Ensuring coherence in the scope and sequence of curriculum
Facilitated by: Angela Di Michele Lalor
Learner-Centered Initiatives, Ltd.
249-02 Jericho Turnpike, Suite 203
Floral Park, New York 11001
516 – 502 – 4231 phone
angelal@lciltd.org
www.lciltd.org
learnercenteredpractices.ning.com
LCI Quality Curriculum Webinar Series
All debriefing sessions will be held in an Adobe Connect space located at:
http://connectpro51403031.adobeconnect.com/lci_nyc/
Aligning curriculum and assessment and standards
Engaging, relevant and meaningful curriculum
Ensuring coherence in the scope and sequence of curriculum
Effective questioning and higher order thinking skills
Explicit criteria
Diversified assessment
Connetquot Central School District First Grade Unit of Study
Stage 1 – Desired Results
Essential Question: What does it mean to grow
and change?
Essential Understanding:
Students understand the key features of nonfiction texts in order to gather information about
the plant life cycle and share their knowledge
with others.
Guiding Questions:
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How do you read to gather information?
How is a non-fiction book different from other books?
How can you show how plants grow?
How can you write to share information with others?
What do how-to books look like and how can they be used?
How does writing change?
What is the importance of spelling and grammar in writing?
Common Core Standards:
Reading Information
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RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and
phrases in a text.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.
RI.1.6 Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
RI.1.8 Identify basic similarities in and differences between two texts on the same topic
(e.g., in illustrations, descriptions, or procedures).
Writing
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W.1.1 Write informative/explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.
W.1.5 With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
W.1.7 Participate in shared research and writing projects (e.g., explore a number of
“how-to” books on a given topic and use them to write a sequence of instructions).
W.1.8 With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Language
L.1.1Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
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j.
Produce and expand complete simple and compound declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
d. Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
Knowledge:
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Skills:
Identify key text features of non-fiction
including the glossary, table of
contents,
Identify illustrations and print in a
text
Know the parts of the plant
Know the stages of plants as they go
through the life cycle
Know conjunctions and prepositions
 Respond to questions using details
from the text
 Identify the main idea
 Retell information in the order in
which it occurs
 Use questions to clarify information
 Use the glossary and bold print to
define important words
 Determine how to use illustrations to
gather information
 Read non-fiction text to gather
information
 Compare texts on the same topic
 Use information gathered from nonfiction text to write an informational
piece
 Include diagrams and illustrates to
support facts
 Add details to texts during the writing
process
 Apply sequencing in writing “how-to”
non-fiction pieces
 Revise work for spelling and grammar
Stage 2 – Assessment Evidence
Assessments/Performance Tasks:
Students examine a variety of non-fiction texts
that describe how plants grow. They learn the
difference between information contained in the
print and pictures, how to use text features to
find key information and define vocabulary, and
how different texts present similar information.
Together the class creates a flip chart that
illustrates how to use non-fiction texts.
Using the strategies learned during the
examination of non-fiction texts, students
answer questions to create an illustrated flow
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Other Evidence:
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Post-it notes with text features
Class discussions on how books with
stories are different from books with
information, and how illustrations
help give information.
Illustration of information read-aloud
Picture sequencing
Plant diagram
Growth flow chart
Writing drafts and revisions
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chart demonstrating how plants grow from
seeds, and what a plant needs in order to grow.
Students plant their own seeds and document
their growth in a plant journal. Students add
new information to their illustrated flow charts
based on the observations of their own plants.
Students continue their examination of nonfiction books focusing on how –to books like
gardening books.
Students plan and create a gardening book to
give with the plant as a gift for Mother’s Day. In
the gardening book, students will include
information on how a seed becomes a plan, what
a plant needs to grow and how to care for the
plant.
Stage 3 – Learning Plan
Suggested Learning Activities:
Students:
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examine different books about plants.
create a class list that identifies the
similarities and differences between
books with stories and books with
information.
use post-it notes to identify the table-ofcontents, headings, and glossary in a
non-fiction book.
discuss how illustrations are used in
books by examining wordless picture
books.
create a picture for a read-aloud and
discuss how the illustration explains the
story.
compare two books on plants and identify
the similarities and differences with a
partner.
listen to read-alouds and sequence
pictures in the order in which they occur.
examine plant books to identify the words
that describe the parts of the plant.
Together the class creates a word wall.
draw and label the parts of a plant.
complete a flow-chart using non-fiction
texts that shows the life-cycle of a plant.
participate in class discussions about
what makes a plant grow.
plant and grow their own plant, and
document the process in a journal.
examine how-to books. They discuss
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Suggested Resources:
Literature:
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The Tiny Seed by Eric Carle
Sunflower House by Eve Bunting
My Garden by Kevin Henkes
Jack’s Garden by Henry Cole
Non-Fiction Text:
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From Plant to Seed by Gail Gibbons
How a Plant Grows (Crabapples) by
Bobbie Kalman
How a Plant Grows (Let’s Read and
Find Science) by Helen J. Jordan
Roots, Shoots, Buckets & Boots:
Gardening Together with Children by
Sharon Lovejoy
Grow Your Own Pizza: Gardening
Plans and Recipes for Kids by
Constance Hardesty
Wordless picture books:
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Flotsam by David Weisner
Good Night Garden Gnome by
Jamichael Henterly
Sector 7 by Davide Weisner
Movie:
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The Bee Movie
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how they are similar to and different from
other non-fiction text.
create a plan for a how-to book
draft a how-to book using flow-chart,
science journal, and science word wall
participate in peer and teacher
conferencing
complete skills activities related to
conjunctions, prepositions and
capitalizations.
apply editing strategies to writing
learn how to add details to writing
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Rights, Responsibilities and Relationships
Stage 1 – Desired Results
Standards: Common Core Standards Grade 4
Reading Information
 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.
 RI.4.2 Determine the main idea of a text and explain how it is supported by key
details; summarize the text.
 RI.4.3 Explain events, procedures, ideas, or concepts in a historical, text, including
what happened and why, based on specific information in the text.
 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.
 RI.4.9 Integrate information from two texts on the same topic in order to write or speak
about the subject knowledgeably.
Writing
 W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. 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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another,
for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
 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.
 W.4.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
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Social Studies Content Understandings:
New York Government
 The branches of NYS and local governments (checks and balances, parallels to federal
government)
 The process for electing or appointing government officials
The Constitution
 A plan for organizing government
 Safeguarding individual liberties
 A living document
 Changes and amendments
 Consequences of the absence of government
Understandings:
Essential Question:
Students understand that reading and
learning about the way in which their
government operate will help them to
see the relationship between the
government and the people, and
determine their rights and
responsibilities as productive citizens.
What does the government have to do with me?
Guiding Questions:
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How do you gather information to learn about
the government?
How do you use the key details in the text to
learn about how the government works?
How can you draw inferences based on
information presented in the text?
How can you summarize the text so others
understand the main idea and the key details
that support it?
What are the ways in which informational text
is structures?
How will understanding the structure of the
informational text help the reader determine the
key details and the relationship that exists
amongst those ideas?
How does information that is presented visually,
graphically, or quantitatively help explain
information that has been written?
How do two different types of text present the
same information?
How do you write an informational text that
shares information about how your government
works?
How do you use your research in the
informational text that you are writing?
How is the government in NYS organized?
What kind of local government does NYC have?
What is the purpose of NYS constitution?
What is the difference between rights and
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Students will know…
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responsibilities?
What is the relationship between governments
and individuals?
Students will be able to…
First hand and second hand account
Charts, graphs, diagrams, timelines,
animations and interactive elements
on web pages
NYS government
NYS constitution
Rights, responsibilities and
relationships
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refer to the text
draw inferences
determine main idea
explain how the main idea is supported by
details
summarize
explain events, ideas, or concepts in a historical
text
explain what happened and why using specific
evidence from the text
compare and contrast
interpret information presented visually, orally,
or quantitatively
explain how information presented visually,
orally or quantitatively helps to clarify the text
integrate information from two text
read and comprehend grade-level social studies
text
take notes and categorize information
write explanatory texts to examine a topic
convey ideas and information clearly.
introduce a topic clearly
group related information in paragraphs and
sections
develop a topic with facts, definitions, concrete
details, quotations
link ideas within categories of information using
words and phrases
use precise language and domain-specific
vocabulary
provide a concluding statement related to the
information or explanation presented.
Modifications for ELL and SWD:
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Access the information using appropriately leveled book
Access the information using different modalities; technology, film, pictures, cd’s
Define words using dual language dictionaries
Chart can be replaced with index cards, bulleted list, questions per page
Chart or other note taking tool can include pictures
Explanation or summary can be dictated or scribed
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Stage 2 – Assessment Evidence
Performance Tasks:
Students read at least two texts, as well as one other resource (charts, graphs, diagrams,
timeline, animations or interactive web page) about how the government works. As they
research they keep notes on how the government works on the provided chart.
Students use their chart to write a brief explanation of the rights, responsibilities and
relationships that exist between the government and the people. Students must use the
explicit details and examples from the text that they recorded on their chart to demonstrate
their conclusions and inferences.
Students find and summarize several newspaper or magazine articles that describe how the
government has impacted a person (negatively or positively).
Students use information from their research and the articles to explain the rights,
responsibilities and/or relationships that exist between the government and its people. In
their essay they
a. introduce the concept of rights, responsibilities, and relationships
b. group related information in paragraphs and sections
c. provide facts, definitions, concrete details, quotations, or other information and
examples from the texts and articles that demonstrate the rights, responsibilities and
relationships that exist between the people and the government.
d. link ideas using words and phrases
e. use precise language and vocabulary related to government
f. provide a concluding statement or section that summarizes the information presented.
Stage 3 – Learning Experiences
Students will
 read a short informational text and use the bold headings to determine the main idea
of the text
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complete a circle map where they identify details that support the main idea.
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read a new informational text and complete a circle map showing the relationship
between the main idea and supporting details.
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compare the information found on both circle maps to determine the accuracy of the
information of presented in the reading.
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use a chart provided by the teacher while reading several informational text to
identify the responsibilities of each branch government in NY
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complete a double-bubble map to show similarities and differences between
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information presented in two texts
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add information to their charts by examining several charts and diagrams that
explain how the government works.
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write a summary of information presented in a diagram and chart
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create a visual representation of text that shows how the government works
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read a newspaper article as a group and write a summary of the text
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take notes about government from non-fiction texts
categorize notes in small groups to determine information for writing
write a draft on the rights, responsibilities, and relationships between the government
and its people
work in small groups to receive feedback
write explanatory texts to examine a topic
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Fourth Grade Mathematics Unit of Study
Essential Question: Does Math Matter?
Guiding Questions:
 How do you interpret a multiplication problem?
 What happens to numbers when they are multiplied or divided?
 What is a multiplication comparison? How is it similar to or different from an
addition comparison?
 How do you interpret word problems as mathematical equations?
Step One: What do students need to know and be able to do?
4.OA Use the four operations with whole numbers to solve problems.
1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement
that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of
multiplicative comparisons as multiplication equations.
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.
3. Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.
Step Two: Design an engaging and meaningful task that can measure the learning targets..
Does math matter? We all know how to add, subtract, multiply and divide. During this unit we will
be applying these operations to multi-step problems. As we work on these problems in school, you
will be finding examples in the world around you. Keep track of real life math problems in your
journal: explain the background of the math problem; write the problem mathematically using a
symbol for the unknown number; include the multiplicative comparison; solve the problem; and
explain how you solved the problem and checked for the reasonableness of your answer.
Step Three: Identify supporting lessons.
 Students work in small groups to interpret multiplication problems. Each group will choose a
number, write three different multiplication problems for that number i.e. the number 5, 5x3,
5x5, 5x7; create a visual representation of the problem; and show its comparative.
 Students solve one-step multiplication or division problems. In each problem, students circle the
symbol representing the unknown number. Students create their own problems and switch with
partners in order to solve them.
 Students work with manipulatives to see the difference between multiplying and adding
numbers and the difference between multiplication comparison and addition comparison.
Students record their work and problem solving strategies.
 Students find and underline key words or phrases in practice math problems that give
information as to what operation to use in solving them.
 Students solve one-step multiplication problems and explain the process they used for solving
and checking their answers.
 Students work in small groups to answer multi-step problems.
 Students share real-life math problems from school or home with the class. The teacher provides
students with feedback.
 Students complete practice worksheets.
 Students complete lessons 1 – 5 from their textbook.
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Connetquot School District Sixth Grade ELA/Science Unit:
Stage 1 – Desired Results
Essential Question:
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Essential Understanding:
How do we explain the unknown?
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Students learn how human understanding of
the world has changed through science by
examining the scientific principles behind
the natural phenomena once explained by
folktales.
Guiding Questions:
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What is the central idea of the text? How do you know
How do different texts approach the same idea?
What can you learn about different cultures by reading their stories?
How has science changed the way in which we view the world?
How can you use scientific evidence to prove a point?
Common Core Standards:
Reading Standards in Literature
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R.6.2. Determine a theme or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions or
judgments.
R.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems;
historical novels and fantasy stories) in terms of their approaches to similar themes and
topics.
R.6.11 Recognize, interpret, and make connections in narratives, poetry, and drama,
ethically and artistically to other texts, ideas, cultural perspectives, eras, personal
events, and situations.
a. Self-select text based on personal preferences.
Reading Standards in Literacy for Science and Technical Texts
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RST.6.1 Cite specific textual evidence to support analysis of science and technical texts.
RST.6.2 Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions.
Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects
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W.SST.6/8.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related,
focused questions that allow for multiple avenues of exploration.
W.SST.6/8.9 Draw evidence from informational texts to support analysis, reflection, and
research.
Knowledge:
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Skills:
Know the different purposes of
folktales
Know literary elements
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Determine a central idea within a folktale
Support a central idea with details
Summarize different types of texts
Compare and contrast text in different
genres
 Interpret folktales
 Explain the cultural significance of a
folktale
 Provide details when explaining scientific
principles or events
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 Conduct research
 Write to convey information
Stage 2 – Assessment Evidence
Assessments/Performance Tasks:
Students read a series of folktales. For each
folktale they complete a literary response in
which they summarize the text, identify the
central idea and support it with evidence, and
explain the purpose of the folktale within the
culture it was written.
Students then choose one folktale and conduct
research on the scientific principle that is the
basis of the folktale. Students include in their
research notes a summary of the text, the central
idea of the text, and specific evidence that
explains the scientific principle.
Other Evidence:
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Folktale summaries with marked text
demonstrating student process
Science summaries with marked text
demonstrating student process
Double-bubble map comparing
science texts to folktales
Reader responses
Drafts of essay
Students use their literary responses and
research notes to write an essay that
demonstrates the relationship between folktales
and science in nature by providing the scientific
explanation for the folktale.
Stage 3 – Learning Plan
Suggested Learning Activities:
Suggested Resources:
Students
Folktales
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listen, read and respond to a variety of
folktales
participate in reader’s theater
create an on-going class list of
different folktales read independently
and together that includes the purpose
of each text
practice strategies for summarizing
texts including using a flow chart to
add information while reading,
summarizing sections in the margin of
the text, retelling before writing
practice strategies for identifying the
central idea such as underlining
important information while reading,
reflecting on the title, and reviewing
the purposes of folktales
examine the relationship between
folktales and the cultures in which
they were written by finding evidence
of the culture within the text, and by
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Why the sun and moon live in the sky
How night came
Why mosquitos buzz in people’s ears
Collections
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Nelson Mandela’s Favorite African
Folktales by Nelson Mandela
African Legends, Myths, and Folktales
for Readers Theatre by Anthony D.
Fredericks
Website Lists and Stories
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www.worldoftales.com
www.pitt.edu/~dash/folktexts.html
www.allfolktales.com
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comparing similar stories across
cultures
read science texts and use text
features to take notes on the most
important information
practice summarizing strategies using
non-fiction text
use a double-bubble map to compare
information from non-fiction text to
folk-tales
examine and critique model essays
use teacher and peer feedback to
revise and clarify information
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NYCBOEG7Math: Proportional Reasoning
This unit focuses on analyzing proportional relationships and using them to solve real-world
problems. The unit deepens students’ understanding and use of unit rates; develops their
understanding of proportional relationships as represented in words, tables, equations, graphs and
diagrams; and engages them in multi-step ratio and percent problem-solving.
Stage 1- Desired Results
Essential Question: How are numbers
related?
Essential Understanding: Students understand that a
ratio is a multiplicative comparison of two quantities, or it
is a joining of two quantities in a composed unit. One
representation may sometimes be more helpful than
another and that multiple representations give a fuller
understanding of a problem. Coordinate geometry can be
used to represent and verify geometric/algebraic
relationships.
Guiding Questions:
 How can you find the unit rate with ratios involved with fractions?
 How can you find the unit rate when the quantities are measured with different units?
 What makes a relationship “proportional”? How can you tell if a proportional relationship
exists?
 How can you use tables, graphs or equations to determine whether a relationship is
proportional?
 How can representing mathematical ideas in different ways (graphs, tables, equations,
diagrams, words) help me solve problems?
 How can you represent a proportional relationship by an equation?
 How does a point on a graph to represent a proportional relationship? How is graphing
helpful in determining unit rate?
 How can you use proportional relationships to solve multi-step ratio and percent problems
such as simple interest, tax, markups and markdowns, gratuities and commissions, fees,
percent increases and decreases and percent errors?
Standards:
7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and
other quantities measured in like or different units. For example, if a person walks ½ mile in each
¼ hour, compute the unit rate as the complex fraction ½/¼ miles per hour, equivalently 2 miles
per hour.
7.RP.2 Recognize and represent proportional relationships between quantities.
a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent
ratios in a table or graphing on a coordinate plane and observing whether the graph is a
straight line through the origin.
b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and
verbal descriptions of proportional relationships.
c. Represent proportional relationships by equations. For example, if total cost t is proportional
to the number n of items purchased at a constant price p, the relationship between the total
cost and the number of items can be expressed as t = pn.
d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the
situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples:
simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase
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and decrease, percent error.
Standards for Mathematical Practice:
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.6 Attend to precision.
Knowledge: Student will know….
Ratios & Proportional Relationships:
 Unit rates
 Ratios of fractions including
lengths, areas, and other quantities
measured in like or different units
 Proportional relationships between
quantities (in tables, graphs,
equations, diagrams)
 Speed as a rate
 Ratio tables
 Scale as a ratio
 Equivalent ratios
Coordinate Geometry and Algebra
 Graphing in the coordinate plane
 Point of origin (x,y) focus on (0,0)
and (1,r) where r is the unit rate
 Graph of a line
 Linear relationships
 Rate of change
 Slope
 Proportional and non-proportional
relationships
Skills: Student will be able to…
 Apply concepts of rate and ratio to problem s solving
tasks and situations
 Compute unit rates associated with ratios of fractions
 Compute unit rates that include ratios of length, area
and other quantities measured in like units
 Compute unit rates that include ratios of length, area
and other quantities measured in different units
 Identify the constant of proportionality (unit rate) in
tables, graphs, equations, diagrams, and verbal
descriptions of proportional relationships
 Decide whether two quantities are in a proportional
relationship by testing for equivalent ratios in a data
table
 Decide whether two quantities are in a proportional
relationship by testing for equivalent ratios by
observing the graph of the relationship is a straight
line through the origin.
 Write and solve equations that represent proportional
relationships
 Display proportional relationships through equations
and graphing
 Analyze graphs to determine rate and proportional
relationships
 Explain what a point (x, y) on the graph of a
proportional relationship means in terms of the
situation, with special attention to the points (0, 0)
and (1, r) where r is the unit rate
 Find rate of change using Ordered Pairs in the
coordinate plane
 Use proportional relationships to solve multistep ratio
and percent problems including simple interest, tax,
markups and markdowns, gratuities and
commissions, fees, percent increase and decrease,
percent error.
Stage 2- Assessment Evidence
Performance Task(s): Students are given a series of real world scenarios and problems in which
they have to apply their understanding of proportional reasoning. These problems include
 using proportions and proportional relationships to determine unit rate; what is the rate of
the car given the time and distance traveled?
 solving multi-step problems involving ratio; what is the unit rate associated with a map
scale?
 determining proportional relationships by creating and analyzing a graph; which line
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represents the unit rate for the distance traveled?
extending a table of values and writing an equation to determine proportionality; given the
information provided, write an equation to determine the distance traveled.
plotting and analyzing points on a graph to determine proportionality.
Stage 3 Learning Plan
Learning Activities: Students will …
ARC 1:
 Flowers: Create ratios representing the number of flowers in bunches; determine the number
of flowers bought for $100.
 Gears: Analyze generate ratios for the number of times gears locked in a minute
 Bicycle Shop: Use a ratio to compare the cost of building a bicycle at two different bicycle
shops.
 Bedroom: Use a diagram to determine proportional relationships; determine the length of a
line segment
ARC 2:
 Weight on the Moon: use proportion to determine weight on the moon compared with weight
on Earth
 Ounces of Coffee: determine the unit rate of coffee using a table
 Mixing Juices: compare different juice mixes using proportion
 Investing Money: given a ratio determine the amount of money invested
 Light Bulbs: use proportions to determine percent
ARC 3:
 Trading Cards: write and solve an equation representing a proportional relationship
 Melinda and Akira’s Work: set up a table and draw a graph to determine the relationship
between the distance and speed of two walkers
 Taking a Shower: interpret a graph showing the relationship between the number of minutes
a shower runs and the number of galloons used
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Performance Tasks
1. Amy and her family were traveling during their vacation. She looked at her watch at Point 1 in
the diagram below (11:15), and then again at Point 2 in the diagram below (1:15). Her mom told
her how far they traveled in that time, as noted below (80 miles).
a. Based on this information, what is the unit rate of the car? Explain in writing what that unit
rate means in the context of the problem.
b. Amy’s dad said that the entire trip was 1200 miles. How many hours will it take to complete
the trip? Explain how you know.
2. On a map of the United States, 24 centimeters represents 18 miles. (diagram included)
a. How many centimeters represent one mile?
b. How long is the line segment between A and B in centimeters?
c. If A and B represent two cities, what is the actual distance between the two cities?
3. Jack and Jill raced cross-country on motor bikes. Jack drove 325 miles in 5 hours; Jill took 6 ½
hours to travel the same distance as Jack.
a. Compute the unit rates that describe Jack’s average driving speed and Jill’s average driving
speed. Show how you made your decisions.
b. A portion of the graph of Jack and Jill’s race appears below. Identify which line segment
belongs to Jack and which belongs to Jill. Explain in writing how you made your decisions.
(graph included)
4. Reynaldo is planning to drive from New York to San Francisco in his car. Reynaldo started to fill
out the table below showing how far in miles he can travel for each gallon of gas he uses.
Gallons 2
4
8
10
12
Miles
56
168 224
Use the information in Reynaldo’s table to answer the questions below.
a. Complete the table for Reynaldo. Assume the relationship in the table is proportional.
b. Based on the table, how many miles per gallon did Reynaldo’s car get? Explain in writing how
you know.
c. Write an equation that Reynaldo can use to find the distance (d) he can drive on any number
of gallons of gas (g).
d. When Reynaldo’s tank is full, it holds 20 gallons. How far can Reynaldo drive on a full tank of
gas?
5. The monthly cost of Jazmine’s cell phone plan is graphed on the grid below. Her friend Kiara
selected a plan that charges $0.25 per text, with no monthly fee, because she only uses her
phone for texting.
a. Write an equation to represent the monthly cost of Kiara’s plan for any number of texts.
b. Graph the monthly cost of Kiara’s plan on the grid above.
c. Using the graphs above, explain the meaning of the following coordinate pairs:
i. (0, 20): ____________________________________________________________________
ii. (0, 0): _____________________________________________________________________
iii. (10, 2.5): ___________________________________________________________________
iv. (100, 25): __________________________________________________________________
When one of the girls doubles the number of texts she sends, the cost doubles as well. Who is it?
Explain in writing how you know
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Ninth Grade ELA Example
Stage 1 – Desired Results
Essential Question: Is honor inherent or
Essential Understanding: Students
bestowed?
examine the concept of honor through their
examination of characters in literature and
those in real life. Students focus on the role
of time and context in developing a deep
understanding of literature in an historical
setting.
Guiding Questions:
1. How do you learn about the history of the novel as a literary form?
2. How do you recognize the importance of historical context to the appreciation of
setting and character?
3. How do you identify and analyze major and minor characters?
4. How do you analyze and explain characterization techniques?
5. How do you understand that novels may more than one plot and explain the use of
multiple plots in To Kill A Mockingbird?
6. How do you recognize the importance of point of view in To Kill A Mockingbird and why
it wouldn’t be the same story told from someone else’s point of view?
Standards:
CCLS: English Language Arts 6–12, Grades 9-10, Reading: Literature
RL.9-10.1 Cite the evidence in the text that most strongly supports a specific analysis of
what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
RL.9 – 10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance
the plot or develop the theme.
CCLS: English Language Arts 6–12, Grades 9-10, Reading Information
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RI.9-10.2 Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
CCLS: English Language Arts 6–12, Grades 9-10, Writing
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas
of interest to formulate an argument.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience’s
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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 and supports the
argument presented.
CCLS: English Language Arts 6–12, Grades 9-10, Language
Knowledge of Language
L.9-10. 3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
Vocabulary Acquisition and Use
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9–10 reading and content, choosing flexibly from a range of
strategies.
Knowledge:
 antagonist
 characterization
 characters: major and minor
 conflict
 extended metaphor
 motif
 parallel plots
 protagonist
 setting
 theme
Skills:
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Cite the evidence in the text
Analyze what the text says explicitly
Draw inferences from text
Determine the theme of a novel
Analyze in detail how a theme develops
over the course of a text
Explain how the theme emerges and is
shaped and refined by specific details
Provide an objective summary of the text.
Analyze the characters within a text be
explaining how they develop and interact
with each other
Determine a central idea of a non-fiction
text
Analyze the development of a central idea
over the course of the text
Learn about the history of the novel as a
literary form.
Recognize the importance of historical
context to the appreciation of setting
and character.
Determine the meaning of unknown
words when reading
Understand that novels may more than
one plot and explain the use of multiple
plots in To Kill A Mockingbird.
Recognize the importance of point of
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view in To Kill A Mockingbird and why it
wouldn’t be the same story told from
someone else’s point of view.
Write a literary essay to support a claim
using valid reasoning and relevant and
sufficient evidence
Write literary essays that introduce a
claim, established relationships amongst
ideas, supplies evidence and a
conclusion that supports the argument
Use effective language and vocabulary in
writing
Stage 2 – Assessment Evidence
Assessment/Performance Task:
Students will read To Kill a Mockingbird by Harper Lee or an alternative book that explores
the theme of honor. As they read they will collect a series of quotations that illustrate how
the book reveals the theme of honor throughout. For each quote, they will write a brief
explanation of how the quote serves as an illustration of honor in the book.
Students will conduct research on the “Scottsboro Boys” Trial and life during the Great
Depression. For each primary and secondary, students will provide a summary and an
explanation of how the information sheds light on the novel, and how the novel provides
insight into the non-fiction text.
Students will write a final essay using information from To Kill a Mockingbird and their
research in which they answer the questions
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How does the historical context aid in the appreciation of the setting, characters
and theme of To Kill a Mockingbird?
How did To Kill A Mockingbird explore the theme of honor?
Is honor inherent or bestowed?
Stage 3: Learning Plan
Learning Activities:
Suggested Resources:
Students will
 Write compare a primary source accounts  Recommended: To Kill A Mockingbird
of the “Scottsboro Boys” trial with Scout’s
(Harper Lee)
account of the trial in TKAM using a
 Alternate Selections
double-bubble map.
 The Killer Angels (Michael Shaara)
 discuss how novels can reveal
(E)
dimensions of history even though they
 All Quiet on the Western Front
are fictional.
(Erich Maria Remarque)
 select a documentary photograph from
 The Color Purple (Alice Walker) (IB)
the Library of Congress’s website of Farm
 Of Mice and Men (John Steinbeck)
Security Administration-Office of War
(EA)
Information Collection (FSA-OWI) and
 Black Boy (Richard Wright)
share how the image demonstrates life
during the depression in the American
Additional Resources
south.
 Famous American Trials: “The
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Scottsboro Boys” Trials (1931-37)
select a one-minute descriptive passage
(University of Missouri-Kansas
from To Kill A Mockingbird and recite it
School of Law) (Note: This website
from memory; include an introduction
contains primary and secondary
that states what the excerpt is (i.e., title
source accounts of “The Scottsboro
and author of book); why the book is
Boys” trial.)
significant; and how the passage
exemplifies one of the book’s themes.
Art, Music, and MediaArt (Photographs)
discuss “Is Boo Radley [from To Kill A
 Dorothea Lange, selected
Mockingbird] an honorable man?”
photographs taken for the Farm
create a class definition of honor
Security Administration during the
discuss “Is Atticus Finch a hero, or was
Great Depression
he just doing his job?” This seminar
 “America from the Great
question may also be used as an essay
Depression to World War II:
topic.
Photographs from the FSA-OWI,
rewrite a scene from another characters
1935-1945” (Library of Congress)
point of view and share it with the class
participate in a debate around the
Media
question “Is Scout a reliable narrator?
1. To Kill A Mockingbird (1962) (Robert
Why or why not?”
Mulligan, director)
describe whether the 1962 film version of
To Kill A Mockingbird is faithful to the
novel.
present several photographs of small
southern towns during the depression
from Dorothea Lange’s or The Library of
Congress’ collections and compare them
the description of Maycomb in To Kill A
Mockingbird. Say which rendering is more
vivid to you and explain why.
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Grade Level ________________________________________
Reading Literature Reading Information
Foundation
Writing
Speaking and
Listening
Language
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
X