EAST Unit by Design
Frameworks – CCSS Correlation Teacher Packet
Mark Alvarez
2014-2015
This packet contains the EAST Frameworks paired with the Common Core State Standards for grades 7-12 for teacher reference. Students will use the grade appropriate complimentary packet to document their project progress throughout the year while achieving all Frameworks and Standards.
Unit 1 – Self-Directed Learning Desired Results
ESTABLISHED GOALS
Students should:
· Demonstrate personal responsibility for self-directed learning
· Demonstrate personal responsibility for determining the steps needed for specific task completion
· Demonstrate the ability to accurately explain the steps needed for knowledge acquisition for specific task completion
· Access various resources for specific task completion
· Analyze and redefine strategies to address complex tasks
· Demonstrate the ability to design creative approaches for tasks by developing strategies and skills
· Show evidence of the evaluation of appropriateness of action(s) taken
TRANSFER
Students will be able to independently use their learning to take responsibility for self-directed learning.
MEANING
Understandings: Students will understand that self-reliance and trust in personal abilities are essential for specific task completion.
Essential questions: Can the student perform and/or identify essential tasks without explicit instruction from others?
ACQUISITION
Students will know how to identify, explain, research, analyze, design, and evaluate the steps/strategies necessary for specific task completion.
Students will be skilled at identifying essential steps/strategies necessary for specific task completion and the evaluation of action(s) taken.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of all steps/strategies required and taken for specific and identifiable task completion from initial question(s) or need(s) to final result.
Evidence (Required for each Unit 1 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / displaying self-reliance in self-directed learning for step-by-step specific task completion.
Evidence (Required for each Unit 1 Framework individually): Submission of at least one (1) photograph demonstrating self-directed learning.
Students will provide a reflection of the experience in taking responsibility for self-directed learning.
Evidence (Should encompass all of Unit 1 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
1.0 Take responsibility for self-directed learning.
1.1 Students identify that they are responsible for determining the steps they need to take to complete a task.
1.2 Students are able to accurately explain the steps they need to take to acquire the knowledge necessary to complete the task.
CCSS W 3.0 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS 6-8 W 3.1 In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
9-10 WHST 3.1 Able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
11-12 WHST 3.2 Able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
1.3 Students are able to access a variety of resources and apply new knowledge to successfully complete the selected task.
CCSS R 1.0 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS R 7.0 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts
9-10 RST 1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
6-8.RST 7.1 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
9-10 RST 7.1 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
11-12 RST 1.2 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
11-12 RST 7.2 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
1.4 Students are able to analyze the situation and redefine strategies to address the increasing complex tasks.
1.5 Students are able to design original creative approaches to various tasks by developing additional strategies or skills.
1.6 Students are able to evaluate appropriateness of action taken.
CCSS W 10.0 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
9-10 WHST 10.1 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
11-12 WHST 10.2 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit 2 – Problem-Solving Strategies Desired Results
ESTABLISHED GOALS
Students should:
· Ethically apply resources and problem-solving strategies to real-world problems
· Identify real-world problems
· Describe resources and strategies to address a specific problem
· Apply resources to real-world problems
· Analyze situation to determine proper use of ethical problem-solving strategies
· Make significant progress toward ethically addressing problems
· Show evidence of the evaluation of appropriateness of action(s) taken
TRANSFER
Students will be able to independently use their learning to ethically apply resources and problem-solving strategies to real-world problems.
MEANING
Understandings: Students will understand that here are many ways to solve a problem; however, it must be done ethically for true quality results/lasting solutions.
Essential questions: Can the student identify ethical resources and strategies within real-world problem-solving situations?
ACQUISITION
Students will know how to identify, describe, evaluate, and ethically apply resources and problem-solving strategies for task completion.
Students will be skilled at identifying and using ethical resources and problem-solving strategies for addressing real-world problems.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of an instance when ethical resources and problem-solving strategies were employed to solve a real-world problem.
Evidence (Required for each Unit 2 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / displaying the ethical use of resources and problem-solving strategies.
Evidence (Required for each Unit 2 Framework individually): Submission of at least one (1) photograph demonstrating problem-solving strategies.
Students will provide a reflection of the experience using ethical problem-solving strategies.
Evidence (Should encompass all of Unit 2 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
2.0 Ethically apply resources and problem-solving strategies to real-world problems.
CCSS R 3.0 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
9-10 RST 3.1 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical task, attending to special cases or exceptions defined in the text.
11-12 RST 3.2 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanation in the text.
2.1 Students are able to identify real-world problems.
CCSS SL 2.0 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
9-10 SL 2.1 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
11-12 SL 2.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
2.2 Students are able to describe resources and strategies to address a specific problem.
CCSS W 1.0 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
CCSS.ELA-Literacy.W.4.1b Provide reasons that are supported by facts and details.
CCSS.ELA-Literacy.W.4.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
CCSS.ELA-Literacy.W.4.1d Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
CCSS.ELA-Literacy.W.5.1b Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-Literacy.W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
CCSS.ELA-Literacy.W.5.1d Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.
9-10 WHST 1.1 Write arguments focused on discipline-specific content.
9-10 WHST 1.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
9-10 WHST 1.1.B Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.
9-10 WHST 1.1.C Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
9-10 WHST 1.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
9-10 WHST 1.1.E Provide a concluding statement or section that follows from or supports the argument presented.
11-12 WHST 1.2 Write arguments focused on discipline-specific content.
11-12 WHST 1.2.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
11-12 WHST 1.2.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
11-12 WHST 1.2.C Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reason, between reasons and evidence, and between claim(s) and counterclaims.
11-12 WHST 1.2.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
11-12 WHST 1.2.E Provide a concluding statement or section that follows from or supports the argument presented.
2.3 Students are able to apply a variety of resources to real-world problems.
2.4 Students are able to analyze the situation and determine how to use problem-solving strategies without violating laws or the rights/needs of others.
CCSS W 8.0 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
CCSS.ELA-Literacy.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
9-10 WHST 8.1 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
11-12 WHST 8.2 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
2.5 Students make significant progress toward addressing real-world problems within ethical standards.
2.6 Students are able to evaluate the appropriateness of action taken.
Unit 3 – Team Collaboration Desired Results
ESTABLISHED GOALS
Students should:
· Recognize the value of team membership/participation
· Understand and appreciate the skills of diverse team members
· Participate as an active team member in various roles
· Analyze the group process and enhance the specific utilization of diverse team member skills
· Actively support the team environment (valuing collaboration and interdependency) while respecting the opinions and contributions of all team members
· Judge their personal contribution to team progress and accomplishment and adjust their behavior accordingly
TRANSFER
Students will be able to independently use their learning to collaborate as a productive team member.
MEANING
Understandings: Students will understand that collaboration as a productive team member requires the appreciation, respect, valuing, and utilization of diverse team member skills.
Essential questions: Can the student recognize when their own personal worth/value as a productive team member? Can the student recognize the strengths diverse team members offer to team progress and accomplishment?
ACQUISITION
Students will know how to recognize, understand and appreciate, participate, analyze and respect, and judge their personal contribution as a collaborative team member.
Students will be skilled at judging their contribution to the collaboration of effective and productive team membership.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of an instance when they productively collaborated as a team member.
Evidence (Required for each Unit 3 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / displaying the ethical use of resources and problem-solving strategies.
Evidence (Required for each Unit 3 Framework individually): Submission of at least one (1) photograph demonstrating team collaboration.
Students will provide a reflection of the experience using ethical problem-solving strategies.
Evidence (Should encompass all of Unit 3 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
3.0 Collaborate as a productive team member.
CCSS SL 1.0 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly
9-10 SL 1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
11-12 SL 1.2 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
3.1 Students can recognize the value of participating on a team.
3.2 Students can understand and appreciate the skills of diverse team members.
3.3 Students can participate as active team member in various roles.
3.4 Students can analyze the group process and draw from team members to enhance utilization of team members' skills.
CCSS SL 1.0 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-Literacy.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-Literacy.SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-Literacy.SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
CCSS.ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
· CCSS.ELA-Literacy.SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
· CCSS.ELA-Literacy.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
9-10 SL 1.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
9-10 SL 1.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
11-12 SL 1.2.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
11-12 SL 1.2.C Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
3.5 Students actively support the creation of a team environment that values collaboration and interdependency while respecting the opinions and contributions of others.
CCSS SL 1.0 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CCSS.ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-Literacy.SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-Literacy.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-Literacy.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented
9-10 SL 1.1.B Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
9-10 SL 1.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
11-12 SL 1.2.B Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
11-12 SL 1.2.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
3.6 Students can judge their contribution to the progress and accomplishments of the team and adjust their behavior accordingly.
Unit 4 – Validity and Relevance of Research Desired Results
ESTABLISHED GOALS
Students should:
· Understand the importance of valid and relevant resources
· Describe the research process (determining validity and relevance)
· Use and adequate number and variety of research sources
· Analyze resources to determine their validity and relevance
· Use research, without plagiarism, to address real-world problems with original solutions
· Evaluate the effectiveness, validity, and relevance of their research
TRANSFER
Students will be able to independently use their learning to identify valid and relevant resources for application to real-world problems.
MEANING
Understandings: Students will understand that the quality (validity and relevance) of research performed will impact the outcome of the active solutions of real-world problems.
Essential questions: Can the student understand the importance of and synthesize the information found within valid and relevant research in the active search for solutions to real-world problems?
ACQUISITION
Students will know how to analyze and evaluate research resources for both validity and relevance, describe the research process, and use an adequate number and variety of research sources to address real-world problems with original solutions (without plagiarism).
Students will be skilled at describing the research process and the evaluation research sources for both validity and relevance.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of an instance when they effectively used research resources to address real-world problems with original solutions.
Evidence (Required for each Unit 4 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / displaying the use of research while addressing real-world problems with original solutions.
Evidence (Required for each Unit 4 Framework individually): Submission of at least one (1) photograph demonstrating the validity and relevance of research.
Students will provide a reflection of the experience using ethical problem-solving strategies.
Evidence (Should encompass all of Unit 4 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
4.0 Research and evaluate resources to determine their validity and relevance.
CCSS R 8.0 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CCSS.ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
9-10 RST 8.1 Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
11-12 RST 8.2 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
4.1 Students understand the importance of valid and relevant resources.
CCSS R 4.0 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
9-10 RST 4.1 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
11-12 RST 4.2 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
4.2 Students describe the research process, including how to determine validity and relevance.
CCSS R 6.0 Assess how point of view or purpose shapes the content and style of a text.
CCSS W 2.0 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.4.2e Provide a concluding statement or section related to the information or explanation presented.
CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.5.2e Provide a concluding statement or section related to the information or explanation presented.
CCSS.ELA-Literacy.RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-Literacy.RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
9-10 RST 6.1 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone.
CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
9-10 WHST 2.1 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
9-10 WHST 2.1.A Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
9-10 WHST 2.1.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
9-10 WHST 2.1.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
9-10 WHST 2.1.D Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
9-10 WHST 2.1.E Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
9-10 WHST 2.1.F Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
11-12 RST 6.2 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
11-12 WHST 2.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
11-12WHST 2.2.A Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
11-12 WHST 2.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
11-12 WHST 2.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
11-12 WHST 2.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
11-12 WHST 2.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
4.3 Students use an adequate number and variety of research sources.
CCSS R 10.0 Read and comprehend complex literary and informational texts independently and proficiently.
CCSS.ELA-Literacy.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
9-10 RST 10.1 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
11-12 RST 10.2 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
4.4 Students analyze resources to determine their validity and relevance.
CCSS R 5.0 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCSS R 9.0 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
CCSS.ELA-Literacy.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
9-10 RST 5.1 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
9-10 RST 9.1 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
11-12 RST 5.2 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
11-12 RST 9.2 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
4.5 Students will use research to address real-world problems with original solutions without plagiarizing.
CCSS R 2.0 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
9-10 RST 2.1 Determine the central ideas or information of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
11-12 RST 2.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
4.6 Students evaluate the effectiveness, validity, and relevance of their research.
CCSS W 9.0 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
CCSS.ELA-Literacy.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research
9-10 WHST 9.1 Draw evidence from informational texts to support analysis, reflection, and research.
11-12 WHST 9.2 Draw evidence from informational texts to support analysis, reflection, and research.
Unit 5 - Communication Desired Results
ESTABLISHED GOALS
Students should:
· Identify appropriate communication modes based on the audience
· Explain the communication issues accurately for the specific audience
· Communicate with specific audiences using appropriate technology
· Receive feedback and modify communication based upon audience responses
· Design and create original responses based upon the goals of the communication
· Evaluate their communication efforts to determine if communication was effective or modifications are needed
TRANSFER
Students will be able to independently use their learning to communicate with a variety of audiences using multiple modes.
MEANING
Understandings: Students will understand that effective communication with specific audiences develops by tailoring the modes of communication through the use of feedback, the continuous monitoring of audience responses, the use of appropriate technology, and modification.
Essential questions: Can the student adapt communication to specific audiences through monitoring and modification?
ACQUISITION
Students will know how to appropriately choose and adjust communication modes for specific audiences.
Students will improve their ability to communicate with a variety of audiences using multiple modes.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of an instance when they effectively used multiple modes of communication with a variety of audiences.
Evidence (Required for each Unit 5 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / displaying the use of effective communication.
Evidence (Required for each Unit 5 Framework individually): Submission of at least one (1) photograph demonstrating effective communication.
Students will provide a reflection of the experience using effective communication.
Evidence (Should encompass all of Unit 5 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
5.0 Communicate with a variety of audiences using multiple modes.
5.1 Students are able to identify appropriate communication modes based on the audience.
CCSS SL 4.0 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation
9-10 SL 4.1 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
11-12 SL 4.2 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
5.2 Students are able to explain the communication issues accurately for the specific audience.
5.3 Students are able to communicate with the specific audience using appropriate technology.
CCSS SL 5.0 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-Literacy.SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
9-10 SL 5.1 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
11-12 SL 5.2 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
5.4 Students are able to receive feedback and modify their communication based upon responses from various audiences.
5.5 Students are able to design and create original responses based upon the goals of the communication.
5.6 Students are able to evaluate their communication efforts to determine if the communication was effective and if modifications are needed.
CCSS SL 6.0 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)
CCSS.ELA-Literacy.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.)
CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 here for specific expectations.)
9-10 SL 6.1 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
11-12 SL 6.2 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Unit 6 – Using Technology to Develop Solutions Desired Results
ESTABLISHED GOALS
Students should:
· Identify community problems
· Collect data and explain the problem accurately and concisely
· Interpret and use relevant data and technologies to construct a solution
· Compare and illustrate multiple solutions using various technologies
· Design original solutions using increasingly complex technologies
· Evaluate and recommend the best solution
TRANSFER
Students will be able to independently use their learning to employ emerging technologies to develop solutions to community-based problems within the context of service learning projects.
MEANING
Understandings: Students will understand how to identify a community-based problem, collect relevant data, interpret and use the data for solution construction, compare and illustrate multiple solutions, design original solutions, and evaluate/recommend optimal solutions through the use of emerging technologies.
Essential questions: Can the student use emerging technologies in the search for solutions to community-based problems?
ACQUISITION
Students will know how to use emerging technologies in the development of solutions for community-based problems.
Students will be skilled at using technologies to develop solutions.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of an instance when they used emerging technologies to develop solutions to community-based problems.
Evidence (Required for each Unit 6 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / displaying the use of emerging technologies to develop solutions to community-based problems.
Evidence (Required for each Unit 6 Framework individually): Submission of at least one (1) photograph demonstrating displaying the use of emerging technologies to develop solutions to community-based problems.
Students will provide a reflection of the experience of using emerging technologies to develop solutions to community-based problems.
Evidence (Should encompass all of Unit 6 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
6.0 Develop solutions to community-based problems using emerging technology within the context of service learning projects.
6.1 Students will be able to identify community problems.
CCSS W 4.0 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9-10 WHST 4.1 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12 WHST 4.2 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6.2 Students will be able to collect data and explain the problem accurately and concisely.
CCSS W 5.0 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
9-10 WHST 5.1 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
11-12 WHST 5.2 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6.3 Students will be able to interpret and use relevant data and technologies to construct a solution.
CCSS W 6.0 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-Literacy.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
CCSS.ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
9-10 WHST 6.1 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibility and dynamically.
11-12 WHST 6.2 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
6.4 Students will be able to compare and illustrate multiple solutions using various technologies.
CCSS W 7.0 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
9-10 WHST 7.1 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
11-12 WHST 7.2 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
6.5 Students will be able to design original solutions using increasingly complex technologies.
6.6 Students will be able to evaluate and recommend the best solution.
CCSS SL 3.0 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
CCSS.ELA-Literacy.SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
CCSS.ELA-Literacy.SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
CCSS.ELA-Literacy.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
9-10 SL 3.1 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
11-12 SL 3.2 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Unit 7 – Demonstrating Confidence Desired Results
ESTABLISHED GOALS
Students should:
· Recognize their abilities
· Demonstrate confidence in their perceived ability to contribute to challenges
· Contribute to the community without regard to personal gain
· Demonstrate confidence in their ability to meet challenges in an ambiguous environment
· Demonstrate an increasing willingness to accept risks for personal improvement
· Reflect on their abilities and set new goals for continuous personal improvement and contributions to society
TRANSFER
Students will be able to independently use their learning to improve their ability to demonstrate confidence in their own abilities to meet the challenges of the 21st century.
MEANING
Understandings: Students will understand how to recognize and demonstrate their own personal abilities, contribute to community, demonstrate confidence to meet challenges and willingness to accept risks, and reflect on their abilities for continuous personal improvement and contribution to society.
Essential questions: Can the student demonstrate confidence in their own abilities to meet the challenges of the 21st century?
ACQUISITION
Students will know how to recognize their own abilities and demonstrate confidence in them.
Students will be skilled at accepting personal risk while demonstrating confidence in their own abilities.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of an instance when accepted personal risk while demonstrating confidence in their own abilities.
Evidence (Required for each Unit 7 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / demonstrating confidence in their own abilities.
Evidence (Required for each Unit 7 Framework individually): Submission of at least one (1) photograph demonstrating displaying the use of emerging technologies to develop solutions to community-based problems.
Students will provide a reflection of the experience of accepting personal risk while demonstrating confidence in their own abilities.
Evidence (Should encompass all of Unit 7 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
7.0 Demonstrate confidence in their own abilities to meet the challenges of the 21st century.
7.1 Students recognize their abilities.
7.2 Students have confidence in their perceived ability to contribute to challenges.
7.3 Students contribute to the community without regard to personal gain.
7.4 Students demonstrate new confidence in their ability to meet challenges in an ambiguous environment.
7.5 Students have increasing willingness to accept risks for personal improvement.
7.6 Students will reflect on their abilities and set new goals for continuous personal improvement and contributions to society.
Frameworks – CCSS Correlation Teacher Packet
Mark Alvarez
2014-2015
This packet contains the EAST Frameworks paired with the Common Core State Standards for grades 7-12 for teacher reference. Students will use the grade appropriate complimentary packet to document their project progress throughout the year while achieving all Frameworks and Standards.
Unit 1 – Self-Directed Learning Desired Results
ESTABLISHED GOALS
Students should:
· Demonstrate personal responsibility for self-directed learning
· Demonstrate personal responsibility for determining the steps needed for specific task completion
· Demonstrate the ability to accurately explain the steps needed for knowledge acquisition for specific task completion
· Access various resources for specific task completion
· Analyze and redefine strategies to address complex tasks
· Demonstrate the ability to design creative approaches for tasks by developing strategies and skills
· Show evidence of the evaluation of appropriateness of action(s) taken
TRANSFER
Students will be able to independently use their learning to take responsibility for self-directed learning.
MEANING
Understandings: Students will understand that self-reliance and trust in personal abilities are essential for specific task completion.
Essential questions: Can the student perform and/or identify essential tasks without explicit instruction from others?
ACQUISITION
Students will know how to identify, explain, research, analyze, design, and evaluate the steps/strategies necessary for specific task completion.
Students will be skilled at identifying essential steps/strategies necessary for specific task completion and the evaluation of action(s) taken.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of all steps/strategies required and taken for specific and identifiable task completion from initial question(s) or need(s) to final result.
Evidence (Required for each Unit 1 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / displaying self-reliance in self-directed learning for step-by-step specific task completion.
Evidence (Required for each Unit 1 Framework individually): Submission of at least one (1) photograph demonstrating self-directed learning.
Students will provide a reflection of the experience in taking responsibility for self-directed learning.
Evidence (Should encompass all of Unit 1 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
1.0 Take responsibility for self-directed learning.
1.1 Students identify that they are responsible for determining the steps they need to take to complete a task.
1.2 Students are able to accurately explain the steps they need to take to acquire the knowledge necessary to complete the task.
CCSS W 3.0 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS 6-8 W 3.1 In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
9-10 WHST 3.1 Able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
11-12 WHST 3.2 Able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
1.3 Students are able to access a variety of resources and apply new knowledge to successfully complete the selected task.
CCSS R 1.0 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS R 7.0 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts
9-10 RST 1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
6-8.RST 7.1 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
9-10 RST 7.1 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
11-12 RST 1.2 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
11-12 RST 7.2 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
1.4 Students are able to analyze the situation and redefine strategies to address the increasing complex tasks.
1.5 Students are able to design original creative approaches to various tasks by developing additional strategies or skills.
1.6 Students are able to evaluate appropriateness of action taken.
CCSS W 10.0 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
9-10 WHST 10.1 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
11-12 WHST 10.2 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit 2 – Problem-Solving Strategies Desired Results
ESTABLISHED GOALS
Students should:
· Ethically apply resources and problem-solving strategies to real-world problems
· Identify real-world problems
· Describe resources and strategies to address a specific problem
· Apply resources to real-world problems
· Analyze situation to determine proper use of ethical problem-solving strategies
· Make significant progress toward ethically addressing problems
· Show evidence of the evaluation of appropriateness of action(s) taken
TRANSFER
Students will be able to independently use their learning to ethically apply resources and problem-solving strategies to real-world problems.
MEANING
Understandings: Students will understand that here are many ways to solve a problem; however, it must be done ethically for true quality results/lasting solutions.
Essential questions: Can the student identify ethical resources and strategies within real-world problem-solving situations?
ACQUISITION
Students will know how to identify, describe, evaluate, and ethically apply resources and problem-solving strategies for task completion.
Students will be skilled at identifying and using ethical resources and problem-solving strategies for addressing real-world problems.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of an instance when ethical resources and problem-solving strategies were employed to solve a real-world problem.
Evidence (Required for each Unit 2 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / displaying the ethical use of resources and problem-solving strategies.
Evidence (Required for each Unit 2 Framework individually): Submission of at least one (1) photograph demonstrating problem-solving strategies.
Students will provide a reflection of the experience using ethical problem-solving strategies.
Evidence (Should encompass all of Unit 2 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
2.0 Ethically apply resources and problem-solving strategies to real-world problems.
CCSS R 3.0 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
9-10 RST 3.1 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical task, attending to special cases or exceptions defined in the text.
11-12 RST 3.2 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanation in the text.
2.1 Students are able to identify real-world problems.
CCSS SL 2.0 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
9-10 SL 2.1 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
11-12 SL 2.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
2.2 Students are able to describe resources and strategies to address a specific problem.
CCSS W 1.0 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
CCSS.ELA-Literacy.W.4.1b Provide reasons that are supported by facts and details.
CCSS.ELA-Literacy.W.4.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
CCSS.ELA-Literacy.W.4.1d Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
CCSS.ELA-Literacy.W.5.1b Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-Literacy.W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
CCSS.ELA-Literacy.W.5.1d Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.
9-10 WHST 1.1 Write arguments focused on discipline-specific content.
9-10 WHST 1.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
9-10 WHST 1.1.B Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.
9-10 WHST 1.1.C Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
9-10 WHST 1.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
9-10 WHST 1.1.E Provide a concluding statement or section that follows from or supports the argument presented.
11-12 WHST 1.2 Write arguments focused on discipline-specific content.
11-12 WHST 1.2.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
11-12 WHST 1.2.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
11-12 WHST 1.2.C Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reason, between reasons and evidence, and between claim(s) and counterclaims.
11-12 WHST 1.2.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
11-12 WHST 1.2.E Provide a concluding statement or section that follows from or supports the argument presented.
2.3 Students are able to apply a variety of resources to real-world problems.
2.4 Students are able to analyze the situation and determine how to use problem-solving strategies without violating laws or the rights/needs of others.
CCSS W 8.0 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
CCSS.ELA-Literacy.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
9-10 WHST 8.1 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
11-12 WHST 8.2 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
2.5 Students make significant progress toward addressing real-world problems within ethical standards.
2.6 Students are able to evaluate the appropriateness of action taken.
Unit 3 – Team Collaboration Desired Results
ESTABLISHED GOALS
Students should:
· Recognize the value of team membership/participation
· Understand and appreciate the skills of diverse team members
· Participate as an active team member in various roles
· Analyze the group process and enhance the specific utilization of diverse team member skills
· Actively support the team environment (valuing collaboration and interdependency) while respecting the opinions and contributions of all team members
· Judge their personal contribution to team progress and accomplishment and adjust their behavior accordingly
TRANSFER
Students will be able to independently use their learning to collaborate as a productive team member.
MEANING
Understandings: Students will understand that collaboration as a productive team member requires the appreciation, respect, valuing, and utilization of diverse team member skills.
Essential questions: Can the student recognize when their own personal worth/value as a productive team member? Can the student recognize the strengths diverse team members offer to team progress and accomplishment?
ACQUISITION
Students will know how to recognize, understand and appreciate, participate, analyze and respect, and judge their personal contribution as a collaborative team member.
Students will be skilled at judging their contribution to the collaboration of effective and productive team membership.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of an instance when they productively collaborated as a team member.
Evidence (Required for each Unit 3 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / displaying the ethical use of resources and problem-solving strategies.
Evidence (Required for each Unit 3 Framework individually): Submission of at least one (1) photograph demonstrating team collaboration.
Students will provide a reflection of the experience using ethical problem-solving strategies.
Evidence (Should encompass all of Unit 3 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
3.0 Collaborate as a productive team member.
CCSS SL 1.0 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly
9-10 SL 1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
11-12 SL 1.2 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
3.1 Students can recognize the value of participating on a team.
3.2 Students can understand and appreciate the skills of diverse team members.
3.3 Students can participate as active team member in various roles.
3.4 Students can analyze the group process and draw from team members to enhance utilization of team members' skills.
CCSS SL 1.0 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-Literacy.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-Literacy.SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-Literacy.SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
CCSS.ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
· CCSS.ELA-Literacy.SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
· CCSS.ELA-Literacy.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
9-10 SL 1.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
9-10 SL 1.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
11-12 SL 1.2.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
11-12 SL 1.2.C Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
3.5 Students actively support the creation of a team environment that values collaboration and interdependency while respecting the opinions and contributions of others.
CCSS SL 1.0 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CCSS.ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-Literacy.SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-Literacy.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-Literacy.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented
9-10 SL 1.1.B Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
9-10 SL 1.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
11-12 SL 1.2.B Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
11-12 SL 1.2.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
3.6 Students can judge their contribution to the progress and accomplishments of the team and adjust their behavior accordingly.
Unit 4 – Validity and Relevance of Research Desired Results
ESTABLISHED GOALS
Students should:
· Understand the importance of valid and relevant resources
· Describe the research process (determining validity and relevance)
· Use and adequate number and variety of research sources
· Analyze resources to determine their validity and relevance
· Use research, without plagiarism, to address real-world problems with original solutions
· Evaluate the effectiveness, validity, and relevance of their research
TRANSFER
Students will be able to independently use their learning to identify valid and relevant resources for application to real-world problems.
MEANING
Understandings: Students will understand that the quality (validity and relevance) of research performed will impact the outcome of the active solutions of real-world problems.
Essential questions: Can the student understand the importance of and synthesize the information found within valid and relevant research in the active search for solutions to real-world problems?
ACQUISITION
Students will know how to analyze and evaluate research resources for both validity and relevance, describe the research process, and use an adequate number and variety of research sources to address real-world problems with original solutions (without plagiarism).
Students will be skilled at describing the research process and the evaluation research sources for both validity and relevance.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of an instance when they effectively used research resources to address real-world problems with original solutions.
Evidence (Required for each Unit 4 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / displaying the use of research while addressing real-world problems with original solutions.
Evidence (Required for each Unit 4 Framework individually): Submission of at least one (1) photograph demonstrating the validity and relevance of research.
Students will provide a reflection of the experience using ethical problem-solving strategies.
Evidence (Should encompass all of Unit 4 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
4.0 Research and evaluate resources to determine their validity and relevance.
CCSS R 8.0 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CCSS.ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
9-10 RST 8.1 Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
11-12 RST 8.2 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
4.1 Students understand the importance of valid and relevant resources.
CCSS R 4.0 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
9-10 RST 4.1 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
11-12 RST 4.2 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
4.2 Students describe the research process, including how to determine validity and relevance.
CCSS R 6.0 Assess how point of view or purpose shapes the content and style of a text.
CCSS W 2.0 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.4.2e Provide a concluding statement or section related to the information or explanation presented.
CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.5.2e Provide a concluding statement or section related to the information or explanation presented.
CCSS.ELA-Literacy.RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-Literacy.RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
9-10 RST 6.1 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone.
CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
9-10 WHST 2.1 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
9-10 WHST 2.1.A Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
9-10 WHST 2.1.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
9-10 WHST 2.1.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
9-10 WHST 2.1.D Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
9-10 WHST 2.1.E Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
9-10 WHST 2.1.F Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
11-12 RST 6.2 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
11-12 WHST 2.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
11-12WHST 2.2.A Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
11-12 WHST 2.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
11-12 WHST 2.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
11-12 WHST 2.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
11-12 WHST 2.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
4.3 Students use an adequate number and variety of research sources.
CCSS R 10.0 Read and comprehend complex literary and informational texts independently and proficiently.
CCSS.ELA-Literacy.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
9-10 RST 10.1 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
11-12 RST 10.2 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
4.4 Students analyze resources to determine their validity and relevance.
CCSS R 5.0 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCSS R 9.0 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
CCSS.ELA-Literacy.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
9-10 RST 5.1 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
9-10 RST 9.1 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
11-12 RST 5.2 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
11-12 RST 9.2 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
4.5 Students will use research to address real-world problems with original solutions without plagiarizing.
CCSS R 2.0 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
9-10 RST 2.1 Determine the central ideas or information of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
11-12 RST 2.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
4.6 Students evaluate the effectiveness, validity, and relevance of their research.
CCSS W 9.0 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
CCSS.ELA-Literacy.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research
9-10 WHST 9.1 Draw evidence from informational texts to support analysis, reflection, and research.
11-12 WHST 9.2 Draw evidence from informational texts to support analysis, reflection, and research.
Unit 5 - Communication Desired Results
ESTABLISHED GOALS
Students should:
· Identify appropriate communication modes based on the audience
· Explain the communication issues accurately for the specific audience
· Communicate with specific audiences using appropriate technology
· Receive feedback and modify communication based upon audience responses
· Design and create original responses based upon the goals of the communication
· Evaluate their communication efforts to determine if communication was effective or modifications are needed
TRANSFER
Students will be able to independently use their learning to communicate with a variety of audiences using multiple modes.
MEANING
Understandings: Students will understand that effective communication with specific audiences develops by tailoring the modes of communication through the use of feedback, the continuous monitoring of audience responses, the use of appropriate technology, and modification.
Essential questions: Can the student adapt communication to specific audiences through monitoring and modification?
ACQUISITION
Students will know how to appropriately choose and adjust communication modes for specific audiences.
Students will improve their ability to communicate with a variety of audiences using multiple modes.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of an instance when they effectively used multiple modes of communication with a variety of audiences.
Evidence (Required for each Unit 5 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / displaying the use of effective communication.
Evidence (Required for each Unit 5 Framework individually): Submission of at least one (1) photograph demonstrating effective communication.
Students will provide a reflection of the experience using effective communication.
Evidence (Should encompass all of Unit 5 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
5.0 Communicate with a variety of audiences using multiple modes.
5.1 Students are able to identify appropriate communication modes based on the audience.
CCSS SL 4.0 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation
9-10 SL 4.1 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
11-12 SL 4.2 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
5.2 Students are able to explain the communication issues accurately for the specific audience.
5.3 Students are able to communicate with the specific audience using appropriate technology.
CCSS SL 5.0 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-Literacy.SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
9-10 SL 5.1 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
11-12 SL 5.2 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
5.4 Students are able to receive feedback and modify their communication based upon responses from various audiences.
5.5 Students are able to design and create original responses based upon the goals of the communication.
5.6 Students are able to evaluate their communication efforts to determine if the communication was effective and if modifications are needed.
CCSS SL 6.0 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)
CCSS.ELA-Literacy.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.)
CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 here for specific expectations.)
9-10 SL 6.1 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
11-12 SL 6.2 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Unit 6 – Using Technology to Develop Solutions Desired Results
ESTABLISHED GOALS
Students should:
· Identify community problems
· Collect data and explain the problem accurately and concisely
· Interpret and use relevant data and technologies to construct a solution
· Compare and illustrate multiple solutions using various technologies
· Design original solutions using increasingly complex technologies
· Evaluate and recommend the best solution
TRANSFER
Students will be able to independently use their learning to employ emerging technologies to develop solutions to community-based problems within the context of service learning projects.
MEANING
Understandings: Students will understand how to identify a community-based problem, collect relevant data, interpret and use the data for solution construction, compare and illustrate multiple solutions, design original solutions, and evaluate/recommend optimal solutions through the use of emerging technologies.
Essential questions: Can the student use emerging technologies in the search for solutions to community-based problems?
ACQUISITION
Students will know how to use emerging technologies in the development of solutions for community-based problems.
Students will be skilled at using technologies to develop solutions.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of an instance when they used emerging technologies to develop solutions to community-based problems.
Evidence (Required for each Unit 6 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / displaying the use of emerging technologies to develop solutions to community-based problems.
Evidence (Required for each Unit 6 Framework individually): Submission of at least one (1) photograph demonstrating displaying the use of emerging technologies to develop solutions to community-based problems.
Students will provide a reflection of the experience of using emerging technologies to develop solutions to community-based problems.
Evidence (Should encompass all of Unit 6 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
6.0 Develop solutions to community-based problems using emerging technology within the context of service learning projects.
6.1 Students will be able to identify community problems.
CCSS W 4.0 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9-10 WHST 4.1 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12 WHST 4.2 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6.2 Students will be able to collect data and explain the problem accurately and concisely.
CCSS W 5.0 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
9-10 WHST 5.1 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
11-12 WHST 5.2 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6.3 Students will be able to interpret and use relevant data and technologies to construct a solution.
CCSS W 6.0 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-Literacy.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
CCSS.ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
9-10 WHST 6.1 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibility and dynamically.
11-12 WHST 6.2 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
6.4 Students will be able to compare and illustrate multiple solutions using various technologies.
CCSS W 7.0 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
9-10 WHST 7.1 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
11-12 WHST 7.2 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
6.5 Students will be able to design original solutions using increasingly complex technologies.
6.6 Students will be able to evaluate and recommend the best solution.
CCSS SL 3.0 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
CCSS.ELA-Literacy.SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
CCSS.ELA-Literacy.SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
CCSS.ELA-Literacy.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
9-10 SL 3.1 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
11-12 SL 3.2 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Unit 7 – Demonstrating Confidence Desired Results
ESTABLISHED GOALS
Students should:
· Recognize their abilities
· Demonstrate confidence in their perceived ability to contribute to challenges
· Contribute to the community without regard to personal gain
· Demonstrate confidence in their ability to meet challenges in an ambiguous environment
· Demonstrate an increasing willingness to accept risks for personal improvement
· Reflect on their abilities and set new goals for continuous personal improvement and contributions to society
TRANSFER
Students will be able to independently use their learning to improve their ability to demonstrate confidence in their own abilities to meet the challenges of the 21st century.
MEANING
Understandings: Students will understand how to recognize and demonstrate their own personal abilities, contribute to community, demonstrate confidence to meet challenges and willingness to accept risks, and reflect on their abilities for continuous personal improvement and contribution to society.
Essential questions: Can the student demonstrate confidence in their own abilities to meet the challenges of the 21st century?
ACQUISITION
Students will know how to recognize their own abilities and demonstrate confidence in them.
Students will be skilled at accepting personal risk while demonstrating confidence in their own abilities.
Evidence
EVALUATION CRITERIA AND ASSESSMENT EVIDENCE
Within a given project, students should submit a detailed accounting of an instance when accepted personal risk while demonstrating confidence in their own abilities.
Evidence (Required for each Unit 7 Framework individually): Submission of a 200 word summary.
Students will provide photographic evidence supporting / demonstrating confidence in their own abilities.
Evidence (Required for each Unit 7 Framework individually): Submission of at least one (1) photograph demonstrating displaying the use of emerging technologies to develop solutions to community-based problems.
Students will provide a reflection of the experience of accepting personal risk while demonstrating confidence in their own abilities.
Evidence (Should encompass all of Unit 7 requirements): Submission of a 300 word reflection.
Frameworks-CCSS Correlation
7.0 Demonstrate confidence in their own abilities to meet the challenges of the 21st century.
7.1 Students recognize their abilities.
7.2 Students have confidence in their perceived ability to contribute to challenges.
7.3 Students contribute to the community without regard to personal gain.
7.4 Students demonstrate new confidence in their ability to meet challenges in an ambiguous environment.
7.5 Students have increasing willingness to accept risks for personal improvement.
7.6 Students will reflect on their abilities and set new goals for continuous personal improvement and contributions to society.