont.)

Se

pte

mber-

Octo

ber

Topic:

Technology Operations and

Concepts

Information Access Research

Tools

synthesize and publish information about a local or global issue or event on a collaborative web-based service

recognize various computer components and their functions as interconnected inputs and outputs

use features of an operating system

demonstrate mastery in the performance of various computer skills, including but not limited to:

creating, renaming, and manipulating the desktop icons, toolbars, menus, folders, and files

use of files, folders, and network resources to store or retrieve data

resizing windows access and use computer networks

choose appropriate technology tools and digital resources to support research and solve real-world problems and comply with:

o copyright, privacy,

and ownership

rules

o plagiarism

o consideration and respect in interacting with other users

compose, send, and organize email messages with and without attachments

access, select, and evaluate information from the Internet

Scope and Sequence

Novem

ber-

Decem

ber

Topic:


Problem-Solving

and Decision-Making Tools

locate specific information by searching a database

collect and compile information from digital sources

create, organize, and manipulate shortcuts

demonstrate proper keyboarding techniques

use graphic organizers to create, construct, or design a grade- appropriate document or project

implement advanced spreadsheet skills in the preparation of a budget for the final project

use application processes to research and present a specific topic using advanced multimedia tools

use oral presentation skills to convey information throughout the course

create professional documents using advanced features of a processing program

plan and create a simple database, define fields, input data, and produce a report using sort and query

use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure


ecem

ber

Topic:



identify a problem and formulate a strategy to solve the problem using technology tools, brainstorming, flowcharting, and appropriate resources

infuse the use of technology with one or more of the grade eight core curriculum content areas

present information collected and compiled from various resources including, but not limited to, the Internet and application programs

evaluate the impact and advantages of technology in the workplace

analyze the relationship between technology and career options

Scope and Sequence


Essentia

l

Questio

n

1. What career requirements, job responsibilities, employment trends, and opportunities exist for careers in business?

2. What is a logo? 3. What is a slogan?

4. How do I design and create a business card and letterhead?

This schedule is based on a Semester of 18 weeks with each quarter lasting 9 weeks.

**7th

grade courses are orange colored **8

th grade courses are green colored

Mo

nth







Septe

mber

and O

cto

ber

Topic: 7th GRADE

Intro to

Business

Marketing

Your Business

Vocabulary:

Entrepreneur

Letter head

Logo

Business Cards

Slogan

The student understands and acquires new vocabulary and uses it correctly in reading and writing. -The student demonstrates competency in a variety of genres. - The student uses research and technology to support writing. - The student consistently uses the writing process to develop, revise, and evaluate writing

Standard 1: Utilize career resources to develop a career information database that includes international career opportunities. Standard 2: Integrate all forms of communication in the successful pursuit of employment. Standard 3: Recognize that entrepreneurs possess unique characteristics and evaluate the degree to which

one possesses those characteristics. Standard 4 Use the financial competencies needed by an entrepreneur. Standard 5: Recognize that entrepreneurs must establish, maintain, and analyze appropriate records to make business decisions. .

The student will examine career requirements, job responsibility, employment trends, and opportunities for careers in business.

Discuss characteristics and opportunities that lead to the development of a successful career in entrepreneurship management, marketing, and banking and finance. Create a logo, slogan, letterhead, and business card for an imaginary business. Identify steps necessary to plan and start a business.

Slide Show

Software

Desktop Publishing

Web Resources:

www.sloganizer.net www.bls.gov.OCO

Audio Files available at My Own Business

Business Marketing

Worksheets

Self-check rubrics Self-assessment -

May include practice quizzes, games, simulations, checklists, etc.

Peer-assessment

Whole group discussions

Application of skills to real-life situations/scenarios

Individual project

Business 7th

& 8th

Course: Art 6

http://www.sloganizer.net/

http://www.bls.gov.oco/

Scope and Sequence

Novem

ber

an

d D

ece

mber

All in Business

Report Writing

for Business

Financial Management

Vocabulary:

Choice

Decision Making

Entrepreneurship Incentive Finances Budget Financial management Equipment

Recognize that there are costs and benefits associated with any new project. Assign their own values to each of the identified costs and benefits in order to determine whether or not to take the risk of starting a new business.

Websites

IRS Tax Interactive's The Real Planet:

www.missouribusiness.net/irs/taxi/realplanet/index.html What are the things that the main characters say are most important in starting a business? What are the four main things you need to consider when you start your own business? What is the Business Description, and

how can it help you?

What are two parts of a Financial Management plan, and how does having both help you? What is the difference between management and financial management?

My Own Business: www.myownbusiness.org 209.151.246.59/audio/index.html

Small Business Administration

www.sba.gov www.sba.gov/smallbusinessplanner/index.html

Balancing Act: An activity to identify costs and benefits. Interactive Activity

http://www.econedlink.org/lessons/economic-glossary-definition.php?term=Choice

http://www.econedlink.org/lessons/economic-glossary-definition.php?term=Decision+Making

http://www.econedlink.org/lessons/economic-glossary-definition.php?term=Decision+Making

http://www.econedlink.org/lessons/economic-glossary-definition.php?term=Entrepreneurship

http://www.econedlink.org/lessons/economic-glossary-definition.php?term=Incentive

http://www.missouribusiness.net/irs/taxi/realplanet/index.html

http://www.missouribusiness.net/irs/taxi/realplanet/index.html

http://www.myownbusiness.org/

http://209.151.246.59/audio/index.html

http://www.sba.gov/

http://www.sba.gov/smallbusinessplanner/index.html

http://www.sba.gov/smallbusinessplanner/index.html

http://www.econedlink.org/interactives/EconEdLink-interactive-tool-player.php?filename=activity.swf&lid=376

Scope and Sequence

Essentia

l

Questio

n

1. What are some of the documents that can be created using desktop publishing software?

2. What makes good web page design? 3. How are webpages planned and designed using

web design software?

This schedule is based on a Semester of 18 weeks with each quarter lasting 9 weeks.

**7th

grade courses are orange colored **8

th grade courses are green colored

Mo

nth







Septe

mber

and O

cto

ber

Topic: 8th GRADE

Information Systems

Desktop Publishing

Vocabulary:

The student will examine career requirements, job responsibility, employment trends, and opportunities for careers in networking, programming, and computer science. a) Discuss characteristics and

opportunities that lead to the development of a successful career in networking, programming, and computer science. b) Create a flow chart to demonstrate their understanding of basic programming concepts. c) Compare and contrast types of networks, including LANs versus WANs and wireless versus wired. d) Diagram a LAN for home & small business & essential components needed. e) Create & use basic programming terms in context & in keying/designing a given program

Students will develop and apply basic desktop publishing skills. a) Identify the purpose and type of documents produced utilizing desktop publishing software.

Standard 1

Assess the impact of information technology on society. Standard 2 Analyze and design information systems using appropriate development tools. Standard 3 Describe positions and career paths in information technology.

Students will create a brochure that describes the 3 different kinds of cell phone service providers available in their area. Examples: Verizon Wireless, AT&T, Sprint, T-Mobile, Alltel Wireless, & U.S. Cellular Must list costs per plan for Single Line Plans and Family Plans Must calculate the cost/minute for each plan. Example: $39.99

for 450 minutes = $??/Minute

Students will create a flyer that details the cell phone service provider and plan that they are going to choose. The students will create and conduct consumer surveys, analyze the results, and graph them in a spreadsheet presentation.

Computers (webpage design software)

Websites http://www.ratz.com/features.html

http://www.bls.gov/oco/ocos090.htm#related

Graphic

Organizers

Required materials include a computer with Internet connection; Inspiration,

-Excel, -PowerPoint

-Word processing software

-Digital video camera.

Self-check rubrics

Self-assessment - May include practice quizzes, games, simulations, checklists, etc.

Peer-assessment Whole group discussions

Application of skills to real-life situations/scenarios

Individual project

http://www.ratz.com/features.html



7


ovem

ber

an

d D

ece

mber

Topic:

Web Page Design (HTML)

PROJECT: Business Plan and Webpage

Presentation

Vocabulary:

Corporate Entrepreneur Capital Start-Up Non-Profit Organizations Enterprise

b) Understand when desktop publishing software is an appropriate tool. c) Demonstrate knowledge of desktop publishing terminology. d) Complete basic desktop publishing assignments.

-Students will understand

careers available in the web design field. •Students will understand the different uses of web sites. •Students will understand the difference between good and bad web design. •Students will understand the planning involved in creating a webpage.

•Students will understand how to make a webpage using web design software. •Students will understand how to calculate costs of different products that are on sale.

PROJECT:

Create a business using your own personal skills and talents with a $1,000 start-up cost.

F

Students will understand relationships between two variables. Students will pose questions, collect data, represent and analyze the data, and interpret results. Students will communicate mathematically. Students will make connections among mathematical ideas and to other disciplines. They demonstrate how academic knowledge and skills are applied in the workplace and other settings. Demonstrate mastery of the foundation skills and competencies essential for success in the workplace; and access, generate, process, and transfer information using appropriate technologies.

Students will draw conclusions from the results and illustrate them in a PowerPoint. Based on their conclusions, the students will brainstorm and "create" a product that surveyed consumers would be willing to "buy" The students will design posters and write a slogan for their product, and also storyboard and videotape a commercial.

Students will create a webpage and a business plan based on their desired business.

. Business Plan Questions How can you describe the

business...in only one paragraph please?

What is your product, or service?

Who will buy it?

Where should you locate the business?

How can you attract customers?

What is your competition?

How much should you charge for the products or service?

What advice do you need and who can provide it?

How much does it cost to

make the product or provide the service?

What are your operating costs? (Include your own salary)

How much money will your business earn each month by selling your product or service?

How much investment will you need to keep the business going until you

make a profit?

Quizzes

Group projects

Observe students working individually or with partners

Peer editing & commentary of products/projects/presentations using rubrics

Partner and small group discussions

7

Scope and Sequence


*This schedule is based on a Semester of 18 weeks with each quarter lasting 9 weeks. **7

th grade courses are orange colored

**8th

grade courses are green colored

Mo

nth


Units Skills What do students have to be able to do in connection with the content area?


Lesson/Instruction What activities are used to develop the skills and

knowledge?

Resources

What materials, texts, videos, internet, software, or human resources support instruction?


Septe

mber-

Octo

ber

7th GRADE

Topic:

Foundation of

Engineering Technology

And Concepts

Vocabulary:

Engineering

Team Work

Problem Solving

Measurement

Scale

Model

Nanometer

Meter

Problem Solving build new mathematical knowledge through problem solving. solve problems that arise in mathematics and in other contexts. apply and adapt a variety of appropriate strategies to solve problems. monitor and reflect on the process of mathematical problem solving.

Connections recognize and apply mathematics in contexts outside of mathematics.

Representation create and use representations to organize, record, and communicate mathematical

ideas

select, apply, and translate among mathematical representations to solve problems.

CCSS.2.MD.A.1

CCSS.2.MD.A.1

CCSS.4.MD.A.1

CCSS.5.MD.A.1 Standard 1: Students will develop an understanding of the characteristics and scope of technology. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.

Standard 9: Students will develop an understanding of engineering design. Standard 13: Students will develop abilities to assess the impact of products and systems.

What is a Nanometer?

Learn about nanotechnology. Learn about scale. Learn about engineering design. Learn about teamwork and working in groups.

Engineered Music

Learn about structural engineering and design Learn how to problem solve

Student and Teacher Worksheets Ruler

Classroom objects

String

Glue

Paperclips

Paper

Cardboard

Rubber bands

Aluminum foil

Empty juice box

Tape

Plastic wrap

Wooden dowels

Paper towel rolls

Toilet paper rolls

Teacher Resource

Documents

Individual projects

Team Based Projects

Class discussions and participation

Observations

Quiz/tests

Engineering 7th

and 8th

http://www.corestandards.org/Math/Content/2/MD/A/1




7

Scope and Sequence

Novem

ber-

Decem

ber

Topic:

Engineering

Design

Machines

Vocabulary:

Construct Design Hypothesis evaluate Results Motion Push Pull Displacement

Designed and constructed a rubber band car Measure distance and calculated speed tested and refined their designs Communicated their design process and results

MS-PS3-5 MS-ETS1-1 MS-ETS1-2

CCSS.Math.Content.2.MD.A.1

CCSS.Math.Content.2.MD.A.3

CCSS.Math.Content.6.EE.C.9 Standard 5: Students will develop an understanding of the effects of technology on the environment. Standard 7: Students will develop an understanding of the influence of technology on history. Standard 8: Students will develop an understanding of the attributes of design. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Standard 18: Students will develop an understanding of and be able to select and use transportation technologies.

Rubber Band Racers

Designed and

constructed a rubber

band car

Measured distance and

calculated speed

Tested and refined their

designs

Communicated their design

process and results

Tinkering with Tops

Designed and built a spinning top Tested and refined their designs Communicated their design process and results

Simple Machines

Be able to identify simple machines and their use in daily life. Build a simple machine. Define work as an object being moved through a

distance by a force.

16 in. x 16 in. piece of

corrugated cardboard (or a cereal box/smaller piece of cardboard) and 4: CDs, paper plates, or plastic coffee, yogurt, or takeout lids)

4 rubber bands

3 unsharpened pencils

4 metal paperclips package thumb tack scissors masking tape meter stick stopwatch

sharpened pencils pens toothpicks cds coffee stirrers marbles paper plates plastic lids

pennies

metal washers

tape

string

clay

scissors

stopwatches

two large coins





http://www.corestandards.org/Math/Content/6/EE/C/9

http://www.corestandards.org/Math/Content/6/EE/C/9

7

Scope and Sequence S

epte

mber-

Octo

ber

8th GRADE Topic:

Mechanical Engineering

Civil Engineering

Robotic Engineering

Vocabulary:

Traction elevator Hydraulic elevator Climbing elevator Trouble Shoot

Arch

Beam

Cable

Cantil Ever Bridge

Suspension

Truss

Robot

Manufacturing

Industry

Students explore the history of elevators, their design, and develop their own working elevator for a toy car garage using wheels, pulleys, string, cardboard and other materials. Student teams design their elevator first on paper, then execute their plan, and evaluate the strategies employed all student teams.

Students explore the history of elevators, their design, and develop their own working elevator for a toy car garage using wheels, pulleys, string, cardboard and other materials. Student teams design their elevator first on paper, then execute their plan, and evaluate the strategies employed all student teams. Teams of students must agree on a design for the robot arm and identify what materials will be used. Students should draw a sketch of their agreed upon design prior to

construction.

MS-ETS1-1 MS-ETS1-2

Standard 1: Students will develop an understanding of the characteristics and scope of technology. Standard 2: Students will develop an understanding of the core concepts of technology. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. Standard 5: Students will develop an understanding of the effects of technology on the environment. Standard 6: Students will develop an understanding of the role of society in the development and use of technology. Standard 7: Students will develop an understanding of the influence of technology on history.

Engineering Ups and Downs

Learn about engineering design. Learn about elevator operations. Learn about teamwork and working in groups.

Popsicle Bridge Learn about civil engineering.

Learn about

engineering design.

Learn about planning

and construction. Learn about teamwork and working in groups

Build Your Own

Robot Arm

Learn design concepts. Learn teamwork. Learn problem solving techniques. Learn about simple machines.

Glue

String

Paperclips

paper

Pencils

cardboard

cardboard tubes (such as from paper towel or toilet paper rolls)

markers

pulleys or thread spools (3)

thin rope, string or fishing line

cardboard box to serve as elevator room (shoe box, large milk carton)

small toy cars

200 popsicle sticks

hot glue gun

Standard 5 and 20 pound weight

Binder clips

Brad Fasteners 10x

Twine-- 3-4 feet

Individual projects

Team based Projects

Class discussions and participation

Observations

Quiz/tests

7


ovem

ber

-Decem

ber

Topic:

Green Engineering

FINAL PROJECT:

Presentation

Engineering Project

Vocabulary: Technology Energy Windmill Equipment Solar Energy Turbines Anemometers

Student teams design and build a working windmill out of everyday products and learn about anemometer and site testing. Student windmills must be able to sustain the wind generated by a fan or hairdryer at medium speed at 2 feet and rotate, lifting a small object upward. Students evaluate the effectiveness of their windmill and those of other teams, and present their findings to the class.

Standard 8: Students will develop an understanding of the attributes of design. Standard 9: Students will develop an understanding of engineering design. Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

Standard 11: Students will develop abilities to apply the design process. Standard 13: Students will develop abilities to assess the impact of products and systems. Standard 18: Students will develop an understanding of and be able to select and use transportation technologies.

Working with WIND Energy

Learn about wind energy and wind turbines. Learn about engineering design. Learn how engineering can help solve society's challenges. Learn about teamwork and problem solving.

Hairdryer or Fan;

small object for each team to lift (suggestions: toy car, yoghurt cup filled with a few coins, tea bag, battery, pencil)

7

Scope and Sequence


ESSENTIAL QUESTIONS

16. How does studying a foreign language help

eliminate ethnocentrism or cultural biases?

17. How does the study of the logic of the language

better prepare you for study in other areas?

18. In what way does learning a foreign language

prepare you better for everyday life inside and

outside your own culture?

19. What can you learn about your own language and

culture from studying another?

20. How will studying a foreign language enhance

your employment opportunities?

21. What’s your favorite authentic foreign food?

Mo

nth







Septe

mber-

Decem

ber

Topic:

FRENCH CULTURE

French Language

Effective

communication

Cooperative Worker

Critical Thinking

Vocabulary:

Geography

Label major French cities, rivers, mountains, bodies of water, and bordering countries. Listening -distinguishes between home language and foreign language. -uses ear to mimic sounds and words -actively participates in class -displays appropriate behavior Discover the locations of the many French-

ELA.1.MS.1 ELA.1.MS.2 ELA.2.MS.3 ELA.2.MS.4 ELA.3.MS.1 ELA.3.MS.2 ELA.3.MS.3 ELA.10.MS.2

ELA.1.MS.1 ELA.1.MS.2 ELA.2.MS.3 ELA.2.MS.4 ELA.3.MS.1 ELA.3.MS.2 ELA.3.MS.3 ELA.10.MS.2

Lecture

Activities

Student Research

France video

Media Center

Maps

Worksheets

Transparencies

Life skills of listening,reading, and presentation are assessed by the following:

Quiz

Student presentations

Presentation rubric Co-operative learner rubric applied to Group member participation evaluations

Foreign Languages 7th

and 8th

7

Scope and Sequence

Septe

mber-

Decem

ber

Vocabulary:

speaking countries in this world. Research a French-speaking country on his or her own. Reading -able to highlight main ideas -underlines main ideas -generates other notes to a problem Plan and Present an informative and effective presentation. Presentation -uses organizational skills -processes information -speaks audibly -integrates learned material -interacts with audience -uses visual aids Cooperate with other group members. Demonstrate qualities of a cooperative worker: -Accepts differences in group members and their ideas.

Continually covered throughout

Remainder of course

ELA.4.MS.2 ELA.7.MS.2

7

Scope and Sequence S

epte

mber-

Decem

ber

Topic: Numbers Colors

Vocabulary:

-Contributes ideas and questions. -Develops and implements a group plan. -Fulfills individual responsibilities within a group. Discriminate auditory cues in order to recognize French numbers and colors. Pronounce French numbers and colors. Listening (see above) Apply past knowledge to relate color names to prior knowledge. Demonstrate qualities of a critical thinker: -Explores range of ideas. -Applies prior knowledge/skills to other situations. -Analyzes materials/parts to develop logical/creative conclusions/produ ct. -Evaluates conclusion/product based on set criteria

Lecture Activities

Worksheets

Transparencies

Critical thinker rubric applied to color identification. Listening life skill assesses by quiz.

7

Scope and Sequence

January

-June

Topic:

Greetings and

Courtesies

Body Parts

Self-directed Learning

Vocabulary:

Present and maintain an introductory conversation with classmates and teacher in French. Presentation (see above) Identify and Pronounce body parts in French. Initiate learning by using prior knowledge on pre- quiz. Listening (see above) Demonstrate qualities of a self- directed learner: -Shows initiative by developing a plan and beginning a task independently. -Assesses personal performance. -Produces quality work. -Demonstrates responsibility for one’s own learning and behavior.

Lectures: Question and Response Practice Activities Lecture Activities Question and response

Text

Worksheets

Posters

Transparencies

French Dictionaries

Presentation life skill assessed through Oral Quiz/ Dialogue. Self-directed learner rubric applied to performance on pre- quiz. Quiz Life skills of listening and presentation

7

Scope and Sequence January

-June

Topic:

Calendar and Weather

Problem solving

Co-operative working

Vocabulary:

within a group Identify and Pronounce days, months, and weather in French. Discuss the calendar and the weather in French.

Listening Synthesize all information from the course thus far to create a weather report.

Presentation

Apply the Problem Solving Model: -Identify the problem. -Gather information. -Analyze the information. -Experiment to find a solution. -Make a decision. Demonstrate qualities of a cooperative worker: -Accepts differences in group members and their ideas. -Contributes ideas and questions. -Develops and implements a group plan. -Fulfills individual responsibilities.

7

Scope and Sequence

Septe

mber-

Decem

ber

Topic:

SPANISH CULTURE

Spanish Language

Effective Communication

Cooperative

Worker

Critical Thinker

Vocabulary:

Greetings

Numbers

Families

Geography

Present and maintain an introductory conversation with classmates and Teacher. Count to 20 by 1’s. Count to 100 by 10’s. Identify various family members and be able to relate names of their own family. Research Spanish- speaking countries and discover several of their major features. Plan and present informative and effective

ELA.1.MS.4 ELA.1.MS.5 ELA.3.MS.4 ELA.3.MS.6 ELA.3.MS.7 ELA.3.MS.8 ELA.4.MS.1 ELA.4.MS.2 ELA.7.MS.2

Continually covered

throughout the remainder of

course. ELA.1.MS.1 ELA.1.MS.2

Textbook and activities Worksheets

Oral practice

Directed dialogues

Math problems

Counting practice

Games

Transparencies

Family trees Games

Student oriented research projects

Spanish is Fun worksheets

Spanish is Fun Materials: dice, flashcards, objects to count, matching games

Scrabble,

Battleship,

Bingo Internet, books, encyclopedias, maps, interviews, travel agencies, personal experience, slides

Students able to respond to various comments and greetings w/o pause, able to recognize printed words Quiz Students can pronounce, label, and match pictures with oral cues Presentations or travel pamphlets

7

Scope and Sequence

Septe

mber-

Decem

ber

Topic:

Calendar

Colors

Food

Vocabulary:

Cooperate with other group members. Recite and pronounce days of week and date of year. Apply past knowledge to relate color names to prior knowledge. Utilize color vocabulary to describe common items.

Recognize and distinguish between Spanish and Mexican cuisine, give examples of each.

Learn about ethnocentrism.

ELA.2.MS.3 ELA.2.MS.4 ELA.3.MS.1 ELA.3.MS.2 ELA.3.MS.3 ELA.10.MS.2

Daily presentation and review Color Bingo Repetition Activities from text Color chart Sample various Spanish, South American and Mexican dishes, Classroom practice

Spanish is Fun, calendar

Spanish is Fun, classroom colors, Transparencies

Spanish is Fun; flashcards; pictures of foods

Teacher, student and parent prepared foods

Recognition and pronunciation of Spanish days and months on calendar Quiz Fiesta – students show appreciation for foods from Spanish-speaking countries

7

Scope and Sequence

Topic:

Greetings and

Courtesies

Body Parts

Self-directed Learning

Vocabulary:

Present and maintain an introductory conversation with classmates and teacher in Spanish.

Presentation (see above)

Identify and Pronounce body parts in French. Initiate learning by using prior knowledge on pre- quiz.

Listening (see above)

Demonstrate qualities of a self- directed

learner: -Shows initiative by developing a plan and beginning a task independently. -Assesses personal performance. -Produces quality work. -Demonstrates responsibility for one’s own learning and behavior.

Lectures: Question and Response Practice Activities Lecture Activities Question and response

Text

Worksheets

Posters

Transparencies

Spanish

Dictionaries

Presentation life skill assessed through Oral Quiz/ Dialogue. Self-directed learner rubric applied to performance on pre- quiz. Quiz Life skills of listening and presentation

7

Scope and Sequence

Topic:

Calendar

and Weather

Problem solving

Cooperative working

Vocabulary:

Identify and Pronounce days, months, and weather in Spanish Discuss the calendar and the weather in Spanish

Listening Synthesize all information from the course thus far to create a weather report.

Presentation Apply the Problem Solving Model: -Identify the problem. -Gather information. -Analyze the information. -Experiment to find a solution. -Make a decision. Demonstrate qualities of a cooperative worker: -Accepts differences in group members and their ideas. -Contributes ideas and questions. -Develops and implements a group plan. -Fulfills individual responsibilities

7

Scope and Sequence


6th grade 7th grade 8th grade

Unit 1 Reading Closely & Writing to Learn (45 days)

Reading Closely & Writing to Learn (45 days)

Reading Closely & Writing to Learn (45 days)

Unit 1

Unit 2 Argumentative Writing & Working with Evidence / Drama (45 days)

Argumentative Writing & Working with Evidence / Drama (45 days)

Argumentative Writing & Working with Evidence / Drama (45 days)

Unit 2

Unit 3 Understanding Perspectives (45 days)

Understanding Perspectives (45 days)

Understanding Perspectives (45 days)

Unit 3

Unit 4 Research & Decision-Making (45 days)

Research & Decision-Making (45 days)

Research & Decision-Making (45 days)

Unit 4

Total 180 days 180 days 180 days Total

KEY:

Reading and Literacy Writing Language Speaking and Listening

English/Language Arts 6th

, 7th

, and 8th

7

Scope and Sequence

6th Grade Language Arts

Unit # Days

SOLs Strand Content Skills Activities Assessments

1 45 RL.6.1

RL 6.2

RL.6.3

RI.6.1

W.6.2 a-f

W.6.3 a-e

W.6.4 a

W.6.5

W.6.9 a,b

W.6.11 c

L.6.1

L.6.2

L.6.3

RL

Myths: Not Just Long Ago

Reading Closely and Writing to Learn

Students study the purposes and elements of mythology. Students read Rick Riordan’s The Lightning Thief with a focus on the archetypal hero’s journey and close reading of the many mythical allusions. They also read complex informational texts about the elements of mythology. As a whole class, students will closely read several complex Greek myths, and then work in small groups to build expertise on an additional myth. Students then develop their narrative writing skills as they create their own hero’s journey narrative.

Performance Task: My Hero’s Journey Narrative ELA Standards RL.6.3, W.6.3, W.6.4, W.6.5, W.6.6, W.6.11c, L.6.2, and L.6.3) scaffolded narrative Mid Unit 1: Inferring about the Main Character in The Lightning Thief (RL.6.1 and RL.6.3) graphic organizer and short constructed responses Mid Unit 2: Analytical Mini-Essay about Elements and Theme of the Myth of Prometheus (RL.6.1, RL.6.2, RI.6.1, W.6.2, and W.6.9) scaffolded essay

Mid Unit 3: Crosswalk between My Hero’s Journey Narrative and “The Hero’s Journey” Informational Text (W.6.2, W.6.3a, and W.6.9) on-demand extended response End of Unit 1:

Drawing Evidence from Text: Written Analysis of How Percy’s Experiences Align with “The Hero’s Journey” (RL.6.1, RL.6.3, R.I. 6.1,W.6.9, and W.6.9b) graphic organizer and short constructed response

7

Scope and Sequence

End of Unit 2: Literary Analysis—Connecting Themes in Cronus and The Lightning Thief (RL.6.1, RL.6.2, W.6.2, W.6.5, W.6.9, W.6.9a, and L.6.1a,b,c,d) scaffolded essay End of Unit 3: “My Hero’s Journey” Narrative Draft (W.6.3, W.6.4, and W.6.11c) on-demand narrative

2a. 15 RL.6.1

RL 6.2

RL.6.4

RL.6.5

RL 6.7

RL.6.9

RI.6.1

RI.6.2

RI.6.5

W.6.1 a.e

W

Rules to Live By

Argumentative Writing & Working with Evidence / Drama

How do people formulate and use “rules” to improve their lives and communicate these “rules” to others? Students consider these questions as they read a variety of texts. They begin with Bud, not Buddy, analyzing character development and considering how figurative language contributes to tone and meaning. They then read closely Steve Jobs’ speech, (focusing on how Jobs develops his ideas at the paragraph, sentence, and word level) and analyze the poem “If” to compare and contrast how the novel and the poem address a similar theme. In an argument essay,

Performance Task: Essay to Inform: “My Rule to Live By” Mid Unit 1: Figurative Language and Word Choice in Bud, Not Buddy (RL.6.4 and L.6.5) short constructed response Mid Unit 2: Analyzing Poetry: Structure and Theme in Stanza 4 of “If” by Rudyard Kipling (RL.6.5, RL.6.7, RL.6.9, and L.6.5) reading and listening task; selected response, short constructed response Mid Unit 3: Discussion Skills, Summarizing Informational Text, and Choosing Best Evidence: Supporting a Claim in an Essay to Inform (RI.6.1, RI.6.2, and SL.6.1) short constructed response and

7

Scope and Sequence

W.6.2 a-f

W.6.4

W.6.9 a,b

L.6.1

L.6.2

L.6.5

students establish a claim about how Bud uses his rules. Finally, students conduct a short research project related to their own “rules to live by” and then write an essay to inform about one important “rule to live by.”

discussion End of Unit 1: Analyzing the Barack Obama Back-to-School Speech (RI.6.2 and RI.6.5) short constructed response End of Unit 2: How Does Bud Use His Rules—to Survive or to Thrive? Argument Essay (RL.6.1, RL.6.2, W.6.1,, W.6.4, and W.6.9) scaffolded essay End of Unit 3: Draft of Essay to Inform: “My Rule to Live By” (RI.6.1, RI.6.2, W.6.2, W.6.4, and W.6.9) on-demand essay

2b 15 RL.6.1

RL 6.2

RL.6.4

RL.6.5

RL 6.7

RL.6.9

RI.6.1

RI.6.2

RI.6.5

W.6.1 a.e

W

Voices of Adversity

Argumentative Writing & Working with Evidence / Drama

Students explore the idea of adversity of people across time and place, and through multiple modes of writing. Students begin this module with a research-based unit on the Middle Ages. They break into expert groups to read closely about one demographic group in order to write an informational essay based on their research. Students then move on to read literature: Good Masters! Sweet Ladies! Voices from a Medieval Village, in order to identify the various adversities faced by this cast of characters and to examine the author’s craft. To

Performance Task: Narrative: Giving Voice to Adversity ; scaffolded narrative, spoken performance Mid Unit 1: Research Reading: Medieval Times (RI.6.1, RI.6.2, RI.6.4, and RI.6.5) research Mid Unit 2: Finding Theme and Interpreting Figurative Language: Monologues from a Medieval Village (RL.6.2, RL.6.4, and L.6.5) graphic organizer, text-dependent questions Mid Unit 3: Small Group Discussion: How Do Modern Poems Portray Modern Adversities? (RL.6.7, RL.6.9, SL.6.1,

7

Scope and Sequence

W.6.2 a-f

W.6.3 b d

W.6.4

W.6.9 a,b

SL 6.1 a-e

SL 6.4

SL.6.6

L.6.1 a-d

L.6.3

conclude the unit students move into modern voices of adversity by reading concrete poems in the books Blue Lipstick and Technically, It’s Not My Fault and write their own text about adversities faced by sixth-graders

SL.6.4, and SL.6.6) discussion End of Unit 1: Writing about Medieval Times (W.6.2, W.6.4, W.6.7, and W.6.9) scaffolded essay End of Unit 2: Literary Argument Essay: Do We Face the Same Adversities as the Voices of Good Masters, Sweet Ladies? (W.6.1 and W.6.9) scaffolded essay End of Unit 3: Giving Voice to Adversity: Drafting a Modern Narrative of Adversity (W.6.3, W.6.11c, L.6.1, and L.6.3) scaffolded monologue

3a. 20 RL.6.4

RL.6.5

RL.6.6

RI.6.3

RI.6.4

RI.6.6

RI.6.7

W.6.2 a-f

W.6.4

L The Land of the Golden Mountain

Understanding Perspectives

Students study how an author develops point of view and how an author’s perspective, based on his or her culture, is evident in the writing. As students read Lawrence Yep’s Dragonwings, they analyze how Yep has developed the point of view of the narrator, Moon Shadow. They also read excerpts of Yep’s biography The Lost Garden to determine how his culture and experiences have shaped his perspective as evidenced in the novel. They read accounts by people from the turn of the century in San Francisco, analyzing

Performance Task: Comprehending the Calamity,” Emma Burke (RI, 1060L) • “Casualties and Damage after the 1906 Earthquake,” USGS.gov (RI, 730L)

Mid Unit 1: Point of View, Figurative Language and Passage Connections from Dragonwings (RL.6.4, RL.6.5, RL.6.6,, L.6.4a, W.6.11, W.6.11a, W.6.11b, and W.6.11c) graphic organizer and short constructed response Mid Unit 2: Finding Theme and Interpreting Figurative Language: Monologues from a Medieval Village

7

Scope and Sequence

W.6.7

W.6.9 a,b

SL.6.2

L.6.2

L.6.3

L.6.4 a

perspective and comparing the accounts to those in the novel. Finally, students write newspaper articles that convey multiple perspectives about life for Chinese immigrants in San Francisco in the early 1900s.

(RL.6.2, RL.6.4, and L.6.5) graphic organizer, text-dependent questions Mid Unit 3: Part 1: Researching and Interpreting Information: Researching the Destruction Caused by the 1906 San Francisco Earthquake and Fire Affected the People of San Francisco Part 2: Explaining How New information Connects to the Topic (W.6.7, SL.6.2, and RL.6.11) graphic organizer and oral explanations End of Unit 1: Writing about Medieval Times (W.6.2, W.6.4, W.6.7, and W.6.9) scaffolded essay End of Unit 2: Literary Analysis: How Do the Author’s Purposes Affect the Narrator’s Points of View of the Immediate Aftermath of the Earthquake? (W.6.2, W.6.9, W.6.9a, and L.6.2) scaffolded essay End of Unit 3: Draft Newspaper Article: How the 1906 San Francisco Earthquake and Fire Affected the People of San Francisco (RI.6.7, W.6.2, W.6.4 and W.6.9) scaffolded essay

3b 20 RL.6.4

RL.6.5

RL.6.6

RI.6.2

L Sustaining the Oceans


Students study how an author develops point of view and how an author’s perspective, based on his or her geographic location, is evident in his or her writing. Students consider point of view as they learn about

Performance Task: Informational Consumer Guide: What Do People Need to Know about Overfishing and Fish Depletion When Buying Fish? (W.6.2, W.6.6 (optional), W.6.7, L.6.2, L.6.3) scaffolded essay Mid Unit 1:

7

Scope and Sequence

RI.6.3

RI.6.4

RI.6.6

RI.6.7

W.6.2 a-f

W.6.4

W.6.7

W.6.9 a,b

SL.6.2

L.6.2

L.6.3

L.6.4 a

ocean conservation and the impact of human activities on life in the oceans. They read Mark Kurlansky’s World without Fish, and analyze how point of view and perspective is conveyed, and trace the idea of fish depletion throughout the text. Students also read Flush, a high-interest novel and excerpts of an interview with author Carl Hiaasen to determine how his geographic location in Florida shaped his perspective and how his perspective is evident in his novel. To conclude the module students write an informative consumer guide about buying fish to be put in a grocery store

Analyzing Idea Development in Chapter 3 of World without Fish (RI.6.2, RI.6.3, and RI.6.4) selected response and graphic organizer Mid Unit 2: Analyzing Point of View and Plot Development in Flush (RL.6.4, RL.6.5, RL.6.6, and L.6.4a) selected response and graphic organizer Mid Unit 3: Part 1: Researching Information about How to Buy Fish Caught Using Sustainable Methods. Part 2: Explaining How New Information Connects to the Topic (W.6.7 and SL6.2) research simulation and discussion End of Unit 1: Analyzing Author’s Point of View and How it is Conveyed in Chapter 5 of World without Fish (RI.6.6) graphic organizer End of Unit 2: Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating Plot (RL.6.6a, W.6.11) on-demand extended response End of Unit 3: Draft of Written Content of Informative Consumer Guide: What You Need to Know When Buying Fish (RI.6.7, W.6.2, W.6.4a, and W.6.9) scaffolded essay

7

Scope and Sequence

4 45 RL.6.1

RI.6.8

RI.6.9

W.6.1

W.6.4

W.6.7

W.6.8

W.6.9 b

SL.6.2 a

SL.6.3

SL.6.4

SL.6.5

L.6.1 e

L.6.4 a-d

SL Insecticide:Costs vs. Benefits

Reading for Research and Writing an Argument

Students consider the balance between human needs and environmental consequences as they read the novel Frightful’s Mountain and complex informational texts about the benefits and drawbacks of the use of DDT. They learn how to trace and evaluate an argument in written texts and videos on this topic, and conduct both supported and independent research. Through structured discussions and decision-making protocols, students form their own argument about the use of DDT. Students then apply their research to write a position paper in which they support that claim with evidence.

Performance Task: Scientific Poster and Hosted Gallery Walk (RI.6.1, W.6.1, W.6.4, W.6.5 and L.6.6) research paper Mid Unit 1: Tracing and Evaluating an Argument: “Rachel Carson: Sounding the Alarm on Pollution” and the Video about DDT (RI.6.8 and SL.6.3) graphic organizers Mid Unit 2: Comparing and Contrasting Two Texts: Simulated Research (RI.6.9, W.6.7, W.6.8, L.6.4, L.6.4b, L.6.4c, and L.6.4d) graphic organizer, selected response, short constructed response Mid Unit 3: Draft of Position Paper: DDT: Do the Benefits Outweigh the Consequences? (RI.6.1, W.6.1, W.6.9 and W.6.9b) draft essay End of Unit 1: Fishbowl Discussion: DDT: Do the Benefits Outweigh the Consequences? (SL.6.2 and SL.6.2a) discussion End of Unit 2: Making a Claim: Where Do You Stand on the Use of DDT? (RI.6.9a, W.6.1, W.6.9, SL.6.4, SL.6.5, and SL.6.6) oral presentation End of Unit 3: Reflection on the Writing Process: Moving from Draft to Published Position

7

Scope and Sequence

Paper (W.6.5, W.6.6, L.6.1e and L.6.6) written reflection


Unit # Days


1 45 RL.7.1 RL.7.2 RL.7.6 RL.7.9 RI.7.1 W.7.2 W.7.3 a, d W.7.8 W.7.9 L.7.1 L.7.2

RL

Journeys and Survival


Students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. They read A Long Walk to Water, analyzing the points of view of the central characters, Salva and Nya. Students focus on one key theme: how individuals survive in challenging environments. The novel is paired with complex informational texts on

Performance Task: Research-Based Two-Voice Poem (RL.7.6, W.7.3a, W.7.3d, W.7.4, W.7.5, W.7.8, W.7.9, L.7.1, and L.7.2) research poetry Mid Unit 1: Identifying Perspective and Using Evidence from A Long Walk to Water (Chapter 5) (RL.7.1 and RL.7.6) graphic organizer and selected response Mid Unit 2: Comparing “Water for Sudan” and A Long Walk to Water (RL.7.1, RL.7.9, RI.7.1) short constructed response and extended response Mid Unit 3: Author’s Craft: Juxtaposition in A Long Walk to Water (RL.7.1, RL.7.2 and RL.7.6) selected response and short constructed response End of Unit 1: Identifying Perspective and Using Evidence from Informational Texts about the Dinka and Nuer Tribes (RI.7.1, W.7.4, W.7.9, and W.7.9b) selected response and

7

Scope and Sequence

Sudan. Students then combine research about Sudan with quotes the novel and craft a research- based two-voice poem.

short constructed response End of Unit 2: Literary Analysis—Writing about the Theme of Survival (RL.7.1, RL.7.2, W.7.2, W.7.4, W.7.8, W.7.9a, L.7.1, L.7.2, and L.7.6) scaffolded essay End of Unit 3: Using Strong Evidence (RI.7.1, RL.7.1, L.7.2 and W.7.9) selected response and short constructed response

2a. 25 RL.7.1 RL.7.3 RI.7.1 RI.7.2 RI.7.3 RI.7.5 W.7.1 W.7.2 a, b, d, f W.7.7 W.7.8 W.7.9 a L.7.1 L.7.2 L.7.3

W

Working Conditions

Working With Evidence

Students explore the issue of working conditions, historical and modern-day. They analyze how people, settings, and events interact in literary and informational texts. Students first focus on Lyddie (about a girl who works in the Lowell mills); they write an argument essay about Lyddie’s choices around joining a protest over working conditions. Then they read a speech by César Chávez (tracing how the sections of the text combine to build central claims) as they consider the role

Performance Task: Consumer’s Guide to Working Conditions in the Garment Industry brochure Mid Unit 1: How Working Conditions Affected Lyddie (RL.7.1 and RL.7.3) selected response and short constructed response Mid Unit 2: How Chávez Develops His Claims in the Commonwealth Club Address (RI.7.1, RI.7.2, RI.7.3, RI.7.5) selected response Mid Unit 3: Gathering Relevant Information and Generating Additional Research Questions (W.7.7 and W.7.8) on-demand use of a source for research End of Unit 1: Identifying Perspective and Using Evidence from Informational Texts about the Dinka and Nuer Tribes (RI.7.1, W.7.4, W.7.9, and W.7.9b) selected response and

7

Scope and Sequence

that workers, the government, and consumers play in improving working conditions. Finally, a short research project explores how businesses can affect working conditions. As a final performance task, students create a guide to working conditions in the garment industry.

short constructed response End of Unit 2: Literary Analysis—Writing about the Theme of Survival (RL.7.1, RL.7.2, W.7.2, W.7.4, W.7.8, W.7.9a, L.7.1, L.7.2, and L.7.6) scaffolded essay End of Unit 3: Using Strong Evidence (RI.7.1, RL.7.1, L.7.2 and W.7.9) selected response and short constructed response

2b 25 RL.7.1 RL.7.3 RI.7.1 RI.7.2 RI.7.3 RI.7.5 W.7.1 W.7.2 a, b, d, f W.7.7 W.7.8 W.7.9 a. b L.7.1 L.7.2 L.7.3 L.7.4

W Identity and Transformation: Then and Now

Working With Evidence (Drama)

Students explore the concept of personal identity formation and transformation in both historical and modern-day societies. They read first-person narratives that focus on various social identifiers—from race to gender to socioeconomic status—and they also read informational text in order to frame their understanding of what identity means. Students closely read Pygmalion and further explore the

Performance Task: Advertisement Analysis and “Counter-Ad” and analysis and printed/electronic ad Mid Unit 1: Evidence, Ideas, and Interactions: “Why Couldn’t Snow White Be Chinese?” (RI.7.1, RI.7.2, and RI.7.3) short constructed response Mid Unit 2: Using Evidence, Theme, and Inference to Analyze an Unseen Passage in Pygmalion (RL.7.1, RI.7.3, and L.7.4.) selected response and short constructed response Mid Unit 3: Gathering Relevant Information and Generating Additional Research Questions (W.7.7 and touches on W.7.8) on-demand research

7

Scope and Sequence

identity transformation of the play’s main character, Eliza Doolittle. To conclude the module students analyze the impact of gender roles and stereotypes in personal identity development as influenced by the media and advertising in order to create a “counter ad” that does not rely on gender-specific stereotypes.

End of Unit 1: Claims, Interactions and Text Structure: “Is Money Affecting Your Social Status?” (RI.7.1, RI.7.2, RI.7.3, and RI.7.5) short constructed response End of Unit 2: Argumentative Essay: Eliza’s Changes (RL.7.1, RL.7.3, W.7.1, W.7.4, W.7.9, L.7.1, L.7.2, and W.7.5.) scaffolded essay End of Unit 3: Writing a Research Synthesis (W.7.7 and W.7.8) extended responses

3 45 RL.7.1 RL.7.4 RL.7.5 RL.7.7 RI.7.1 RI.7.2 RI.7.4 RI.7.6 W.7.2 a-d W.7.3 a-e W.7.4 W.7.9 b SL.7.1 a-d L.7.1 L.7.2

L

Slavery: The People Could Fly


This module focuses on the autobiography of Frederick Douglass, with specific attention to understanding how he uses language in powerful ways and how he tells his story in order to serve his purpose of working to abolish slavery. Students begin by building background knowledge about Douglass and his historical context. They then read closely key excerpts

Performance Task: Children’s Book to Retell an Episode from Narrative of the Life of Frederick Douglass (with author’s note) scaffolded narrative Mid Unit 1: Using Evidence to Support Analysis: “Frederick Douglass” (RI.7.1) short constructed response Mid Unit 2: Using Evidence to Support Analysis: “Frederick Douglass” (RI.7.1) short constructed response Mid Unit 3: Syntax and Storytellers’ Seminar. Part 1: Writer’s Roundtable (SL.7.1b, c, d) Part 2: Sentence Structure Quiz (L.7.1a, b, c, and L.7.2a) End of Unit 1:

7

Scope and Sequence

L.7.3 L.7.4 a b L.7.5 a-c

from his Narrative, focusing on his message as well as the author’s craft. Finally, they select one episode from the Narrative and rewrite it as a children’s story, using Frederick Douglass: The Last Day of Slavery as a mentor text.

Reading Poetry: Analyzing Structure and Language in “We Wear the Mask”: (RL.7.4, RL.7.5, and L.7.5a) selected response and short constructed response End of Unit 2: Essay: Analyzing Douglass’s Position in Narrative of the Life of Frederick Douglass (W.7.2, W.7.4, W.7.9b, RI.7.1, RI.7.2, and RI.7.6) on-demand essay End of Unit 3: Second draft of Storyboards for the Children’s Book ; scaffolded narrative

4a 25 RI.7.1 RI.7.7 RI.7.8 RI.7.9 W.7.1 a-e W.7.7 W.7.8 W.7.9 b SL.7.1 a, e SL 7.2 SL. 7.3 SL.7.4 SL.7.5 SL.7.6 L.7.4 c, d

SL Screen Time and the Developing Brain

Reading and Research

Students explore adolescent brain development and the effects of entertainment screen time on the brain. Students read informational texts to build background knowledge about adolescent brain development in general. Then they begin to focus on the issue of screen time and how it may affect teenagers. Students evaluate the soundness of reasoning and the sufficiency and

Performance Task: Visual Representation of Position Paper; visual representation Mid Unit 1: “The Development of the Young Brain”: Listening for Main Idea and Supporting Details (RI.7.7 and SL.7.2) short constructed response Mid Unit 2: Part I: Tracing and Evaluating Arguments and Part II: Research Task: Comparing and Contrasting Texts (RI.7.8, SL.7.3, RI.7.9, W.7.7, W.7.8, L.7.4c, and L.7.4d) short constructed response Mid Unit 3: First Draft of Position Paper End of Unit 1: Analyzing the Main Idea and Supporting Details

7

Scope and Sequence

relevancy of evidence in argument texts and media. They dive deeper into first the potential benefits and then the potential risks of screen time by participating in a robust research project. Students finish the module by writing a position paper, and creating a visual representation of their paper.

in “You Trouble” (RI.7.1, RI 7.2, RI.7.5, RI.7.6, and L.7.6) note-taking and selected response End of Unit 2: Making a Claim about the AAP Recommended Screen Time (SL.7.1, SL.7.1a, SL.7.1e, SL.7.3, SL.7.4, SL.7.5, SL.7.6, and RI.7.9) speaking and listening End of Unit 3: Final Draft of Position Paper and Reflection on the Writing Process

4b 20 RI.7.1 RI.7.8 RI.7.9 W.7.1 a-e W.7.7 W.7.8 SL.7.1 a, e SL 7.2 SL. 7.3 SL.7.4 SL.7.5 SL.7.6 L.7.4 c, d

SL Water Is Life Reading and Research

Students explore water sustainability, fresh water management. They read “Water is Life” and excerpts from The Big Thirst to build background knowledge about water sustainability and water management. Then they engage in a robust research project to investigate the agricultural and industrial water management and use an evidence-based decision-making process to

Performance Task: Visual Representation of Position Paper; visual representation Mid Unit 1: The Water Crisis Isn’t Global. It’s Local”: Listening for Main Ideas and Supporting Details (SL.7.2) selected response and short constructed response Mid Unit 2: Simulated Research Task: Water Management Strategies (RI.7.9, W.7.7, W.7.8, L.7.4c, L.7.4d) selected response and short constructed response

Mid Unit 3: First Draft of Position Paper End of Unit 1: Simulated Research Task: Water Management

7

Scope and Sequence

take a position. Finally, they write a position paper addressing the question: Which category of water management, agricultural or industrial, would be a good place to begin to improve our use of fresh water?

Strategies (RI.7.9, W.7.7, W.7.8, L.7.4c, L.7.4d) selected response and short constructed response End of Unit 2: Making a Claim about the AAP Recommended Screen Time (SL.7.1, SL.7.1a, SL.7.1e, SL.7.3, SL.7.4, SL.7.5, SL.7.6, and RI.7.9) speaking and listening End of Unit 3: Final Draft of Position Paper and Reflection on the Writing Process


7

Scope and Sequence

Unit # Days


1 45 RL.8.1 RL.8.3 RL.8.4 RL.8.6 a RI.8.1 RI.8.2 RI.8.3 RI.8.4 W.8.2 a, b, d, e, f W.8.3 a,b,d W.8.4 a W.8.7 W.8.9 L.8.4 a L.8.6

RL

Finding Home: Refugees


Students consider the challenges of fictional and real refugees. They read the novel Inside Out & Back Again, analyzing critical incidents that reveal the dynamic nature of Ha, a 10-year-old Vietnamese girl whose family flees during the fall of Saigon. They also read complex informational texts to learn more about the history of war in Vietnam, the historical context of Ha’s family’s struggle, and the universal themes of refugees’ experiences of fleeing and finding home. Students consider how Ha’s experience represents the universal refugee experience of being turned “inside out” and then coming “back again.” Students work in

Performance Task: Free Verse Narrative Poems “Inside Out” and “Back Again” scaffolded narrative poetry Mid Unit 1: Getting to Know a Character: What Details in the Text Help Us Understand Ha? selected response and extended response Mid Unit 2: Analyzing an Informational Text about a Refugee Experience graphic organizer, selected response, and short constructed response

Mid Unit 3: Best First Draft of “Inside Out” Poem ; on-demand narrative poem End of Unit 1: Examining How Word Choice Contributes to Meaning and Tone in Literary and Informational Texts-extended response End of Unit 2: Analysis Essay: Explain the Significance of the Novel’s Title and Its Relationship to Universal Refugee Experiences and Ha’s Character-scaffolded essay End of Unit 3: Best First Draft of “Back-Again” Poem-on demand narrative poem

7

Scope and Sequence

research groups to study the experiences of refugees from one of several cultures. Then, using the novel’s poems as mentor texts, students write free verse narrative poems that capture the universal refugee experience.

2a 15 RL.8.1 RL.8.2 RL.8.3 RL.8.4 RL.8.5 RL.8.6 Rl.8.7 RL.8.9 RI.8.3 RI.8.5 RI.8.6 W.8.1 a-e W.8.3 a-e W.8.4 W.8.9 a L.8.2 a b

W

Taking a Stand

Working With Evidence

Students continue to develop their ability to closely read text while studying the theme of taking a stand. They read several speeches from real people who took a stand and then immerse themselves in a study of To Kill a Mockingbird, by Harper Lee. They engage in a character study of Atticus—analyzing his actions and words, and what others say about him—to better understand his willingness to take a

Performance Task: Readers Theater and Analytical Commentary: Taking a Stand in Maycomb- scaffolded narrative Mid Unit 1: Analyzing Excerpts of Lyndon Johnson's Speech "The Great Society" (RI.8.2, RI.8.5, and RI.8.6) Selected response and short constructed response Mid Unit 2: Text to Film and Perspective Comparison of To Kill a Mockingbird (RL.8.2, RL.8.6, and RL.8.7) graphic organizer, selected response, and short constructed response

Mid Unit 3: Mid-Unit 3 Assessment: Readers Theater Scene Selection: Justification (RL.8.1, and W.8.9a) extended response

7

Scope and Sequence

stand for others. Students also consider how the theme of “The Golden Rule” is rendered new in the novel, and compare and contrast the novel with poems that have this same theme. Finally, students form groups to create a Readers Theater montage based on key quotes from the text, and write an associated commentary to explain how and why their script remains true to but also veers from the original text.

End of Unit 1: Analyzing Author’s Craft in To Kill a Mockingbird and the Poem “Solitude”: Allusions, Text Structure, Connections to Traditional Themes, and use of Figurative Language (RL.8.4, RL.8.5, RL.8.9, and L.8.5a) graphic organizer, selected response and short constructed response End of Unit 2: Argument Essay: Taking a Stand End of Unit 3: Readers Theater Commentary- extended response

2b 15 RL.8.1 RL.8.2 RL.8.3 RL.8.4 RL.8.5 RL.8.6 Rl.8.7 RL.8.9 RI.8.3 RI.8.5 RI.8.6 W.8.1 b-e W.8.3

W

A Midsummer Night’s Dream and the Comedy of Control

Working With Evidence (Drama)

Students read and analyze Shakespeare’s A Midsummer Night’s Dream, focusing primarily on the theme of control. Students examine why the characters seek control, how they try to control others, and the results of attempting to control others.

Performance Task: Character Confessional Narrative Mid Unit 1:

Analyzing an Author’s Argument and Text Structure Mid Unit 2: Analyzing Narrative Structure and Author’s Craft -graphic organizer, selected response, and short constructed response

7

Scope and Sequence

a-e W.8.4 W.8.9 a L.8.2 a b

They build background knowledge as they explore the appeal and authorship of Shakespeare and read much of the play aloud in a Drama Circle. Students analyze differences between a film version of the play and Shakespeare’s original script. They also study how Shakespeare drew upon Greek mythology as he crafted the play within the play. To conclude the module, students write a “confessional” narrative from the point of view of one of the characters in A Midsummer Night’s Dream to creatively explain his or her attempts to control or manipulate someone else in the play.

Mid Unit 3: Confessional Narrative Character and Scene Selection: Justification End of Unit 1: Text to Film Comparison –graphic organizer, selected response, and short constructed response End of Unit 2: Informational Essay and Commentary: The Invisibility of Captives End of Unit 3: Commentary on Confessional- extended response Readers Theater Commentary- extended response

3a 15 RI.8.1 RI.8.7

L

Japanese-American Relations in


Students study the important yet divergent

Performance Task: Narrative Writing: Becoming Visible after Internment Presentation and Reflection

7

Scope and Sequence

RI.8.9 W.8.2 a-f W.8.3 a-e W.8.9 b SL.8.1 a-e L.8.1 a-d L.8.2 c L.8.3 a L.8.5 b, c L.8.2 a b

WWII

experiences of war and conflict, specifically WWII as they read Unbroken, which tells the story of Louis Zamperini, an American POW in a Japanese camp, alongside an informational text about Miné Okubo, a Japanese-American who was interned in a relocation camp in the United States. To build background knowledge, students read primary source documents. They contrast FDR’s response to the Pearl Harbor attack in his “Day of Infamy” speech with the Japanese response in the “Fourteen-part Message.” Finally, students analyze how Zamperini and Okubo faced others’ attempts to make them “invisible” during their imprisonment or internment, and how Zamperini became “visible” after the war. For their culminating

Mid Unit 1: Fishbowl Note-catcher: Understanding Perspectives on the Pearl Harbor Attack (RI.8.1 and RI.8.9) graphic organizer with short constructed response Mid Unit 2: Evaluating and Classifying Primary Sources (RI.8.7) graphic organizer Mid Unit 3: Single-Draft Narrative Writing (W.8.3, L.8.1, L8.1b, L.8.1c, L.8.2 and L.8.3) on-demand narrative End of Unit 1: Fishbowl Discussion: Comparing Conflicting Accounts of the Pearl Harbor Attack -discussion (using graphic organizer as speaking notes) End of Unit 2: Informational Essay and Commentary: The Invisibility of Captives during WWII- scaffolded essay End of Unit 3: Analysis of Language selected response and short constructed response

7

Scope and Sequence

writing task, students write a research- based narrative that tells the story of how Okubo, too, regained her life and became “visible” again.

3b 15 RI.8.1 RI.8.7 RI.8.9 W.8.2 a-f W.8.3 a-e W.8.9 b SL.8.1 a-e L.8.1 a-d L.8.3 a L.8.5 b, c L.8.2 a b

L

The Civil Rights Movement and the Little Rock Nine


Students study the U.S. civil rights movement, focusing particularly on the Little Rock Nine. They consider the question “How can stories be powerful?” as they learn about segregation, the civil rights movement, the Little Rock Nine and the role of the various mediums in shaping perceptions of events. As students read A Mighty Long Way by Carlotta Walls Lanier and a photo essay titled Little Rock Girl 1957 by Shelley Tougas, they consider the different ways in which the story of the Little Rock Nine has been told. Students build background about

Performance Task Narrative Writing: “Snapshot in a Journey” Presentation and Reflection -scaffolded narrative Mid Unit 1: Fishbowl Speaking Notes: Understanding “Separate but Equal” (The Court’s Decision and The Dissenting Opinion) ( graphic organizer with short constructed response Mid Unit 2: Evaluating and Classifying Primary Sources (RI.8.7) graphic organizer Mid Unit 3: Single-Draft Narrative Writing on-demand narrative. End of Unit 1: Fishbowl Discussion: Understanding Conflicting Claims on “Separate but Equal” and discussion (using graphic organizer as speaking notes) End of Unit 2: Informational Essay: The Role of the Media in the Story of the Little Rock Nine - scaffolded essay End of Unit 3: Analysis of Language Techniques

7

Scope and Sequence

the history of segregation and Jim Crow laws in the United States. They analyze the role of various mediums in depicting the Little Rock Nine. Students finish the module by considering what choices an author makes when telling a story. For their final performance task, students present and reflect upon a short narrative based on an informational text and a photograph from Little Rock Girl 1957.

4 45 RI.8.1 RI.8.6 RI.8.8 RI 8.9 W.8.1 a-e W.8.7 W.8.8 W.8.9b SL.8.2 SL.8.4 L.8.4

SL

Sustainability of World’s Food Supply

Research, Decision-Making, and Forming Positions

Students learn how to make evidence-based decisions as they consider the issue of how to best feed all the people in the United States. They analyze Michael Pollan’s arguments and evidence (as well as the arguments in other informational texts and videos) to determine whether

Performance Task: Visual Presentation of Position Paper (RI.8.1, W.8.1, W.8.9 and W.8.9b) research paper Mid Unit 1: Analyzing Author’s Purpose in Speech and Text -graphic organizer Mid Unit 2: Research Simulation - Selected response and short constructed response Mid Unit 3: Draft Position Paper: Which of Michael Pollan’s four food chains would best feed the United

7

Scope and Sequence

sufficient and relevant evidence has been used to support the claim. They first read The Omnivore’s Dilemma to build background knowledge about what happens to food before it gets to the consumer, and the different choices the consumer can make when buying food. Then, students engage in a robust research project in which they investigate the consequences of each of the food chains and the stakeholders affected, and use an evidence-based process to take a position. For a culminating project, students write a position paper addressing the question: Which of Pollan’s four food chains would you choose to feed the United States? Why?

States? (W.8.1, W.8.1a, W.8.1b, and W.8.1e) scaffolded essay End of Unit 1: Evaluating Claims and Advocating Persuasively -graphic organizer and discussion End of Unit 2: Position Speech: Which of Michael Pollan’s four food chains would best feed the United States? (SL.8.4, SL.8.5, and SL.8.6) oral presentation

End of Unit 3: Final Position Paper: Which of Michael Pollan’s four food chains would you choose to feed the United States?- scaffolded essay and written reflection

7

Scope and Sequence


Mathematics 6th

, 7th

, and 8th

7

Scope and Sequence

Unit # Days


1 35 6.RP.1 6.RP.2 6.RP.3

RP Ratios & Unit Rates

Vocabulary

Multiplying

Dividing

Discovering proportional relationship

Spiral Review (Math Maintenance, homework)

Math Tasks

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

2 25 6.NS.1 6.NS.2 6.NS.3 6.NS.4

NS Arithmetic Operations w/ Dividing by Fractions

Vocabulary

Long Division

Review Multiplying Fractions

Dividing Fractions

Decimal Operations

Number Lines

Drawings

Manipulatives (Fraction circles, Fraction cubes)

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

3 25 6.NS.5 6.NS.6 6.NS.7 6.NS.8

NS Rational Numbers

Decimal Operations

Long division

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

4 45 6.EE.1 6.EE.2 6.EE.3 6.EE.4 6.EE.5 6.EE.6 6.EE.7 6.EE.8 6.EE.9

EE Expressions & Equations

Inverse Operation

Properties of Math

Hands-on Equations

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

5 25 6.EE.2 6.EE.5 6.EE.6 6.EE.7 6.G.1

G Geometry: Area, Surface Area & Volume

Graphing

Multiplying

Dividing

Measuring

Solve real-world math problems by graphing points in all

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

7

Scope and Sequence

6.G.2 6.G.3 6.G.4

four quadrants of the coordinate plane.

Construct shapes and calculate the area, surface area and volume of each.

6 45 6.EE.1 6.EE.2 6.EE.3 6.EE.4 6.EE.5 6.EE.6 6.EE.7 6.EE.8 6.EE.9

SP Statistics Surveying

Range, Mean, Median, Mode

Stem and Leaf Plots

Ways to display data: graphs, tables,

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

7th Grade Math

Unit # Days


1 30 7.RP.1 7.RP.2 7.RP.3 7.EE.4 7.G.1

RP Ratios and Proportional Relationships

Vocabulary

Multiplying

Dividing


Analyze proportional relationships and use them to solve real-world and mathematical problems.

Solve real-life and mathematical problems using numeric

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

7

Scope and Sequence

and algebraic expressions and equations.

Draw, construct and describe geometrical figures and describe the relationships between them.

2 30 7.NS.1 7.NS.2 7.NS.3 7.EE.4

NS Rational Numbers

Vocabulary

Long Division


Dividing Fractions

Decimal Operations

Apply and extend previous understanding of operations with fractions to add, subtract, multiply and divide rational numbers.

Use properties of operations to generate equivalent expressions.

Solve real-life mathematical problems using numerical and algebraic expressions and equations.

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

3 35 7.EE.1 7.EE.2 7.EE.3

EE Expressions & Equations

Decimal Operations

Long

Use properties of operations to generate

Classwork

Quizzes

Exit Tickets

7

Scope and Sequence

7.EE.4 7.G.4 7.G.5 7.G.6

division equivalent expressions.

Solve real-life and mathematical problems involving angle measure, area, surface area and volume.

End-of-Unit Test

4 25 7.RP.1 7.RP.2 7.RP.3 7.EE.3 7.G.1

RP Percent & Proportional Relationships

Inverse Operation

Properties of Math

Analyze proportional relationships and use them to solve real-world and mathematical problems.

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

5 25 7.SP.1 7.SP.2 7.SP.3 7.SP.4 7.SP.5 7.SP.6 7.SP.7 7.SP.8

SP Statistics & Probability

Surveying

Ways to display data

Use random sampling to draw inferences about population.

Draw informal comparative inferences about two populations

Investigate chance processes and develop, use and evaluate probability

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

7

Scope and Sequence

models.

6 35 7.G.2 7.G.3 7.G.5 7.G.6

G Geometry Multiplying

Dividing

Measuring

Comparing

Draw, construct and describe geometrical figures and describe the relationships between them.

Solve real-life and mathematical problems involving angle measure, area, surface area and volume.

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

8th Grade Math

Unit # Days


1 20 8.EE.1 8.EE.3 8.EE.4

EE Integer Exponents & Scientific Notation

Vocabulary

Multiplying

Dividing


Work with radicals and integer exponents.

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

2 25 8.G.1 8.G.2 8.G.5 8.G.6 8.G.7

G The Concept of Congruence

Vocabulary

Long Division


Understand congruence and similarity using physical models, transparencies

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

7

Scope and Sequence

Dividing Fractions

Decimal Operations

or geometry software.

Understand and apply the Pythagorean Theorem.

3 25 8.G.3 8.G.4 8.G.5 8.G.6 8.G.7

G Similarity Decimal Operations

Long division

Understand congruence and similarity using physical models, transparencies or geometry software.

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

4 40 8.EE.5 8.EE.6 8.EE.7 8.EE.8

EE Linear Equations

Inverse Operation

Properties of Math

Understand the connections between proportional relationships, lines and linear equations.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

5 15 8.F.1 8.F.2 8.F.3 8.G.9

F Functions from Geometry

Graphing

Multiplying

Dividing

Measuring

Solve real-world and mathematical problems involving volume of cylinders, cones and

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

7

Scope and Sequence

spheres.

Define, evaluate and compare functions

6 20 8.F.4 8.F.5 8.SP.1 8.SP.2 8.SP.3 8.SP.4

F Linear Functions

Surveying

Range, Mean, Median, Mode

Stem and Leaf Plots

Use functions to model relationships between quantities

Investigate patterns of association in bivariate data

Classwork

Quizzes

Exit Tickets

End-of-Unit Test

7 35 8.NS.1 8.NS.2 8.EE.2 8.G.6 8.G.7

NS Irrational Numbers using Geometry

Dividing

Multiplying

Square Root

Pythagorean Theorem

Rational and irrational numbers

Radicals and integer exponents

Classwork

Quizzes

Exit Tickets End-of-Unit Test