Liberty Preparatory Academy 7th – 12 grade College Preparatory School
Vine’s Preparatory School ART Grade: 6 Course: Art 6
Transcript of 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.
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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
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Teacher modeling Teacher led activity and discussion Studio time
-ongoing student and teacher discussions concerning work in progress
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.
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Teacher modeling Teacher led activity and discussion Studio time
-ongoing student and teacher discussions concerning work in progress
Teacher modeling Teacher led activity and discussion Studio time
-ongoing student and teacher discussions concerning work in progress
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
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Teacher modeling Teacher led activity and discussion Studio time
-ongoing student and teacher discussions concerning work in progress
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
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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
Vine’s Preparatory School
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
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?
Common Core
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:
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
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?
Common Core
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?
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.
Teacher modeling Teacher led activity and discussion Studio time
-ongoing student and teacher discussions concerning work in progress
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
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?
Common Core
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?
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
Teacher led activity
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
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?
Common Core
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?
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
Teacher led activity
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
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?
Common Core
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?
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
Vine’s Preparatory School
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
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:
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
Vine’s Preparatory School
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
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-
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
.
Common Core Standards:
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
Common Core Standards:
Scope and Sequence
Vine’s Preparatory School
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
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:
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
Written assignment Quiz Group work Skills Game success
Scope and Sequence
January
Topic:
Basketball
Vocabulary:
Rules
History Sportsmanship
Fundamentals of the Game
Model understanding of rules and history. Develop good basketball skills. Develop good sportsmanship
PHY I.MS 1
Handouts
Lectures
Skill drills
Game materials
Written assignment Quiz Group work Skills Game success
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
History Sportsmanship
Fundamentals of the Game
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
History Sportsmanship
Fundamentals of the Game
Model understanding of rules and history. Develop good Tennis skills. Develop good sportsmanship
PHY. III.11.MS.2 PHY. III.11.MS.4
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 M
ay
Topic:
Softball
Vocabulary:
Rules
History Sportsmanship
Fundamentals of the Game
Model understanding of rules and history. Develop good softball skills. Develop good sportsmanship
PHY. III. 12.MS.4 PHY IV.14.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 June
Topic:
Physical Fitness
Vocabulary:
Rules
History Sportsmanship
Fundamentals of the Game
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
Vine’s Preparatory School
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
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-
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
Vine’s Preparatory School
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?
Skills What do students have to be able to do in connection with the Content Area?
Standards What standards are met through this topic?
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:
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
MacBooks
PCs
iPads
video streaming
podcasting
Teacher observations
opening activities
benchmark assessment
Projects presentations
Technology Grade: 6th Course: Art 6
Scope and Sequence (c
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
Scope and Sequence D
ecem
ber
Topic:
use appropriate language and politically-correct terminology when using the Internet
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
Vine’s Preparatory School
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
Content What topic(s) is being covered? 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?
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:
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
wireless laptop computers
computer laboratory
SMART Boards
Google Docs
MacBooks
PCs
iPads
video streaming
Interdisciplinary projects
Teacher observations
opening activities
benchmark assessment
Projects presentation
Technology Grade: 7th Course: Art 6
Scope and Sequence (c
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
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
Scope and Sequence N
ovem
ber-
Decem
ber
Topic:
Software Applications
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
Scope and Sequence D
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
Vine’s Preparatory School
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
Content What topic(s) is being covered? 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?
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:
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
use appropriate language and politically-correct terminology when using the Internet
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
wireless laptop computers
computer laboratory
SMART Boards
Google Docs
MacBooks
PCs
iPads
video streaming
Web 2.0 tools
United Streaming
Microsoft Office
Applications
Windows 7
Tools and
Applications,
Google Docs
Voice Thread
Technology Grade: 8th Course: Art 6
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:
Software Applications
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
Scope and Sequence D
ecem
ber
Topic:
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 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
Vine’s Preparatory School
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
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
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
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
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
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
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
7
Scope and Sequence N
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
Vine’s Preparatory School
*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
Content What topic(s) is being covered and what is the important vocabulary? What do students need to know?
Units Skills What do students have to be able to do in connection with the content area?
Standards What standards are met through this topic?
Lesson/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-
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
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
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
Scope and Sequence N
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
Vine’s Preparatory School
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
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-
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 co- operative 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 co- operative 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 co- operative 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
Vine’s Preparatory School
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
Understanding Perspectives
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
7th Grade Language Arts
Unit # Days
SOLs Strand Content Skills Activities Assessments
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
Reading Closely and Writing to Learn
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
Understanding Perspectives
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
8th Grade Language Arts
7
Scope and Sequence
Unit # Days
SOLs Strand Content Skills Activities Assessments
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
Reading Closely and Writing to Learn
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
Understanding Perspectives
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
Understanding Perspectives
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
Unit # Days
SOLs Strand Content Skills Activities Assessments
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
SOLs Strand Content Skills Activities Assessments
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
Discovering proportional relationship
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
Review Multiplying Fractions
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
SOLs Strand Content Skills Activities Assessments
1 20 8.EE.1 8.EE.3 8.EE.4
EE Integer Exponents & Scientific Notation
Vocabulary
Multiplying
Dividing
Discovering proportional relationship
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
Review Multiplying Fractions
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