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Cross Curricular Lesson Activities

Cross Curricular Lesson Activities

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Cross Curricular Lesson Activities (primary-English)
Cross Curricular Lesson Activities (primary-English)

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Cross Curricular Lesson 1 I. II. Title of Strategy Travel Brochure What disciplines does this strategy bring together?

Geography and English Does this strategy support the intellectual/skill development of students? No Does this strategy support the social development of students? Yes Does this strategy support the personal development of students? No III. Explanation of Strategy and How It Connects to a Different Discipline: Students will create a travel brochure for a foreign country of their choosing. They will be required to include a map on their brochure, as well as interesting cultural facts. IV. V. Source: Kaitlin Hartman Specific lesson example of use of strategy: Students will do research on a foreign country of their choosing; they will then create a brochure (which will include a map), and give a sort of sales pitch to their class. VI. VII. VIII. Handouts? Yes No (circle one) Yes No Yes

Materials Needed: Paper, pens, access to a computer and printer Assessment for the above example: X Written ___ Observation___ Other— Specify:

IX. Explanation of above assessment: Students will receive a rubric on which they will be assessed. It will give them specific expectations and guidelines to follow. X. Accommodations/Modifications for the above example a. Identify your specific population (state specific disability, ethnic group, interest area, etc.): Child with learning disability

b. Identify the accommodation/modification: Peer partner c. How will this accommodation/modification increase learning? Peer partner can help keep the student on task, and help the student with the project if he/she needs it

Brochure Project CATEGORY Graphics/Pictures 3 Graphics go well with the *don’t forget your text, but there map! are so many that they distract from the text. Writing Each section in Almost all Organization the brochure sections of the has a clear brochure have a beginning, clear beginning, middle, and middle and end. end. Writing - Mechanics Capitalization Capitalization and and punctuation are punctuation are correct correct throughout the throughout the brochure. brochure after feedback from an adult. Attractiveness & The brochure The brochure Organization has has attractive exceptionally formatting and attractive well-organized formatting and information. well-organized information. 4 Graphics go well with the text and there is a good mix of text and graphics. 2 Graphics go well with the text, but there are too few and the brochure seems \"textheavy\". Most sections of the brochure have a clear beginning, middle and end. There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult. The brochure has wellorganized information. 1 Graphics do not go with the accompanying text or appear to be randomly chosen. Less than half of the sections of the brochure have a clear beginning, middle and end. There are several capitalization or punctuation errors in the brochure even after feedback from an adult. The brochure\'s formatting and organization of material are confusing to the reader.

Content - Accuracy

All facts in the brochure are accurate.

99-90% of the facts in the brochure are accurate.

89-80% of the facts in the brochure are accurate.

Fewer than 80% of the facts in the brochure are accurate.

Cross Curricular Lesson 2 I. II. Title of Strategy: Presidential Election What disciplines does this strategy bring together? Government and English Does this strategy support the intellectual/skill development of students? No Does this strategy support the social development of students? Yes Does this strategy support the personal development of students? No III. IV. V. Explanation of Strategy and How It Connects to a Different Discipline: Students will imitate a political debate in the classroom. Source: adapted from jupiter.plymouth.edu/~davidl/bu342/Debates.DOC Specific lesson example of use of strategy: The class will be divided in half—some students will be assigned “Democrats,” others, “Republican.” Students will research and debate for the Democratic and Republican parties; they will follow instructions and be assessed via a rubric. The goal of the debate is to convince me, the teacher, to vote for their party. Handouts? Yes No (circle one) Yes No Yes

VI. VII. VIII.

Materials Needed: computer access Assessment for the above example: X Written ___ Observation___ Other—

IX. Explanation of above assessment: Students will receive a team evaluation at the end of their debate X. Accommodations/Modifications for the above example a. Identify your specific population (state specific disability, ethnic group, interest area, etc.): Student in a wheelchair

b. Identify the accommodation/modification: Classroom layout c. How will this accommodation/modification increase learning? Student will be able to navigate to and from the computer workstation and fully participate in the debate. Classroom Debates1 Introduction The classroom debates are exercises designed to allow you to strengthen your skills in the areas of leadership, interpersonal influence, teambuilding, group problem solving, and oral presentation. Debate topics and position statements are outlined below. Groups may sign up on a first come, first served basis, by specifying both the debate topic and the position desired (i.e., Pro or Con). Note that all groups must have signed up for the debate by the date denoted in the class schedule. All group members are expected to participate in the research, development, and presentation of your debate position. Preparation will require substantial library research. Each participating member will receive the same group grade. Debate Format 6 minute Position Presentation - Democrats 6 minute Position Presentation - Republicans 5 minute Work Period 4 minute Rebuttal - Democrats 4 minute Rebuttal - Republicans 3 minute Work Period 2 minute Response - Democrats 2 minute Response - Republicans 1 minute Work Period 2 minute Position Summary - Democrats 2 minute Position Summary - Republicans 5 minute Tallying of Ballots/Announcement of Winner Debate Procedure

12003,

David M. Leuser, Ph.D. Plymouth State University. All rights reserved.

The debate will take the form of timed individual and/or group presentations and responses separated by timed group work periods. The rules applied may deviate from the formal rules of debating. When questions arise, the judgment of the instructor will provide the definitive ruling. Prior to the beginning of the class period, both teams are to position their desks facing each other at the front of the room. Each team is to write its team name, debate position, and debate position statement on the blackboard behind their desks. Note that absolutely no changes may be made to the position statements presented below. You must argue them exactly as written! Team members may speak either from their desks or from the podium, as they desire. Audiovisuals may be used at any time, including, but not limited to, handouts, flipcharts, transparencies, slides, audio and videotapes, etc. While a team is not required to use all of the time allocated to each debate component, speakers must stop immediately when the allocated time runs out. Team members are prohibited from speaking to the audience or opposing team except at the times specifically allocated to them. Thus, there can be no immediate, reciprocal interchange of comments between the teams. The sequence of the position summaries will be determined by a random procedure at the conclusion of the final work period. Note that no new information may be introduced during the summary. Doing so may result in disqualification of the offending group. If either team feels that their opponents are introducing new information during the summary, they may challenge them immediately and request a ruling from the instructor. Selection of Winner(s) and Allocation of Points The instructor reserves the right to allocate fewer than the default or class voted points to a group, if, in his opinion, the quality of preparation and/or presentation was inadequate. Debate "losers" who prepare and present adequately will receive 30 points for their efforts. Debate "Winners" will be selected in two ways, as follows: Audience Vote: Class members in the audience will vote by secret ballot for a debate winner. Votes are to be based upon presentation quality only and not upon personal agreement or disagreement with the position espoused. At the conclusion of each component of the debate, class members will be asked to assign a point rating along with explanatory comments to each team for their performance during that component. When the debate is over, the point ratings will be summed. Whichever team has the higher sum will be the winner on that ballot. After all ballots are collected, the number of votes for each team will be announced. Whichever team has more votes will be the winner, and the team will receive 10 bonus points in addition to the 30 for basic preparation. In the event of a tie, the instructor’s vote will decide the winner.

Instructors' Vote: The instructor will also evaluate both teams according to the above procedures and criteria, and select his choice for the winner. The team of his choice will receive 10 bonus points. Thus, depending upon the nature of the vote split, the "Winner(s)" may receive 10 or 20 bonus points, for a total of either 40 or 50 points for the debate. Review of Ballots Each debating team will have the opportunity to take home all of the ballots overnight for review and feedback on their performance. If necessary, the team to take them first will be determined by the flip of a coin. Once both teams have reviewed them, they are to be returned to the instructor. Debate Topics The Presidential Election 2012 Democrats (Barack Obama) versus Republicans (Mitt Romney) Sub Topics  Illegal Immigration  Healthcare  War  Gay Marriage  Abortion

DEBATE BALLOT

Debate ______________________________________________ Class _____________ Name of Evaluator ____________________________________ Date _____________

1 Poor

2 Fair

3 Average

Good

4

5 Excellent

Democrat

Republican

6 Minute Position Presentation Rating = ____ Comments: Rating = ____ Comments:

***** 5 Minute Work Period ***** 4 Minute Rebuttal Rating = ____ Comments: Rating = ____ Comments:

Continued on Reverse ----------> ***** 3 Minute Work Period *****

2 Minute Response Rating = ____ Comments: Rating = ____ Comments:

***** 1 Minute Work Period ***** 2 Minute Position Summary Rating = ____ Comments: Rating = ____ Comments:

[

] Total Points

[

] Total Points

Circle Winner Below: Democrat Republican General Comments:

Signature of Evaluator:

______________________

Team Presentation Evaluation2 Team Name ____________________________________________ Grade _______ Case _________________________________ Date___________ Duration _______

CONTENT 1 2 3 4 5 Overview (Review/posting of agenda; Summary of case)

1 2 3 4 5 Diagnosis/Analysis (Review of chapter content; Issues/Problems in case) 1 2 3 4 5 should be/ Quality of Recommendations/Explanations (Recs for what

have been done differently, OR, Expls for why current situation successful) 1 2 3 4 5 relevance to PROCESS 1 2 3 4 5 1 2 3 4 5 Summary/Conclusion (Review of major points; Statement of practice of management) Quality of Professional Attire/Grooming Verbal Behavior (clarity/choice of words/voice level)

1 2 3 4 5 Nonverbal Behavior (posture; gestures/movement; eye contact; presence; use of notes/reading) 1 2 3 4 5 play; quiz) Variety in Style (lecture; discussion; game; activity; skit; role

1 2 3 4 5 Audiovisual Support (Transparencies; PowerPoint; blackboard; video)

2

1999, David M. Leuser, Ph.D. Plymouth State College of the University System of New Hampshire.

1 2 3 4 5 Level of Audience Involvement (Stimulation/structuring of activity/disc) 1 2 3 4 5 1 2 3 4 5 transitions) 1 2 3 4 5 Strengths Timing (Within limit; coordination; use of time) General Coherence (Ability to follow points; quality of Creativity/Psychological Impact

Weaknesses

Improvements

General Comments

Signature of Evaluator: __________________________________ Ms. Hartman Cross Curricular Lesson 3

I. II.

Title of Strategy: Play Performance What disciplines does this strategy bring together? Theatre/Drama and English

Does this strategy support the intellectual/skill development of students? No Does this strategy support the social development of students? Yes Does this strategy support the personal development of students? No III. IV. V. Explanation of Strategy and How It Connects to a Different Discipline: The class will read and perform scenes from a play Source: Kaitlin Hartman Specific lesson example of use of strategy: Students will be assigned character roles for Hamlet, and then read/perform selections of the play for their peers. VI. VII. VIII. Handouts? Yes No (circle one)

Yes No Yes

Materials Needed: Hamlet Assessment for the above example: X Written Observation___ Other— Specify: Students will receive a rubric over which they will be assessed

IX. Explanation of above assessment: Assessment will be completed via observation; as long as the student is actively engaged and makes a visible effort to participate, he or she will receive credit. X. Accommodations/Modifications for the above example a. Identify your specific population (state specific disability, ethnic group, interest area, etc.): Student with Dyslexia b. Identify the accommodation/modification: Audio tapes or a side-by-side c. How will this accommodation/modification increase learning?

CATEGORY Historical Accuracy

Role

Required Elements

Props/Costume

Knowledge Gained

The student will be able to listen to audio tapes as he reads through the play, and will have a side-by-side version of the text to help him/her comprehend the text. 4 3 2 1 All historical Almost all Most of the Very little of the information historical historical historical appeared to be information information was information was accurate and in appeared to be accurate and in accurate and/or chronological accurate and in chronological in chronological order. chronological order. order. order. Point-of-view, Point-of-view, Point-of-view, Point-of-view, arguments, and arguments, and arguments, and arguments, and solutions solutions solutions solutions proposed were proposed were proposed were proposed were consistently in often in sometimes in rarely in character. character. character. character. Student included Student Student Student more information included all included most included less than was information that information that information required. was required. was required. than was required. Student uses Student uses 1-2 Student uses 1-2 The student several props props that props which uses no props (could include accurately fit make the OR the props costume) that the period, and presentation chosen detract accurately fit the make the better. from the period, show presentation presentation. considerable better. work/creativity and make the presentation better. Can clearly Can clearly Can clearly Cannot explain explain several explain several explain one way one way in ways in which his ways in which in which his which his character \"saw\" his character character character things differently \"saw\" things \"saw\" things \"saw\" things than other differently than differently than differently than characters and other other other can clearly explain characters. characters. characters. why.

Cross Curricular Lesson 4 I. II. Title of Strategy: Biography Study What disciplines does this strategy bring together? History and English Does this strategy support the intellectual/skill development of students? No Does this strategy support the social development of students? Yes Does this strategy support the personal development of students? No III. Yes No Yes

Explanation of Strategy and How It Connects to a Different Discipline: Students will look at people from history and research their lives, creating a report/presentation that they will then give to the class. Source: Kaitlin Hartman Specific lesson example of use of strategy: Students will research important people from history (they may refer to textbooks, encyclopedias, etc.) and examine their lives. They will then write a report on their person, and present it to the class. Handouts? Yes No (circle one)

IV. V.

VI. VII. VIII.

Materials Needed: internet access, library access Assessment for the above example: Specify: X Written ___ Observation___ Other—

IX. Explanation of above assessment: The student will be assessed via a written rubric. X. Accommodations/Modifications for the above example a. Identify your specific population (state specific disability, ethnic group, interest area, etc.): Student with poor eyesight b. Identify the accommodation/modification: The student will receive the rubric in a larger font. c. How will this accommodation/modification increase learning? The student will better be able to see the requirements of the project, as well as the key factors over which he or she will be assessed.

Biography Project CATEGORY 4 Introduction The introduction is (Organization) inviting, states the main topic and previews the structure of the paper. 2 The introduction states the main topic, but does not adequately preview the structure of the paper nor is it inviting to the reader. Grammar & Writer makes no Writer makes Writer Spelling errors in grammar 1-2 errors in makes 3-4 (Conventions) or spelling that grammar or errors in distracts the reader spelling that grammar or from the content. distract the spelling that reader from the distract the content. reader from the content. Flow & All sentences sound Almost all Most Rhythm natural and are sentences sentences (Sentence easy-on-the-ear sound natural sound Fluency) when read aloud. and are easy- natural Each sentence is on-the-ear when read clear and has an when read aloud, but obvious emphasis. aloud, but 1 or several are 2 are stiff and stiff and awkward or awkward or difficult to are difficult understand. to understand. Accuracy of All supportive facts Almost all Most Facts are reported supportive supportive (Content) accurately. facts are facts are reported reported accurately. accurately. 3 The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. 1 There is no clear introduction of the main topic or structure of the paper.

Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content.

The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand.

NO facts are reported OR most are inaccurately reported.

Conclusion The conclusion is (Organization) strong and leaves the reader with a feeling that they understand what the writer’s purpose. *Cross Curricular Lesson 5 I. II.

The conclusion is recognizable and ties up almost all the loose ends.

The There is no clear conclusion is conclusion, the paper recognizable, just ends. but does not tie up loose ends.

Title of Strategy: Etymology Project What disciplines does this strategy bring together? Foreign Language and English

Does this strategy support the intellectual/skill development of students? No Does this strategy support the social development of students? Yes Does this strategy support the personal development of students? No III. IV. V. Explanation of Strategy and How It Connects to a Different Discipline: Students will do an etymology paper on a foreign word. Source: Kaitlin Hartman

Yes No Yes

Specific lesson example of use of strategy: While reading The Odyssey, students will pick a Greek word of their choosing and research it. Handouts? Yes No (circle one)

VI. VII. VIII.

Materials Needed: computer access Assessment for the above example: Specify: X Written ___ Observation___ Other—

IX. Explanation of above assessment: The student will be assessed via a rubric X. Accommodations/Modifications for the above example a. Identify your specific population (state specific disability, ethnic group, interest area, etc.): Student with ADD b. Identify the accommodation/modification:

Peer partner c. How will this accommodation/modification increase learning? A peer partner will help keep the student on task and give assistance if any is needed.

Name: Etymology Paper CATEGORY 4 Introduction The introduction (Organization) is inviting, states the main topic and previews the structure of the paper. 3 The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. Most sentences are wellconstructed with varied structure. The conclusion is recognizable and ties up almost all the loose ends.

________________________________________

Grammar & Writer makes no Spelling errors in (Conventions) grammar or spelling that distracts the reader from the content. Sentence All sentences are Structure well-constructed (Sentence with varied Fluency) structure. Conclusion The conclusion is (Organization) strong and leaves the reader with a feeling that they understand what the writer is

2 The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Most sentences are wellconstructed but have a similar structure. The conclusion is recognizable, but does not tie up several loose ends.

1 There is no clear introduction of the main topic or structure of the paper.

Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content. Sentences lack structure and appear incomplete or rambling. There is no clear conclusion, the paper just ends.

\"getting at.\"

Sources (Content)

All sources used for quotes and facts are credible and cited correctly.

All sources used for quotes and facts are credible and most are cited correctly.

Most sources used for quotes and facts are credible and cited correctly.

Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly.

*Cross Curricular Lesson 6 I. II. Title of Strategy Descriptive Writing What disciplines does this strategy bring together? Physical Education and English Does this strategy support the intellectual/skill development of students? No Does this strategy support the social development of students? Yes Does this strategy support the personal development of students? No III. Yes No Yes

Explanation of Strategy and How It Connects to a Different Discipline: Students will practice writing descriptively using motions or activities they experience in P.E. class. Source: Kaitlin Hartman Specific lesson example of use of strategy: Students will visit the gym. While in the gym, they will participate in various activities or motions, focusing on the five senses (what they taste, touch, smell, hear, and see) and what they experience as they’re doing those activities/actions. They will then return to their classroom and write about their experiences. Handouts? Yes No (circle one)

IV. V.

VI. VII. VIII.

Materials Needed: gym access, pens and paper Assessment for the above example: X Written X Observation__ Other— Specify:

IX. Explanation of above assessment: As long as the student participates fully and makes a visible effort to participate, he or she will receive credit for the writing activity. Student will also be assessed via a writing rubric. X. Accommodations/Modifications for the above example a. Identify your specific population (state specific disability, ethnic group, interest area, etc.): Student with a hearing impairment b. Identify the accommodation/modification:

The assignment will be modified so the student will write about four senses c. How will this accommodation/modification increase learning? The student will be unable to write about a sense he or she cannot experience, but he or she can write about the absence of that sense.

CATEGORY 4 Introduction The introduction (Organization) is inviting, states the main topic and previews the structure of the paper.

3 The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. Most sentences are wellconstructed with varied structure. The conclusion is recognizable and ties up almost all the loose ends.

Grammar & Writer makes no Spelling errors in (Conventions) grammar or spelling that distracts the reader from the content. Sentence All sentences are Structure well-constructed (Sentence with varied Fluency) structure. Conclusion The conclusion is (Organization) strong and leaves the reader with a feeling that they understand what the writer is \"getting at.\"

2 The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Most sentences are wellconstructed but have a similar structure. The conclusion is recognizable, but does not tie up several loose ends.

1 There is no clear introduction of the main topic or structure of the paper.

Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content. Sentences lack structure and appear incomplete or rambling. There is no clear conclusion, the paper just ends.

*Cross Curricular Lesson 7 I. II. Title of Strategy: Book Review What disciplines does this strategy bring together? Journalism and English Does this strategy support the intellectual/skill development of students? No Does this strategy support the social development of students? Yes Does this strategy support the personal development of students? No III. Yes No Yes

Explanation of Strategy and How It Connects to a Different Discipline: The student will write a review over a book of their choosing as if they were a newspaper journalist. Source: Kaitlin Hartman Specific lesson example of use of strategy: A student writes a book review on The Hunger Games, focusing on writing style, content, theme, flow, and other literary devices. Handouts? Yes No (circle one)

IV. V.

VI. VII. VIII.

Materials Needed: book, computer access Assessment for the above example: Specify: X Written ___ Observation___ Other—

IX. Explanation of above assessment: The student will receive a rubric showing over what they will be assessed. X. Accommodations/Modifications for the above example a. Identify your specific population (state specific disability, ethnic group, interest area, etc.): Student with Dysgraphia b. Identify the accommodation/modification: Student will receive one-on-one time with the teacher c. How will this accommodation/modification increase learning? The teacher will be able to assist the student in the physical process of writing his or her book review.

Name: CATEGORY Description 4 Makes a complete and detailed description of the subject matter and/or elements seen in a work. Accurately describes several dominant literary devices used by the author and accurately relates how they are used by the author to reinforce the theme. 3 Makes a detailed description of most of the subject matter and/or elements seen in a work. Accurately describes a couple of dominant literary devices used by the author and accurately relates how these are used by the author to reinforce the theme. Uses multiple Uses 1-2 criteria criteria to judge to judge the the work, such as work. composition, expression, creativity, and reader response.

________________________________________ 1 Descriptions are not detailed or complete.

Analysis

2 Makes a detailed description of some of the subject matter and/or elements seen in a work. Describes some dominant literary devices used by the author, but has difficulty describing how these relate to the theme.

Has trouble picking out the dominant literary devices.

Evaluation

Tries to use aesthetic criteria to judge the work, but does not apply the criteria accurately.

Evaluates work as good or bad based solely on personal taste.

*Cross Curricular Lesson 8 I. II. Title of Strategy: Character Account What disciplines does this strategy bring together? Web Design and English Does this strategy support the intellectual/skill development of students? No Does this strategy support the social development of students? Yes Does this strategy support the personal development of students? No III. Yes No Yes

Explanation of Strategy and How It Connects to a Different Discipline: Students will create websites (i.e. Facebook accounts or blogs) for a literary character. Source: Kaitlin Hartman Specific lesson example of use of strategy: When reading A Streetcar Named Desire, students will create character accounts for Blanche, her sister, Stanley, and other characters from the play. Handouts? Yes No (circle one)

IV. V.

VI. VII. VIII.

Materials Needed: internet/computer access. Assessment for the above example: X Written X Observation___ Other— Specify:

IX. Explanation of above assessment: Assessment will be done via the attached rubric. X. Accommodations/Modifications for the above example a. Identify your specific population (state specific disability, ethnic group, interest area, etc.): Student with impaired vision b. Identify the accommodation/modification: Speech-to-text program such as Dragon c. How will this accommodation/modification increase learning? Student will be able to complete the assignment independently.

Advanced Proficient 5 pts Profile Name Advanced and Picture Proficient Caption Profile name is visible and picture caption is unique,thoughtful and creative. "Wall" Advanced Proficient In first person; includes 5 "Status updates", "Recent Activity" and more than 5 posts; posts are made by characters from the story; posts relate to the story

Proficient 4 pts Proficient Profile name is visible and picture caption is appropriate. Proficient In first person; includes 4 "Status updates", "Recent Activity" and 4 posts; posts are made by characters from the story; posts relate to the story Proficient

Basic 3 pts Basic Profile name is difficult to find, and/or picture caption is very basic. Basic In first person; One of the following elements is missing: "Status", "Recent Activity". There are between 23 posts; posts are made by characters from the story; posts relate to the story. Basic Describes character; however, is not completely accurate or is difficult to understand. Basic Profile and information are sketchy and unclear. Details

Below Basic 2 pts Below Basic Profile name is not there at all and/or picture caption is inappropriate or missing. Below Basic Not in first person; one or more of the following is missing: "Status", "Recent Activity". There are less than 2 posts; OR: posts are not made by characters from the story; OR: posts do not relate to the story. Below Basic Not clear or accurate. Few or no examples given.

"About Me"

Describes Provides examples character or quotes that briefly and accurately and accurately. clearly describe character. "Basic Information" Advanced Proficient Profile and information are accurate, easy to Proficient Profile and information are accurate and clearly

Advanced Proficient

Below Basic Profile and information is incomplete, and/or has

"Favorite Quotations"

understand, and creatively presented. Advanced Proficient Uses more than 2 quotes from the text that accurately illustrate character's beliefs and personality. Advanced Proficient

described. Proficient Uses 2 quotes from the text that accurately illustrate character's beliefs and personality. Proficient

are not consistent. Basic Uses 1 quote from the text that illustrate character's beliefs and personality. Basic Chooses 2 interests that reflect some understanding of character. Basic Profile is readable, however is not easy to follow.

inaccurate details. Below Basic Uses no quotes and/or quotes do not reflect character's beliefs and personality. Below Basic Chooses less than 2 interests and/or those activities do not relate to character. Below Basic Profile is not neat, and is hard to understand or incomplete.

"Interests"

Chooses 3 Chooses more interests that than 3 interests reflect a depth that reflect a depth of of understanding understanding of character. of character. Organization Advanced Proficient Proficient Profile is easy Profile is to read, and in outstanding in its order. organization, and looks as if it could have been made by the character. Grammar Advanced Proficient and Spelling Proficient Very few Perfect, no mistakes. It is spelling or clear that it grammatical was revised errors. and edited. Overall meaning and intent is clear. *Cross Curricular Lesson 9 I.

Basic Several mistakes, little or no evidence of revision, sometimes meaning is unclear because of errors.

Below Basic Many mistakes, may be difficult to read or understand.

Title of Strategy Business Letters and Resume

II.

What disciplines does this strategy bring together? Business and Career and English

Does this strategy support the intellectual/skill development of students? No Does this strategy support the social development of students? Yes Does this strategy support the personal development of students? No III.

Yes No Yes

Explanation of Strategy and How It Connects to a Different Discipline: The student will write a business letter and resume for a prospective employer. Source: Mr. Jacobson’s Business and Career class Specific lesson example of use of strategy: Students will write business letters and resumes for a prospective employer of their choosing. Handouts? Yes No (circle one)

IV. V.

VI. VII. VIII.

Materials Needed: computer access Assessment for the above example: Specify: X Written X Observation___ Other—

IX. Explanation of above assessment: The student will receive a Business letter rubric over which they will be assessed; resumes will be assessed visually. X. Accommodations/Modifications for the above example a. Identify your specific population (state specific disability, ethnic group, interest area, etc.): Student with Dyslexia b. Identify the accommodation/modification: Peer partner c. How will this accommodation/modification increase learning? Peer partner will help to keep the student on track and help him or her with any questions or issues they have with the assignment. Name: ___________________________

Business Letters CATEGORY Salutation and Closing 4 Salutation and closing have no errors in capitalization and punctuation. Sentences and paragraphs are complete, wellconstructed and of varied structure. 3 Salutation and closing have 1-2 errors in capitalization and punctuation. All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. Writer makes no Writer makes 1-2 errors in errors in grammar or grammar and/or spelling. spelling. Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. 2 Salutation and closing have 3 or more errors in capitalization and punctuation. Most sentences are complete and well-constructed. Paragraphing needs some work. 1 Salutation and/or closing are missing.

Sentences & Paragraphs

Many sentence fragments or run-on sentences OR paragraphing needs lots of work.

Grammar & spelling (conventions)

Writer makes 3-4 errors in grammar and/or spelling

Neatness

Format

Complies with all the requirements for a friendly letter.

Complies with almost all the requirements for a friendly letter.

Writer makes more than 4 errors in grammar and/or spelling. Letter is typed Letter is typed and is crumpled and looks like it or slightly had been shoved stained. It may in a pocket or have 1-2 locker. It may distracting error have several corrections. It distracting error was done with corrections. It some care. looks like it was done in a hurry or stored improperly. Complies with Complies with several of the less than 75% of requirements for the requirements a friendly letter. for a friendly letter.

*Cross Curricular Lesson 10 I. II. Title of Strategy Famous Scientists What disciplines does this strategy bring together? Science and English Does this strategy support the intellectual/skill development of students? No Does this strategy support the social development of students? Yes Does this strategy support the personal development of students? No III. Explanation of Strategy and How It Connects to a Different Discipline: The student will write a short informational essay on a famous scientist of their choosing. Source: Kaitlin Hartman Specific lesson example of use of strategy: Students will write informational essays on famous scientists from the 19th century. Handouts? Yes No (circle one) Yes No Yes

IV. V.

VI. VII. VIII.

Materials Needed: computer access Assessment for the above example: Specify: X Written Observation___ Other—

IX. Explanation of above assessment: The student will receive a rubric over which they will be assessed. X. Accommodations/Modifications for the above example a. Identify your specific population (state specific disability, ethnic group, interest area, etc.): Student with Poor Eyesight b. Identify the accommodation/modification: Enlarged font on handout/rubric c. How will this accommodation/modification increase learning? Student will be able to read the handout with ease.

CATEGORY 4 Introduction The introduction (Organization) is inviting, states the main topic and previews the structure of the paper.

3 The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. Most sentences are wellconstructed with varied structure. The conclusion is recognizable and ties up almost all the loose ends.

2 The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Most sentences are wellconstructed but have a similar structure.

1 There is no clear introduction of the main topic or structure of the paper.

Grammar & Writer makes no Spelling errors in (Conventions) grammar or spelling that distracts the reader from the content. Sentence All sentences are Structure well-constructed (Sentence with varied Fluency) structure. Conclusion The conclusion is (Organization) strong and leaves the reader with a feeling that they understand what the writer is \"getting at.\"

Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content. Sentences lack structure and appear incomplete or rambling.

The conclusion is There is no clear recognizable, but conclusion, the does not tie up paper just ends. several loose ends.

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