Essential Curriculum
Committee Meeting
August 17, 2012
Today’s Agenda
I.
II.
III.
1.
2.
3.
IV.
V.
VI.
Welcome/Snacks
Review Agenda
LFS Unit Tips
KUD Rubric –
(Standards, Concept Organizers, & Samples)
Quick Review of Instructional Chunks & Assessment
Prompts
Tier II Vocabulary Lists
Work on Units
Lunch
Complete Units
LFS Unit Tips: KUD Rubric
KNOW
UNDERSTAND
Exemplary
Solid
Developing
Knows are accurately
placed & match do
Knows are accurately
placed.
Knows are
inconsistently placed.
Address facts, details,
vocabulary, etc.
Address essential
information
Does not address
essential information
Understand includes big
idea of the unit
Understand includes
big idea of the unit
Only one
Only one
Understand does not
address the big idea
of the unit
Could answer the UEQ
DO
General
More than one listed
Clearly represent the
following: skills, real
world outcomes,
standards
Begins with an action
verb
Are real world
outcomes
Some dos are
activities
Begins with an action
verb
May not begin with
action verb
Elements reinforce and
support each other
Organized the knows
and dos appropriately
Elements are
incorrectly placed
Standards are clearly
embedded in all
elements of KUD
Link to standards
present
Does not link to
appropriately
standards
Standards
Concept Organizers
Instructional Chunks & Assessment
Prompts
LEQ: How does plot sequence affect the telling of a story?
What do students need to learn to be able to answer the Essential
Question?
Assessment Prompt #1: Describe the use of foreshadowing within the plot.
Assessment Prompt #2: Make predictions about the characters.
Assessment Prompt #3: Diagram the plot of the short story “The Monkey’s
Paw”.
Instruction:
Read background about author provided in the text. Students should
brainstorm a list of predictions (individually, in pairs and then share ideas
as a class) as to what the title “The Monkey’s Paw” might mean. Review
the terms mood/tone, prediction, foreshadow and flashback previewed
during the launch exercise. Show examples of these terms.
Students will listen to the audio version of the short story and use Cornell NoteTaking organizer to make predictions as the story continues. Stop on page
two and ask students to write down their answers to this question: “What
are some clues that have been shared in the plot so far that might give us
an idea about the ending?” Share your prediction with a partner. Is there
any information in the first two pages that could provide foreshadowing as
to what might happen in the story?
AP #1: On an index card, write down your definition for the term foreshadow
and give an example of this from our story or another story you have read.
What components need to be revised
in this example?
LEQ: What types of important data would be found on pictographs?
AP #1 topic: Teacher directing essential question and related lesson vocabulary
toward whole group relating to components of pictographs
AP #2 topic: Daily individual, pair, and/or small group lesson practice relating to
purposes for using pictographs
AP #3 topic: Homework given twice a week in the form of written summaries
when students use Skills Tutor once weekly as well as answering written
questions relating to reading/interpreting graphs
Instructional Plan: (How will you provide instruction and/or specific learning experiences which
lead students to the understanding necessary to respond to each assessment prompt? What will
be the sequence of these learning experiences?)
Assessment Prompt #1: Teacher will post and introduce essential question to
open a class discussion which then leads to previewing lesson vocabulary
for students to write in journals.
Assessment Prompt #2: Students have opportunities to ask questions before,
during, and after assignments and then are expected to complete lesson
work individually and/or in collaborative pairs.
Assessment Prompt #3: Homework given 2 times weekly for review/practice.
One assignment relates to students writing summarizes about what they
did/learned during a lesson based on Skills Tutor computer remedial
program. Second assignment relates to practice lesson material.
Missing Components
1. Standards were not used to create the previous acquisition
lesson/standards that could be addressed include:
Use units as a way to understand problems and to guide /the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret
the scale and the origin in graphs and data displays. CC.9-12.N.Q.1
Define appropriate quantities for the purpose of descriptive modeling. CC.9-12.N.Q.2
Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities. CC.9-12.N.Q.3
2. AP Topics do not address essential question/Use verb to describe
AP Topic #1: Describe components of a pictograph
AP Topic #2: Create an accurate pictograph/model to describe the solution of a problem
AP Topic #3: Interpret the data in a pictograph
3. Instructional chunks need more detail
An example of a pictograph will be displayed on the white board. The following
vocabulary terms will be listed on the left side of the graph: key, scale, source,
symbol, label, title. With a partner, students will use deductive reasoning to match
vocabulary word to the component on the pictograph. Students will then write a
sentence explaining why they made that deduction. Pairs will share out their
answers and reasoning behind the choices. Finally, teacher will reveal the correct
matches. Students will create their own model of a pictograph and label parts.
AP #1: In a $2.00 summary, students will describe the components of a pictograph.
Tier II Vocabulary
Resources
Tier II Word List
www.missionliteracy.com/page42/page51/assets/introducingnewvocab.doc
Choosing Tier II Words to Teach
http://www.aea267.k12.ia.us/literacy/files/Vocabulary/choosingwords/Which_Words_to_Teach.pdf
Word Generation
http://wg.serpmedia.org/