NEWARK PUBLIC SCHOOLS
Curriculum Guide:
CARPENTRY III
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD MEMBERS
2013-2014
Ms. Antoinette Baskerville-Richardson, Chairperson
Mr. Marques-Aquil Lewis, Vice Chairperson
Mr. Rashon K. Hasan
Mr. Alturrick Kenney
Ms. Eliana Pintor Marin
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Sabu Rashidi
Mr. Jordan Thomas, Student Representative
2
NEWARK PUBLIC SCHOOLS ADMINISTRATION
2013-2014
Cami Anderson, State District Superintendent
Chief of Staff & General Counsel: Charlotte Hitchcock
Assistant Superintendent: Mitchell Center
Assistant Superintendent: Brad Haggerty
Assistant Superintendent: Tiffany Hardrick
Assistant Superintendent: Roger Leon
Assistant Superintendent: Aqua Stovall
Assistant Superintendent: Peter Turnamian
Special Assistant, Office of Curriculum and Instruction: Caleb Perkins
School Business Administrator: Valerie Wilson
3
TABLE OF CONTENTS
COURSE DESCRIPTION .......................................................................................................................................................................... 7
Recommended Textbooks/Resources ......................................................................................................................................................... 9
COURSE PROFICIENCIES .................................................................................................................................................................... 10
Unit 1: Carpentry as a Career ...................................................................................................................................................................... 16
Unit 2: Safety ............................................................................................................................................................................................. 19
Unit 3: Doors and Door Hardware ............................................................................................................................................................ 21
Unit 4: Suspended Ceilings ....................................................................................................................................................................... 23
Unit 5: Window, Door, Floor, and Ceiling Trim ...................................................................................................................................... 25
Unit 6: Cabinet Installation ....................................................................................................................................................................... 26
Unit 7: Cabinet Fabrication ....................................................................................................................................................................... 27
4
Unit 8: Properties of Concrete .................................................................................................................................................................. 28
Unit 9: Reinforcing Concrete .................................................................................................................................................................... 30
Appendix A: Correlation with Common Core Mathematics and ELA-Literacy Standards ..................................................................... 33
Appendix B: Practice Exam #2 from Union County Carpenter’s Union Curriculum .............................................................................. 38
Appendix C: Pre-Mechanical Test from Union County Carpenter’s Union Curriculum ......................................................................... 42
Appendix D: Activities and Scenarios ...................................................................................................................................................... 48
THE NEWARK PUBLIC SCHOOLS DISTRICT
MISSION STATEMENT
The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects
of academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that
our policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven.
We expect our schools and classroom environments to be emotionally safe and intellectually challenging. We
pledge to partner with parents, groups, and organizations that add support to the mission by changing hearts and
minds to value education.
5
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD
Program and Instruction Committee
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Rashidi
Dr. Caleb Perkins, NPS Special Assistant of Curriculum
Valerie Merritt, NPS Director of Board Relations
6
COURSE DESCRIPTION
Carpentry III
Grades 10-11-12
Carpenters are skilled craftsmen who build structures and products from wood and other materials. If you want to pursue a formal carpentry
education, the basic courses will teach you about the manual and power tools, building materials and safety procedures used in basic carpentry.
Your choices for basic carpentry courses vary by institution or school. Some focus on the fundamental skills needed in carpentry, like working
with tools, materials, ladders and other construction equipment. Blueprint reading, site layouts, framing, codes and markings may also be covered.
Other common course topics include:

Millwork

Cabinetry

Stair building

Estimating

Floor construction

Bricklaying

Basic masonry

First aid

Exterior and interior finishes

Carpenter mathematics

Deck installation
7
Field Experience and Apprenticeships
Many schools focus on hands-on training in their carpentry programs and courses. A mix of basic theory and practical application can provide you with the skills
you'll need for employment in the field. Some schools offer actual onsite application of your acquired building and remodeling skills, and they allow you to be a
part of an actual construction project and crew.
The U.S. Bureau of Labor Statistics (BLS) reports that in the U.S., no standard training requirements are in place for carpenters; it typically takes 3-4 years in an
apprenticeship program to achieve proficiency (www.bls.gov).
The BLS also states that training may be acquired through apprenticeships or directly on the job, but apprenticeships are hard to come by, and on-the-job
preparation may offer no formal instruction. Another option for aspiring carpenters is attending a trade or vocational school that offers practical application of the
techniques learned. According to the BLS, many employers look highly upon such preparation and may start formally educated carpenters at higher levels of
employment.
A Career in Carpentry
Carpenters often work in construction, and about one-third are self-employed, according to 2008 data from the BLS. At that time, the carpentry field was
expected to grow by 13% from then through the year 2018, with the greatest job prospects expected for carpenters who are highly trained and experienced. The
BLS stated that the median annual wage for carpenters was $39,470 in May of 2009.
8
Recommended Textbooks/Resources
NCCER. (2013)1. Carpentry Fundamentals, Level 2.
NCCER. (2013)1. Carpentry Fundamentals, Level 3.
9
COURSE PROFICIENCIES
THE STUDENTS WILL BE ABLE TO:
Unit 1: Carpentry as a Career
1. Analyze career goals, including earning potential, educational/training requirements, costs, and possible debt.
2. Use online resources to examine licensing, certification, and credentialing requirements at the national, state, and local levels to maintain
compliance with industry requirements.
3. Develop job readiness skills by participating in structured learning experiences and employment seeking opportunities.
4. Differentiate entrepreneurship opportunities as options for career planning, and identify the knowledge, skills, abilities, and resources required for
owning a business.
5. Examine how roles and responsibilities among trades/professions work in concert to complete a project/job.
6. Examine all factors affecting the project planning process.
7. Describe submittal approval procedures that ensure effective flow of information in the construction process
8. Formulate an opinion regarding a current workplace issue based on research, and propose potential solutions.
9. Interpret spoken and written communication with the appropriate cultural context.
10. Establish specific goals to manage project assignments in a timely manner.
11. Identify closeout procedures needed to effectively complete construction projects
Unit 2: Safety
12. Justify workplace regulations (e.g., OSHA) in the United States and abroad.
13. Give examples of direct and indirect costs of workplace accidents.
14. Explain the importance of having employees trained in first aid and Cardio-Pulmonary Resuscitation (CPR) on the job site.
10
15. Discuss OSHA inspection programs.
16. Compare employee substance abuse policies (e.g., tobacco, drugs, and alcohol) by industry sector.
Unit 3: Doors and Door Hardware
17. Identify various types of door jambs and frames and demonstrate the installation procedures for placing selected door jambs and frames in
different types of interior partitions.
18. Identify different types of interior doors.
19. Identify different types of interior door hardware and demonstrate the installation procedures for selected types.
20. Demonstrate the correct and safe use of the hand and power tools described in this module.
21. List and identify specific items included on a typical door schedule.
22. Demonstrate the procedure for placing and hanging a selected door.
Unit 4: Suspended Ceilings
23. Establish a level line.
24. Explain the common terms related to sound waves and acoustical ceiling materials.
25. Identify the different types of suspended ceilings.
26. Interpret plans related to ceiling layout.
27. Sketch the ceiling layout for a basic suspended ceiling.
28. Perform a material takeoff for a suspended ceiling.
29. Install selected suspended ceilings.
Unit 5: Window, Door, Floor, and Ceiling Trim
30. Identify the different types of standard moldings and describe their uses.
31. Make square and miter cuts using a miter box or power miter saw.
11
32. Make coped joint cuts using a coping saw.
33. Select and properly use fasteners to install trim.
34. Install interior trim, including:

Door trim

Window trim

Base trim

Ceiling trim
33. Estimate the quantities of different trim materials required for selected rooms.
Unit 6: Cabinet Installation
34. State the classes and sizes of typical base and wall kitchen cabinets.
35. Identify the cabinet components and hardware and describe their purposes.
36. Lay out factory-made cabinets, countertops, and backsplashes.
37. Explain the installation of an island base.
Unit 7: Cabinet Fabrication
38. Recognize the common types of woods used to make cabinets.
39. Correctly and safely use stationary power tools.
40. Identify and cut the various types of joints used in cabinetmaking.
41. Build a cabinet from a set of drawings.
42. Install plastic laminate on a countertop core.
Unit 8: Properties of Concrete
43. Identify various types of cement and describe their uses.
12
44. Identify types and sizes of concrete aggregates.
45. Identify types of concrete admixtures and describe their uses.
46. Identify special types of concrete and describe their uses.
47. Calculate concrete volume requirements for rectangular, cylindrical, or other geometric structures using formulas, concrete tables, and/or concrete
calculators, as applicable.
48. Identify concrete curing methods and materials.
49. Identify concrete testing methods.
50. Mix concrete using different aggregates and admixtures.
51. Sample concrete using a test cylinder.
52. Perform slump testing of concrete.
53. Demonstrate how to properly set up a curing box.
Unit 9: Reinforcing Concrete
54. Describe the applications of reinforcing bars, the uses of reinforced structural concrete, and the basic processes involved in placing reinforcing
bars.
55. Recognize and identify the bar bends standardized by the American Concrete Institution (ACI).
56. Read and interpret bar lists and describe the information found on a bar list.
57. List the types of ties used in securing reinforcing bars.
58. State the tolerances allowed in the fabrication of reinforcing bars.
59. Demonstrate the proper use of common ties for reinforcing bars.
60. Describe methods by which reinforcing bars may be cut and bent in the field.
61. Use the tools and equipment needed for installing reinforcing bars.
62. Safely use selected tools and equipment to cut, bend, and install reinforcing materials.
63. Explain the necessity of concrete cover in placing reinforcing bars.
13
64. Explain and demonstrate how to place bars in walls, columns, beams, girders, joists, and slabs.
65. Identify lapped splices.
14
Carpentry III – SUGGESTED PACING
Unit
UNIT: 1
UNIT: 2
UNIT: 3
UNIT: 4
UNIT: 5
UNIT: 6
UNIT: 7
UNIT: 8
UNIT: 9
TOTALS
Carpentry as a Career
Safety
Doors and Door Hardware
Window, Door, Floor, and
Ceiling Trim
Cabinet Installation
Cabinet Fabrication
Properties of Concrete
Reinforcing Concrete
Handling and Placing Concrete
80 MINUTES
HALF YEAR
7-9
4-5
15-16
18-20
50 MINUTES
FULL YEAR
12-15
6-7
24-26
30-32
7-9
7-9
7-9
11-13
17-19
93-108 DAYS
12-15
12-15
12-15
18-21
27-31
153-177 DAYS
15
Unit 1: Carpentry as a Career
Essential Questions
What do I need to do in
order to get and retain
employment in this
industry?
What are some job
opportunities in my
area?
How do I write a resume
and prepare a job
portfolio that will get me
hired?
What are some
educational
opportunities that I can
apply for?
What would it take to
run my own Carpentry
business?
How do individuals
work as a team to
complete projects?
What factors can affect
Instructional
Objectives/Skills and
Benchmarks
1. Analyze career goals,
including earning
potential,
educational/training
requirements, costs,
and possible debt.
Types of Activities and
Assessments that could
support Objectives
Compare career options
and paths within a
graphic organizer. Write
a summary of the
information found and
draw conclusions.
2. Use online resources
to examine licensing,
certification, and
credentialing
requirements at the
national, state, and
local levels to maintain
compliance with
industry requirements.
Research and present
information about a
particular type of
license, certification, or
credential, including its
specific requirements
and when it can be
applied.
3. Develop job
readiness skills by
participating in
structured learning
experiences and
employment seeking
opportunities.
Role-play a job
interview situation.
Listen to a guest speaker
about the construction
industry and
opportunities.
4. Differentiate
Visit a trade show or job
entrepreneurship
opportunities as options fair as a field trip.
for career planning, and
16
Suggested Resources
Academic Alignments
to Unit Objectives
Bureau of Labor
Statistic’s Occupational
Outlook Handbook
CPI
21st Century
9.1.12.D.1
9.1.12.F.5
9.2.12.A.1
9.2.12.A.2
9.3.12.C.4
9.3.12.C.6
9.3.12.C.10
9.3.12.C.15
9.4.12.B.37
9.4.12B.38
9.4.12B.53
9.4.12B.54
9.4.12B.59
9.4.12B.68
9.4.12.B.(2).1
9.4.12.B.(2).2
9.4.12.B.(2).8
United Brotherhood of
Carpenters and Joiners
of America
National Association of
Home Builders
Associated General
Contractors of America
Associated Builders and
Contractors
Licensing on
nationalcontractors.com
Construction Business
Owner.com
CCSS
ELA-Lit:
SL.1
WHST.1-2
WHST.7-9
Essential Questions
project planning?
What are some of the
ethical issues currently
facing employees and
employers in the
Carpentry field?
What are some effective
ways to overcome
barriers to
communication?
Why do workplace
regulations exist?
Why is it important to
prevent accidents?
What are OSHA
inspection programs?
Why should employees
be trained in first aid
and CPR?
What will happen to a
person abusing a
controlled substance on
the job?
Instructional
Objectives/Skills and
Benchmarks
identify the knowledge,
skills, abilities, and
resources required for
owning a business.
Types of Activities and
Assessments that could
support Objectives
Write about the
challenges and
opportunities of
entrepreneurship.
5. Examine how roles and
responsibilities among
trades/professions work
in concert to complete Review a typical
contract and describe its
a project/job
sections and key
6. Examine all factors
agreements.
affecting the project
planning process.
Review the plan for a
construction project and
7. Describe submittal
identify the key
approval procedures
elements (e.g. materials,
that ensure effective
flow of information in regulations,
environment, location)
the construction
that have a large effect
process.
on the design.
8. Formulate an opinion
regarding a current
Research a current
workplace issue based workplace concern using
on research, and
print and electronic
propose potential
sources to develop and
solutions.
support an opinion on
the issue.
9. Interpret spoken and
written communication
List possible obstacles to
with the appropriate
clear oral or written
cultural context.
17
Suggested Resources
Academic Alignments
to Unit Objectives
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
What are some tools and 10. Establish specific
methods that I can use to
goals to manage project
plan a project?
assignments in a timely
manner.
11. Identify closeout
procedures needed to
effectively complete
construction projects.
Types of Activities and
Assessments that could
support Objectives
communication on the
job site and describe
how they can be
avoided.
Illustrate the key steps of
a project, from its early
conception to finalizing
the work.
18
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 2: Safety
Essential Questions
Why do workplace
regulations exist?
Why is it important to
prevent accidents?
What are OSHA
inspection programs?
Why should employees
be trained in first aid
and CPR?
What will happen to a
person abusing a
controlled substance on
the job?
What are some tools and
methods that I can use to
plan a project?
Instructional
Objectives/Skills and
Benchmarks
1. Justify workplace
safety regulations
(e.g., OSHA) in the
United States and
abroad.
Types of Activities and
Assessments that could
support Objectives
Suggested Resources
Academic Alignments
to Unit Objectives
CPI
21st Century
9.1.12.F.3
9.3.12.C.19
9.4.12.B.40
9.4.12.B.(2).9
2. Give examples of
direct and indirect
costs of workplace
accidents.
CCSS
ELA-Lit:
RST.3
SL.1
WHST.2.b
3. Explain the
importance of having
employees trained in
first aid and CardioPulmonary
Resuscitation (CPR)
on the job site.
4. Discuss OSHA
inspection programs.
5. Compare employee
substance abuse
policies (e.g.,
tobacco, drugs, and
alcohol) by industry
sector.
6. Demonstrate
understanding of risk
management
19
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
principles and other
strategies and tactics
used to maintain,
increase, or decrease
risk.
Types of Activities and
Assessments that could
support Objectives
20
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 3: Doors and Door Hardware
Essential Questions
What are the commonly
used types of door
jambs, frames, interior
doors, and hardware
used for interior doors?
How are different types
of interior doors
installed?
What are some of the
safety rules associated
with using hand and
power tools?
What is typically found
on a door schedule?
What sit the procedure
for placing and hanging
a door?
Instructional
Objectives/Skills and
Benchmarks
1. Identify various types
of door jambs and
frames and
demonstrate the
installation procedures
for placing selected
door jambs and frames
in different types of
interior partitions.
2. Identify different types
of interior doors.
3. Identify different types
of interior door
hardware and
demonstrate the
installation procedures
for selected types.
4. Demonstrate the
correct and safe use of
the hand and power
tools used for door
installation.
5. List and identify
specific items included
on a typical door
schedule.
Types of Activities and Suggested Resources
Assessments that could
illustrate Objectives
Install a selected metal NCCER Module 2720807
frame door using the
proper safety
precautions.
Academic Alignments
Install a prehung door
unit or door hanging
system using the
proper safety
precautions.
CCSS
ELA-Lit:
RST.3
L.6
Lay out and cut
hinges in a wooden
door.
Install a lockset and
door closer using the
proper safety
precautions.
Install a bifold door
using the proper
safety precautions.
Appendix D Activities
and Scenarios
6. Demonstrate the
21
CPI
21st Century Skills:
9.4.12B.74
9.4.12B.75
Math:
G.MG.3
procedure for placing
and hanging a selected
door.
22
Unit 4: Suspended Ceilings
Essential Questions
How is a level line
established?
What are some common
terms related to sound
waves and acoustical
ceiling materials?
What are the different
types of suspended
ceilings?
What is commonly found
on plans related to
ceiling layout?
How do I sketch a
ceiling layout for a
suspended ceiling?
What are the steps for
installing suspended
ceilings?
Instructional
Objectives/Skills and
Benchmarks
1. Establish a level line.
2. Explain the common
terms related to sound
waves and acoustical
ceiling materials.
3. Identify the different
types of suspended
ceilings.
4. Interpret plans related
to ceiling layout.
5. Sketch the ceiling
layout for a basic
suspended ceiling.
6. Perform a material
takeoff for a suspended
ceiling.
7. Install selected
suspended ceilings.
Types of Activities and
Assessments that could
support Objectives
Use a water level and/or
establish a level line at
ceiling level such as is
required when installing
the wall angle for a
suspended ceiling.
Lay out and install
selected suspended
ceiling systems
according to specific
plan.
• Exposed grid ceiling
system
• Metal pan ceiling
system
• Direct-hung concealed
grid system
• Drywall furring ceiling
system
Draw a ceiling
plan/sketch for a typical
room, then use the
plan/sketch to estimate
the quantities of
materials needed to
install an exposed grid
ceiling system in the
23
Suggested Resources
Academic Alignments
to Unit Objectives
NCCER Module 2720907
CPI
21st Century Skills:
9.4.12B.74
9.4.12B.75
9.4.12.B.(1).9
9.4.12.B.(1).9
9.4.12.B.(1).10
9.4.12.B.(1).11
Sci:
5.2.8.E.2
CCSS
ELA-Lit:
RST.3
L.6
WHST.2.b
Math:
G.MG.3
7.G.1
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
support Objectives
room.
24
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 5: Window, Door, Floor, and Ceiling Trim
Essential Questions
What are some different
types of moldings?
How are square and
miter cuts made?
Instructional
Objectives/Skills and
Benchmarks
1. Identify the different
types of standard
moldings and describe
their uses.
2. Make square and miter
cuts using a miter box
How are coped joint cuts
or power miter saw.
made?
What are the different
kinds of fasteners used
to install trim, and why
would one be used
instead of another?
How is interior trim
installed?
What are some ways to
estimate the quantities of
trim materials required
for a room?
3. Make coped joint cuts
using a coping saw.
4. Select and properly use
fasteners to install trim.
5. Install interior trim,
including:
Door trim
Window trim
Base trim
Ceiling trim
6. Estimate the quantities
of different trim
materials required for
selected rooms.
Types of Activities and Suggested Resources
Assessments that could
support Objectives
Make square and miter
NCCER Module 27210cuts to selected
07
moldings using a
metal/wooden miter box.
Academic Alignments
to Unit Objectives
Make square and miter
cuts to selected
moldings using
a power miter/
compound miter saw.
CCSS
ELA-Lit:
RST.3
L.6
Make a coped joint
using a coping saw.
Use a pneumatic finish
nailer to fasten molding.
Install interior trim,
including:
• Door trim
•Window trim
• Base trim
• Ceiling trim
Estimate the quantities
of different trim
materials required for
selected rooms.
25
CPI
21st Century Life Skills:
9.4.12B.74
9.4.12B.75
Math:
7.EE.3
Unit 6: Cabinet Installation
Essential Questions
What are the types of
cabinets, and what are
their components?
What are the steps for
laying out cabinets,
countertops, and
backsplashes?
How are island bases
installed?
Instructional
Objectives/Skills and
Benchmarks
1. State the classes and
sizes of typical base and
wall kitchen cabinets.
2. Identify the cabinet
components and
hardware and describe
their purposes.
3. Lay out factory-made
cabinets, countertops,
and backsplashes.
4. Explain the installation
of an island base.
Types of Activities and
Assessments that could
support Objectives
Lay out and identify
various types of base
and wall units following
a specified layout
scheme.
Install and assemble
various types of factorybuilt base and wall units
following a specified
layout scheme.
Appendix D Activities
and Scenarios
Interior trim scenario
26
Suggested Resources
Academic Alignments
to Unit Objectives
NCCER Module 2721107
CPI
21st Century Skills:
9.4.12B.74
9.4.12B.75
9.4.12.C.(6).2
CCSS
ELA-Lit:
RST.3
L.6
WHST.2.b
Unit 7: Cabinet Fabrication
Essential Questions
What are the common
types of wood used to
make cabinets?
What are some safety
rules regarding the use
of stationary power
tools?
How are joints used in
cabinetmaking?
What are the steps to
building a cabinet from
a set of drawings?
Instructional
Objectives/Skills and
Benchmarks
1. Recognize the common
types of woods used to
make cabinets.
2. Correctly and safely
use stationary power
tools.
3. Identify and cut the
various types of joints
used in cabinetmaking.
Types of Activities and
Assessments that could
support Objectives
Use stationary power
tools to make joints
commonly used by
cabinetmakers.
Build a cabinet from a
set of drawings.
Install plastic laminate
on a countertop core.
4. Build a cabinet from a
set of drawings.
Suggested Resources
Academic Alignments
to Unit Objectives
NCCER Module 2721207
CPI
21st Century Skills:
9.4.12B.74
9.4.12B.75
9.4.12.B.(1).11
CCSS
ELA-Lit:
RST.3
L.6
Math:
G.MG.3
7.G.1
5. Install plastic laminate
on a countertop core.
What are the steps for
installing plastic
laminate?
27
Unit 8: Properties of Concrete
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
How are various types 1. Identify various types
of cement, concrete, and
of cement and describe
concrete admixtures
their uses.
used?
2. Identify types and sizes
How are volume
requirements for
different geometrical
structures determined?
What are some methods
for curing and testing
concrete?
How should concrete be
mixed?
How are curing boxes
set up?
Types of Activities and Suggested Resources
Assessments that could
support Objectives
Calculate concrete
NCCER Module 27303volume requirements for 07
rectangular,
cylindrical, or other
of concrete aggregates. geometric structures
using formulas, concrete
3. Identify types of
tables, and/or concrete
concrete admixtures
calculators, as
and describe their uses. applicable.
4. Identify special types
Perform a specimen
of concrete and
casting for concrete
describe their uses.
strength testing using
5. Calculate concrete
proper procedures.
volume requirements
for rectangular,
Extract concrete
cylindrical, or other
samples using approved
geometric structures
sampling method(s).
using formulas,
concrete tables, and/or Perform a concrete
concrete calculators, as slump test using proper
applicable.
procedures.
6. Identify concrete
curing methods and
materials, and relate
how changing factors
such as heat or
28
Academic Alignments
to Unit Objectives
CPI
21st Century Skills:
9.4.12B.74
9.4.12B.75
9.4.12.B.(2).6
Sci:
5.1.12.D.2
5.2.12.D.5
CCSS
ELA-Lit:
RST.3
L.6
Math:
7.G.6
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
humidity effect the
curing.
Types of Activities and
Assessments that could
support Objectives
7. Identify concrete
testing methods.
8. Mix concrete using
different aggregates
and admixtures.
9. Sample concrete using
a test cylinder.
10. Perform slump testing
of concrete.
11. Demonstrate how to
properly set up a
curing box.
29
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 9: Reinforcing Concrete
Essential Questions
What are some
applications for
reinforcing bars and
reinforced structural
concrete?
What are the standard
bar bends?
What information can be
found on a bar list?
What are the types of
ties used in securing
reinforcing bars, and
how are they used?
What are the tolerances
allowed in the
fabrication of
reinforcing bars?
Instructional
Objectives/Skills and
Benchmarks
1. Describe the
applications of
reinforcing bars, the
uses of reinforced
structural concrete, and
the basic processes
involved in placing
reinforcing bars.
Types of Activities and
Assessments that could
support Objectives
Use appropriate tools to
cut and bend reinforcing
bars.
2. Recognize and identify
the bar bends
standardized by the
American Concrete
Institution (ACI).
Demonstrate proper lap
splicing of reinforcing
bars using wire ties.
3. Read and interpret bar
lists and describe the
information found on a
bar list.
Demonstrate five types
of ties for reinforcing
bars.
Demonstrate the proper
placement, spacing,
tying, and support for
reinforcing bars.
4. List the types of ties
used in securing
reinforcing bars.
How can reinforcing
bars be cut an bent in
the field?
5. State the tolerances
allowed in the
fabrication of
reinforcing bars.
Why is concrete cover
necessary when placing
bars?
6. Demonstrate the proper
use of common ties for
30
Suggested Resources
Academic Alignments
to Unit Objectives
NCCER Module 2730407
CPI
21st Century Skills:
9.4.12B.74
9.4.12B.75
Sci:
5.2.8.E.2
CCSS
ELA-Lit:
RST.3
L.6
WHST.2.b
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
reinforcing bars.
How are bars placed in
walls, columns, beams,
girders, joists, and
slabs?
7. Describe methods by
which reinforcing bars
may be cut and bent in
the field.
What are lapped
splices?
8. Use the tools and
equipment needed for
installing reinforcing
bars.
Types of Activities and
Assessments that could
support Objectives
9. Safely use selected
tools and equipment to
cut, bend, and install
reinforcing materials.
10. Explain the necessity
of concrete cover in
placing reinforcing
bars.
11. Explain and
demonstrate how to
place bars in walls,
columns, beams,
girders, joists, and
slabs.
12. Identify lapped
splices.
31
Suggested Resources
Academic Alignments
to Unit Objectives
32
Appendix A: Correlation with Common Core Mathematics and ELA-Literacy Standards
CCSS code
Math
7.EE.3
Common Core State Standard
Solve multi-step real-life and mathematical problems posed with positive and negative rational
numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between forms as
appropriate; and assess the reasonableness of answers using mental computation and estimation
strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place
a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to
place the bar about 9 inches from each edge; this estimate can be used as a check on the exact
computation.
7.G.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths
and areas from a scale drawing and reproducing a scale drawing at a different scale.
7.G.6
Solve real-world and mathematical problems involving area, volume and surface area of two- and
three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
G.MG.3
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
English Language Arts and Literacy for Technical Subjects
ELA.L.6
Grades 9–10: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
Grades 11–12: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
ELA.RST.3
Grades 9–10: Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks, attending to special cases or exceptions
defined in the text.
Grades 11–12: Follow precisely a complex multistep procedure when carrying out experiments,
33
CCSS code
ELA.RST.4
ELA.SL.1
Common Core State Standard
taking measurements, or performing technical tasks, analyzing the specific results based on
explanations in the text.
Grades 9–10: 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.
Grades 11–12: 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.
Grades 9–10: Initiate and participate effectively in a range of collaborative discussions (one-onone, 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.
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.
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.
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.
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.
Grades 11–12: Initiate and participate effectively in a range of collaborative discussions (one onone, 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.
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.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals
34
CCSS code
ELA.WHST.1
Common Core State Standard
and deadlines, and establish individual roles as needed.
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.
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.
Grades 9–10: Write arguments focused on discipline-specific content.
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.
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 disciplineappropriate form and in a manner that anticipates the audience’s knowledge level and
concerns.
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.
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.
e. Provide a concluding statement or section that follows from or supports the argument
presented.
Grades 11–12: Write arguments focused on discipline-specific content.
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.
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.
35
CCSS code
ELA.WHST.2
Common Core State Standard
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 reasons, between reasons
and evidence, and between claim(s) and counterclaims.
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.
e. Provide a concluding statement or section that follows from or supports the argument
presented.
Grades 9–10: Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
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.
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.
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.
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.
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.
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).
Grades 11–12: Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
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.
36
CCSS code
ELA.WHST.7
ELA.WHST.8
ELA.WHST.9
Common Core State Standard
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.
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.
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.
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).
Grades 9–10: 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
Grades 11–12: 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.
Grades 9–10: 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.
Grades 11–12: 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.
Grades 9–10: Draw evidence from informational texts to support analysis, reflection, and research.
Grades 11–12: Draw evidence from informational texts to support analysis, reflection, and
research.
37
Appendix B: Practice Exam #2 from Union County Carpenter’s Union Curriculum
38
39
40
41
Appendix C: Pre-Mechanical Test from Union County Carpenter’s Union Curriculum
42
43
44
45
46
47
Appendix D: Activities and Scenarios
These literacy activities may be used to promote both the standards and the required carpentry content. Note that these are just sample
activities that promote literacy instruction as well as content for each of the standards.
Interior Trim
Instructional Activity 1:
 Students will read information and/or see two different video presentations on the installation of doors, trim, and hardware and
discuss/observe the advantages and disadvantages of different procedures.
 Students will then evaluate the procedures from the text above to choose which of the alternative procedures are better and
why. Students need to be able to defend their choice.
 Students will work in teams to build model doors with hardware and trim based on the "best" procedures that they chose
above.
Activity aligns to the following CCSS ELA-Literacy standards: RST.3, 5; WHST.2.b
Activity aligns to the following NOCTI Interior Finish Competencies:
•
Install interior doors
•
Install standing and running trim
•
Install hardware
Writing to a Scenario
What follows is a scenario based on the NOCTI expected competencies. It contains a NOCTI problem that has more them one cause.
It contains different viewpoints and each situation could have been clearly preventable if the appropriate procedures had been
followed.
Students should read the scenario, examine the point of view of each party, and read text that explains the correct way of proceeding
in each of these types of cases.
Students may work individually, in pairs, or in groups, as the class covers the part of the NOCTI curriculum that is relevant to each
scenario. Students should review the claims and counterclaims. Students should be prepared to write the information in a way that
demonstrates their understanding of the content, the evidence, and the reasoning involved in each claim. Their main questions are:
1. What are the claims and counterclaims; and the strengths and weaknesses of each of them?
2. How could have the problem been prevented?
48
3. How can this problem be resolved?
Note: Rubrics designed to assess student work should include elements from all of the Technical Writing Standards.
Interior trim scenario: A worker was asked to install interior trim in a new residential project. The interior trim included chair rails in
the dining room. The worker was not familiar with the conventions used for this type of installation. The foreman for the job was not
immediately available. Instead of getting advice on the proper way to install these rails, the worker just guessed at the proper height
and installed them too low. The client later checked on the installation and the contractor was required to remove the rails, repair the
damage that was done to the walls, and reinstall them properly. The contractor docked the worker’s pay to cover the extra expense.
The worker said that what he did was reasonable because he could not complete his assigned job without guessing the height since the
foreman who could have given him the correct information was not available. He said that if he had not done what he did, he would
have been in trouble for not following instructions. He said that he was put in a situation that left him with no other reasonable option
because the foreman was not available. Examine and evaluate the claims and counterclaims. How could have the problem been
prevented? How can this problem be resolved?
Scenario writing aligns to the following CCSS ELA-Literacy standards: WHST.1, 4, 5, & 6
Scenario aligns to the following NOCTI Interior Finish Competencies:
•
Install interior doors
•
Install standing and running trim
49