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Essential Curriculum Committee Meeting

Essential Curriculum Committee Meeting. August 17, 2012. Today’s Agenda. Welcome/Snacks Review Agenda LFS Unit Tips KUD Rubric – (Standards, Concept Organizers, & Samples) Quick Review of Instructional Chunks & Assessment Prompts Tier II Vocabulary Lists Work on Units Lunch

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Essential Curriculum Committee Meeting

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  1. Essential Curriculum Committee Meeting August 17, 2012

  2. Today’s Agenda • Welcome/Snacks • Review Agenda • LFS Unit Tips • KUD Rubric – (Standards, Concept Organizers, & Samples) • Quick Review of Instructional Chunks & Assessment Prompts • Tier II Vocabulary Lists • Work on Units • Lunch • Complete Units

  3. LFS Unit Tips: KUD Rubric Standards Concept Organizers

  4. Instructional Chunks & Assessment Prompts LEQ: How does plot sequence affect the telling of a story?What do students need to learn to be able to answer the Essential Question? Assessment Prompt #1: Describe the use of foreshadowing within the plot. Assessment Prompt #2: Make predictions about the characters. Assessment Prompt #3: Diagram the plot of the short story “The Monkey’s Paw”. Instruction: Read background about author provided in the text. Students should brainstorm a list of predictions (individually, in pairs and then share ideas as a class) as to what the title “The Monkey’s Paw” might mean. Review the terms mood/tone, prediction, foreshadow and flashback previewed during the launch exercise. Show examples of these terms. Students will listen to the audio version of the short story and use Cornell Note-Taking organizer to make predictions as the story continues. Stop on page two and ask students to write down their answers to this question: “What are some clues that have been shared in the plot so far that might give us an idea about the ending?” Share your prediction with a partner. Is there any information in the first two pages that could provide foreshadowing as to what might happen in the story? AP #1: On an index card, write down your definition for the term foreshadow and give an example of this from our story or another story you have read.

  5. What components need to be revised in this example? LEQ: What types of important data would be found on pictographs? AP #1 topic: Teacher directing essential question and related lesson vocabulary toward whole group relating to components of pictographs AP #2 topic: Daily individual, pair, and/or small group lesson practice relating to purposes for using pictographs AP #3 topic: Homework given twice a week in the form of written summaries when students use Skills Tutor once weekly as well as answering written questions relating to reading/interpreting graphs Instructional Plan: (How will you provide instruction and/or specific learning experiences which lead students to the understanding necessary to respond to each assessment prompt? What will be the sequence of these learning experiences?) Assessment Prompt #1: Teacher will post and introduce essential question to open a class discussion which then leads to previewing lesson vocabulary for students to write in journals. Assessment Prompt #2: Students have opportunities to ask questions before, during, and after assignments and then are expected to complete lesson work individually and/or in collaborative pairs. Assessment Prompt #3: Homework given 2 times weekly for review/practice. One assignment relates to students writing summarizes about what they did/learned during a lesson based on Skills Tutor computer remedial program. Second assignment relates to practice lesson material.

  6. Missing Components 1. Standards were not used to create the previous acquisition lesson/standards that could be addressed include: Use units as a way to understand problems and to guide /the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. CC.9-12.N.Q.1 Define appropriate quantities for the purpose of descriptive modeling. CC.9-12.N.Q.2 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. CC.9-12.N.Q.3 2. AP Topics do not address essential question/Use verb to describe AP Topic #1: Describe components of a pictograph AP Topic #2: Create an accurate pictograph/model to describe the solution of a problem AP Topic #3: Interpret the data in a pictograph 3. Instructional chunks need more detail An example of a pictograph will be displayed on the white board. The following vocabulary terms will be listed on the left side of the graph: key, scale, source, symbol, label, title. With a partner, students will use deductive reasoning to match vocabulary word to the component on the pictograph. Students will then write a sentence explaining why they made that deduction. Pairs will share out their answers and reasoning behind the choices. Finally, teacher will reveal the correct matches. Students will create their own model of a pictograph and label parts. AP #1: In a $2.00 summary, students will describe the components of a pictograph.

  7. Tier II Vocabulary Resources www.missionliteracy.com/page42/page51/assets/introducingnewvocab.doc http://www.aea267.k12.ia.us/literacy/files/Vocabulary/choosingwords/Which_Words_to_Teach.pdf http://wg.serpmedia.org/

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