Course Overview- Fundamentals of ELA
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Course Overview- Fundamentals of ELA Course Description: This class is designed to introduce students to basic elements of literature while focusing intensively on improving their reading level. We will begin with an introduction to the common components of stories. As students become more familiar with the structure of stories, we will begin to focus upon the novel. Throughout the year, we will also be using the Wilson Reading System in order to help each student become a better reader. This phonics-based reading remediation program is designed to ensure students are familiar with word structure and able to recognize the consistencies within the language. By the completion of this course, students should have improved their reading level by at least one year. Major Texts: Short Stories: Local News and Help Wanted by Gary Soto 145th Street by Walter Dean Myers Sixteen: Short Stories by Outstanding Writers for Young Adults edited by Donald R. Gallo Who Am I Without Him? by Sharon G. Flake Life is Funny by E.R. Frank Novels: Bodega Dreams by Ernesto Quinonez Makes Me Wanna Holler by Nathan McCall Monster by Walter Dean Myers Money Hungry (Jump at the Sun) by Sharon Flake Rooftop by Paul Volponi America’s Dream by Esmeralda Santiago Supplemental Materials: (student workbooks, films) Author biographies (Myers, Soto) Films: Raising Victor Vargas and Mi Vida Loca Wilson Student Readers Steps 1-12 Wilson Student Notebooks 1-12 Level A Wilson Stories for Older Students Steps 1-9 Wilson Reading System Sound Cards Wilson Reading System Word Cards Wilson Reading System Syllable Cards Major Assessments: 4 major exams throughout the semester, each including: • Reading assessment based on prior class reading • Phonics assessment based on material presented in Wilson Reading System Weekly Quizzes throughout the semester , each including: • Reading assessment based on prior class reading • Phonics assessment based on material presented in Wilson Reading System Field Trips: Volunteer at the Greater Philadelphia Food Bank Tour the US Mint Philadelphia, PA Eastern State Penitentiary Philadelphia, PA Philadelphia Museum of Art Independence Seaport Museum Philadelphia, PA Workshop/Tour of Taller Puertorriqueño Mural Arts Tour of North Philadelphia Performance Standards Addressed: • E1b: Reading Comprehension within Genres Students work on mastery of this standard by: Making and supporting assertions about the text Making predictions about the text Checking those predictions for accuracy and relevancy Drawing the texts together to compare and contrast characters and themes • E4a: Use of Grammar in Writing Demonstrates an understanding of the rules of the English language • Demonstrates control of: • Grammar • Punctuation • Spelling E1d: Using Reading Strategies The student reads aloud, accurately (in the range of 85-90%), material at their reading level Student self corrects during reading Student sounds out unfamiliar words Pa. Standards Addressed: 1.1.11 H Demonstrates fluency and comprehension in reading 1.3.11A Reads and understands works of literature 1.3.11 B Analyzes the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres 1.5.11 C Writes with controlled organization 1.5.11 F Edits writing using conventions of language. 1.6.11 D Contributes to discussions. 1.6.11 E Participates in small and large group discussions and presentations. Resource List: Monster Websites: Monster lesson plans: http://www.school-library.org/multicultural/SNOEK-BROWN%20%202.htm Monster resources: http://english.byu.edu/Novelinks/reading%20strategies/Monster/Monster.htm Teaching guide: http://www.harperchildrens.com/hch/parents/teachingguides/myers.pdf Discussion Questions: http://www.northern.edu/hastingw/myers.html Gary Soto sites: Discussion Questions: http://www.sdcoe.k12.ca.us/score/soto/sototg.html Everything Soto: http://www.webenglishteacher.com/soto.html Teaching Guide: http://www.harcourtbooks.com/bookcatalogs/bookpage.asp?isbn=0152025731&option=teacher Teaching Guide: http://www.mhhe.com/socscience/education/kidlit/bom/nov2000_bom.htm Wilson Reading System sites: Teaching Guide: http://www.wilsonlanguage.com/ Spelling Guide: http://www.pattan.k12.pa.us/files/AYP/WRSInfo.pdf#search='wilson%20reading%20system' Lesson Plan: http://www.sjlibrary.org/services/literacy/par/wilson.pdf#search='wilson%20reading%20system' Unit of Study Wilson Reading System Major Concepts Covered - sound/symbol correlation Skills Mastered - associate sounds with symbols - phonology - syllabication - know sounds and symbols for diphthongs and digraphs Student Products - student Wilson workbooks containing sounds, symbols, words - direct instruction - word cards containing examples of Wilson rules -priming prior knowledge - basic elements of literature (characters, setting, plot, conflict, resolution, etc.) -comprehension visualization, predictions - demonstration of fluency in reading and reading comp. - using visualization to increase comp. -guided practice - peer read aloud to practice words following rules - divide words into sounds Short Stories unit Suggested Teaching Strategies - use examples and nonexamples - visual comprehension activities - choral response - direct instruction - priming prior knowledge - list of predictions for text, revised predictions - concept maps - utilizing repetition - using predictions to increase comp. - guided notes Unit of Study Bodega Dreams unit Major Concepts Covered - reinforce elements of literature specifically conflict and resolution - intro point of view and motivation Monster unit - reinforce elements of literature - intro legal system; roles of participants - intro flashback, timeline, screenplay Skills Mastered - reads and understands work of literature Student Products - visual comprehension activities - direct instruction - priming prior knowledge - list of predictions for text, -analyzes the revised predictions relationships of literary elements used by one or more authors in similar genre - reads and understands work of literature - analyzes the relationships of literary elements used by one or more authors in similar genre Suggested Teaching Strategies - visual comprehension activities - guided notes - utilizing repetition - direct instruction - priming prior knowledge - list of predictions for text, revised predictions - concept maps - utilizing repetition - guided notes Course Overview - Fundamentals of Citizenship Course Description: Fundamentals of Citizenship is a course designed to help students develop the basic knowledge and skills needed to function in our democracy. While completing this course, students will gain and basic understanding of U.S. government, geography, and history through reading, map-work, and class discussion. Major Texts: United States Government by N/A Supplemental Materials: American Tour Almanac by The University of Chicago School Mathematics Project Rand McNally Quick Reference World Atlas by Rand McNally & Company Major Assessments: 4 major exams throughout the semester, each including: -multiple choice content questions -map completion Field Trips: Independence Hall/Constitution Center, Lancaster/Amish Country, Franklin Institute, Washington’s Crossing Historic Park & Bowman’s Tower, Valley Forge National Park, Pa. Standards Addressed: 5.1.3. A. Describe what government is. 5.1.3. B. Explain the purposes of rules and laws and why they are important in the classroom, school, community, state and nation. 5.1.3. Identify documents of United States government. • Declaration of Independence • Constitution of the United States • Bill of Rights 8.3.3. A. Identify contributions of individuals and groups to United States history. • George Washington • Thomas Jefferson • Abraham Lincoln • Theodore Roosevelt • Franklin D. Roosevelt 8.3.3. B. Identify and describe primary documents, material artifacts and historic sites important in United States history. o Documents (e.g., Declaration of Independence, U.S. Constitution, Bill of Rights) o Writings and Communications (e.g., Pledge of Allegiance, famous quotations and sayings) o Historic Places (e.g., The White House, Mount Rushmore, Statue of Liberty) Resource List : (non-text books, magazines, websites) Unit of Study Major Concepts Covered Skills Mastered Student Products Effective Teaching Strategies U.S. Geography and Map Skills -50 states -Geographical terms -Reading a map Geographic Image dictionary Teaching strategies should reflect individual student needs and IEP requirements U.S. Government and History -Three branches of government -Constitution and Bill of Rights -Declaration of Independence -American Revolution -Civil War -World War II -Civil Rights -Personal Documents -Legal Rights -Voting -The Tax System -Reading secondary sources U.S. Citizenship Workbook Teaching strategies should reflect individual student needs and IEP requirements -Reading official documents Multiple Assessments Teaching strategies should reflect individual student needs and IEP requirements Interacting with the Government Course Overview - Fundamentals of World History Course Description: Fundamentals of World History is a course designed to provide students with an overview of the major periods of human civilization. Through the completion of this course, students will gain an understanding of how civilization developed since the advent of agriculture through the present day. In addition students will improve their ability to understand and predict the outcome of current social and political conditions through the study of significant social and political changes throughout history. Major Texts: Pacemaker World History by Stephen C. Larsen et al. Supplemental Materials: Pacemaker World History Workbook by Jane Petlinski et al. Major Assessments: 4 major exams throughout the semester, each including: -content based multiple choice assessment -short essay assessment Field Trips: Franklin Institute, Museum of Archaeology and Anthropology. Pa. Standards Addressed: 8.4.3. A. Identify individuals and groups who have made significant political and cultural contributions to world history. • Africa (e.g., Nefertiti, Mansa Musa, Nelson Mandela) • Americas (e.g., Montezuma, Simon Bolivar, Fidel Castro) • Asia (e.g., Hammurabi, Mohandas Gandhi, Benazir Bhutto) • Europe (e.g., Julius Ceasar, Joan of Arc, Pope John Paul) 8.4.3. B. Identify historic sites and material artifacts important to world history. • Africa (e.g., Pyramids, treasures of Tutankhamen, Nefertiti’s sculpture) • Americas (e.g., Olmec ritualistic centers, Mayan pyramids, arrowheads) • Asia (e.g., Code of Hammurabi, Ziggurat at Ur, canals) • Europe (e.g., ancient megaliths, Arc de Triomphe, Acropolis) 8.4.3. C. Compare similarities and differences between earliest civilizations and life today (e.g., Africa, Egypt; Asia, Babylonia; Americas, Olmec; Europe, Neolithic settlements). 8.4.3. D. Identify how conflict and cooperation among social groups and organizations affected world history. • Domestic Instability (e.g., political, economic and geographic impact on normal activities) • Labor Relations (e.g., working conditions over time) • Racial and Ethnic Relations (e.g., treatment of various ethnic and racial groups in history) • Immigration and migration (e.g., diverse groups inhabiting a territory) • Military Conflicts (e.g., struggle for control) Resource List : Pacemaker World History Classroom Resource Binder by Jane Petlinski et al. Unit of Study The Ancient World Feudalism through Exploration Industrial Revolution through the Modern Age Major Concepts Covered -Agricultural Revolution and the birth of civilization -The development of writing -Greek Thought -Roman conquest and peace -The fall of Rome -Feudal Society -Islam and the Crusades -The Rennaissance -Monarchy -The French Revolution -Industrial Revolution -Latin American Independence -Imperialism -Nationalism -WWI -Russian Revolution -WWII -The Cold War Skills Mastered Student Products Effective Teaching Strategies -Reading a map -Reading a timeline -Reading secondary sources -Symbol system -Diary entry on early inventions -Diary entry on Spartacus Teaching strategies should reflect individual student needs and IEP requirements -Reading a chart -Completing a timeline -Completing a map -Organizing data -Critique of Feudalism -Diary entry on Feudalism -Interview with a monarch Teaching strategies should reflect individual student needs and IEP requirements -Reading a graph -Completing a chart -Making a timeline -Summary of the Marshall Plan -Editorial on World Events -Summary of a newspaper article Teaching strategies should reflect individual student needs and IEP requirements Course Overview – Fundamentals of Math Course Description: Fundamentals of IM is a course designed for students with special needs in Mathematics. Students will build a basic mathematical foundation with a step-by-step approach. This course will concentrate on the following trends: mastering arithmetic operations, teaching estimation and problem solving strategies, and applying mathematics in real life situations. Major Texts: Mathematics concepts, by Siegfried Haenisch. Basic Mathematics, by Globe Fearson. Supplemental Materials: Math and Literature K-3, Marilyn Burns Math Excursions Project Based Mathematics for Second Graders, Donna Burk Box It or Bag It Mathematics, Teacher’s Resource Guide, MLC Publications Mathematical Thinking at Grade 3, TERC Puddle Questions, Creative Publications Multicultural Math, Mimosa Publications How Much Is a Million? David M. Schwartz Mice Twice, Joseph Low 17 Kings and 42 Elephants, Margaret Mahy Ming Lo Moves the Mountain, Arnold Lobel 329th Friend, Eric Carle The Cruncher software by Davidson Explorer Calculator TI Jumping Levels Count on Your Fingers African Style, Muriel Feelings The 329th Friend, Marjorie Weinman Sharmat The Boy Who Was Followed Home, Margaret Mahy 12 Ways to Get 11, Eve Merriam A Day with No Math, Marilyn Kaye The Doorbell Rang, Pat Hutchins Mathmates Jumping Levels Program, Suntex Inc. Major Assessments: 4 major exams throughout the semester, each including: 1- Number and operations 2- Measurement 3- Problem solving 4- Communication and connections Performance Standards Addressed: • Plan experiments o Select a question that can be explored through experimental procedures o Choose appropriate measuring tools o Conduct systematic observations o Choose and/or design and build tools and apparatus o Use tools and apparatus o Collect and record data, judge precision, and accuracy o Organize and represent data • Interpret and analyze data o Graph data o Retrieve, use, compare data from other investigations • Draw conclusions o Relate conclusions to data and their analysis o Relate their investigation to other experiments o Relate their experiment to models and theories o Suggest further investigations (formulate new questions) • Communicate o Use words, graphs, pictures, charts, and diagrams to describe the results of their investigations o Produce summaries or abstracts of their work o Use technology to improve communication o Analyze critically other people’s work Pa. Standards Addressed: 2.1.3.a count using whole numbers (to 10.000) and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s 2.1.3.e count compare and make change using a collection of coins and one-dollar bills 2.1.5.a used expanded notation to represent whole numbers or decimals 2.1.5.e explain the concept of prime and composite numbers 2.1.5.g develop and apply number theory concept (prime factors multiples composite) to represent numbers in various ways 2.2.3a apply addition and subtraction in every day situations using concrete objects 2.2.3.b solve single and double digit addition and subtraction problems with regrouping in vertical form 2.2.5a create and solve word problems involving addition subtraction multiplication division of whole numbers 2.2.5 demonstrate the ability to round numbers 2.2.3c demonstrate the concept of multiplication as repeated addition and arrays 2.3.3.d tell time analog and digital to the minute 2.3.5.b select and use standard tools to measure the size of figures with specified accuracy, including length, width, perimeter and area. 2.5.3a used appropriate solving strategies (guess and check working backwards) 2.5.5d connect, extend, generalized problem solutions to other concepts problems and circumstances in math Field Trips• The Franklin Institute Philadelphia, PA - (Exploring math concepts in the science world). • The United States Mint Philadelphia, PA- (Exploring how money is made). Resource List: (non-text books, magazines, websites) www.edhelper.com Software Math Blaster by Knowledge Adventure Carmen Sandiego Math Detective by Acme handbook Total Math by American Education Publishing Math Companion, Volume 1 and 2 Nutrition facts on food products www.howthingsworks.com www.monsterfacts.com Unit of Study Whole Numbers Major Concepts Covered -Understanding Whole Numbers Skills Mastered -Counting Whole Numbers -Adding Whole Numbers -Recognizing Place Value to thousand -Subtracting Whole Numbers -Comparing and ordering whole numbers -Multiplying Whole Numbers -Knowing basic addition, subtraction, multiplication, and division facts Student Products -Class project on bridging the gap between math theories and the real world Effective Teaching Strategies -Response Cards -Cross reference students class work -Error Correction -Dividing Whole Numbers -Use of visual aids -Deductive-Inductive Lessons -Direct instruction -Reading tables -Number Theory Fractions -Fractions and Mixed Numbers -Multiplying and Dividing Fractions -Comparing fractions -Changing fractions to mixed or whole numbers -Class project creating a fraction model. -Frame-Model-LeadTest/Check-Verification -Priming Prior Knowledge -Multiplying fractions -Adding and Subtracting Fractions -Direct instruction Unit of Study Measurement Major Concepts Covered -Customary Measurement Skills Mastered -Mastery of the customary measurement system Student Products -Class project on how measurement is used in everyday life. Effective Teaching Strategies -Error Correction -Strategic Sequencing of Information - Pattern Recognition -Choral Response -Direct instruction Course Overview – Fundamentals of Science The focus in this class is to familiarize the students with the three main areas of science: life science, earth science, and physical science. First, we will tackle the meaning of science and how it manifests itself in our daily lives. Given the fact that scientific method is the backbone of every scientist’s invention, we will touch upon all the main five steps extensively. After the students have become familiar with scientific concepts, we will proceed to the life science section. The areas covered will range from the cell, being the basic unit of life, to the most complex organisms such as animal, plant, and the human body. After the life science, we will move forward to tackle one of the most important branches of science, earth science; during which we will explore the oceans, solar system, and space. The last section would be physical science. Students should be able to have a full grasp of concepts like energy, heat, sound, electricity. By the end of the semester every student should be familiar with various scientific concepts from the concrete to the most abstract. MAJOR TEXTBOOKS: General science third edition by Globe Fearon Pearson learning group Biology by AGS publishing Environmental science by Globe Fearon Pearson group Biology by Prentice Hall SUPPLEMANTAL MATERIALS: (Lab book, workbook) environmental science by Globe Fearon Pearson Learning Group (Workbook) general science by Globe Fearon Pearson learning group The complete visual encyclopedia of science by DK (Student workbook, lab manual) biology by AGS publishing MAJOR ASSESSMENT: I would like to note that students’ assessment will be carried out keeping in mind each individual student’s academic goal. It is by no means a one-tailored way style of academic assessment. Exams: during the semester the students will take four exams. Quizzes: students will take weekly quizzes, the purpose of which is to keep the information they have retained fresh on their memory. Tests: after a thorough chapter review, students will take a test. The questions should all be related to a specific chapter. RESOURCE LIST: Edhelper.com Enchanted learning.com United streaming videos geared towards high school students National geographic documentaries Factmonster.com Kids.gov FIELDTRIPS: A natural history museum with a real hands-on attitude, The Academy of Natural Sciences provides a fun learning environment for people of all ages. Wagner free institute of science: Displays are arranged in a logical sequence; visitors first explore simpler objects and progress to the more complex. Mounted animal skeletons, skulls and skins, birds, shells, and items collected on Institute-sponsored expeditions are featured among the many exhibits. John Heinz national wildlife refuge: Tinicum Marsh, the largest remaining freshwater tidal marsh in Pennsylvania, once encompassed more than 5,700 acres. With rapid urbanization since WW I, this area was reduced to 200 acres. In 1955 Gulf Oil donated a 145-acre non-tidal tract to the City, and this became known as the Tinicum Wildlife Preserve. Later, dedicated citizens defeated efforts to run I-95 through the area and build a sanitary landfill on the tidal marsh. Thanks to their efforts the Preserve was expanded and is now today's John Heinz NWR. When acquisitions are complete the Refuge will contain 1200 acres. Schuylkill center for environmental education: One of the greatest, most far-reaching environmental centers within driving distance of Philadelphia is in the city itself, on the outskirts in the Roxborough section. This sprawling environmental center features a wide range of services, from educational programs for families and groups to wildlife rehabilitation, and everything in between. PA ACADEMIC STANDARDS: 3.5. Earth Sciences 3.3. Biological Sciences (Life science) The dynamics of earth science include the studies of forces of nature that build the earth and wear down the earth. The understanding of these concepts uses principles from physical sciences, geography and mathematics. Biology concerns living things, their appearance, different types of life, the scope of their similarities and differences, where they live and how they live. Living things are made of the same components as all other matter, involve the same kinds of transformations of energy and move using the same basic kinds of forces as described in chemistry and physics standards. Through the study of the diversity of life, students learn to understand how life has changed over a long period of time. This great variety of life forms continues to change even today as genetic instructions within cells are passed from generation to generation, yet the amazing integrity of most species remain. 3.4. Physical Science Physics and chemistry involve the study of objects and their properties. Students examine changes to materials during mixing, freezing, heating and dissolving and then learn how to observe and measure results. In chemistry students study the relationship between matter, atomic structure and its activity. Laboratory investigations of the properties of substances and their changes through a range of chemical interactions provide a basis for students to understand atomic theory and a variety of reaction types and their applications in business, agriculture and medicine. Physics deepens the understanding of the structure and properties of materials and includes atoms, waves, light, electricity, magnetism and the role of energy, forces and motion. 3.2. Inquiry and Design The nature of science and technology is characterized by applying process knowledge that enables students to become independent learners. These skills include observing, classifying, inferring, predicting, measuring, computing, estimating, communicating, using space/time relationships, defining operationally, raising questions, formulating hypotheses, testing and experimenting, designing controlled experiments, recognizing variables, manipulating variables, interpreting data, formulating models, designing models, and producing solutions. Everyone can use them to solve real-life problems. These process skills are developed across the grade levels and differ in the degree of sophistication, quantitative nature and application to the content. Course Overview – Fundamentals of Geography Course Description: This course will teach students important concepts of geography based on the five themes of geography. Students will study different types of globes and maps and how to use them. They will also study absolute location, and the difference between latitude and longitude. In addition, students will learn how to use graphs, charts and diagrams. Students will be able to use what they are learning by participating in games and hands on activities every week. Finally, students will learn how geography influences our lives every day. The idea is to make this course fun and engaging. Students will travel through the globe using geographic material and a little bit of imagination. Major Texts: World Geography, Glencoe, McGraw-Hill Resource List: World atlas Geography Alive!: Regions and People, TCI Supplemental Materials: To be decided Major Assessments: One research paper (with oral and visual presentation) Chapter quizzes Four major exams – 1st Quarter; Midterm; 3rd Quarter; Final Pa. Standards Addressed: THE WORLD IN SPATIAL TERMS: STANDARD 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information. STANDARD 2: How to use mental maps to organize information about people, places, and environments. STANDARD 3: How to analyze the spatial organization of people, places, and environments on Earth's surface. PLACES AND REGIONS: STANDARD 4: The physical and human characteristics of places. STANDARD 5: That people create regions to interpret Earth's complexity. STANDARD 6: How culture and experience influence people's perception of places and regions. PHYSICAL SYSTEM: STANDARD 7: The physical processes that shape the patterns of Earth's surface. STANDARD 8: The characteristics and spatial distribution of ecosystems on Earth's surface. HUMAN SYSTEM: STANDARD 9: The characteristics, distribution, and migration of human populations on Earth's surface. STANDARD 10: The characteristics, distributions, and complexity of Earth's cultural mosaics. STANDARD 11: The patterns and networks of economic interdependence on Earth's surface. STANDARD 12: The process, patterns, and functions of human settlement. STANDARD 13: How forces of cooperation and conflict among people influence the division and control of Earth's surface. ENVIRONMENT AND SOCIETY: STANDARD 14: How human actions modify the physical environment. STANDARD 15: How physical systems affect human systems. STANDARD 16: The changes that occur in the meaning, use, distribution, and importance of resources. THE USES OF GEOGRAPHY: STANDARD 17: How to apply geography to interpret the past. STANDARD 18: To apply geography to interpret the present and plan for the future. Websites: Mali: Ancient Crossroads of Africa http://mali.pwnet.org/ National Geographic Society http://www.nationalgeographic.com/ Earth http://www.windows.ucar.edu/cgi-bin/tour_def/earth/earth.html Population Reference Bureau http://www.prb.org/ ParkNet http://www.nps.gov/ Latin American Studies http://lanic.utexas.edu/las.html Middle East and North Africa http://www.columbia.edu/cu/lweb/indiv/mideast/cuvlm/ K—12 Electronic Guide for African Resources on the Internet http://www.africa.upenn.edu/K-12/menu_EduKNTR.html Asian Net http://www.asiannet.com/ CIA World Factbook http://www.cia.gov/cia/publications/factbook/index.html Country Studies http://lcweb2.loc.gov/frd/cs/ National Weather Service http://www.nws.noaa.gov/ Sierra Club Magazine http://www.sierraclub.org/sierra/ Outside http://outside.away.com/index.html Magazines: National Geographic Traveler Field Trips: Penn’s Cave http://www.pennscave.com/ , Cristal Cave, Lancaster/Amish Country, Ringing Rocks, Leonard Harrison State Park (Grand Canyon of PA), Bushkill Falls Unit of Study The World Major Concepts Covered Skills Mastered Student Products Every section will include the study of maps, land, climate, economy, and people The Earth Water, Climate, and Vegetation The People Students will be encouraged to use critical thinking daily. Other activities will be assigned in addition to: Reading comprehension Understand what geographers do, what tools they use, and how they use their knowledge. Understand the solar system and the different seasons. Identification of the world continents and oceans. Use of latitude and longitude. Understanding of water movement in a cycle. Understanding of climate Identification of different kinds of vegetation Use of map key Reading of thematic map Analyzing graph and chart Note taking Make a foldable using vocabulary words The World map Poster of the Solar System Graphic organizer Section quiz Make a foldable using information about water, climate, and vegetation. Map of the world climate regions Map of the world natural vegetation regions Poster of the water cycle Section Quiz Make foldable using information about the world’s cultures, population, resources, economy, and technology. Map of the world’s religions Map of world culture regions World population graph and chart Map of world population density Analyze of economic chart. Standardized test practice Effective Teaching Strategies Additional material will be used as needed Introduction of subject with visual assistant. Introduce Vocabulary Lecture Activities Use of current event in connection to the topic of study. Use map transparency Daily focus skill transparency DVD: The World and Its People Guided reading Unit of Study The United States and Canada Major Concepts Covered Skills Mastered Student Products Every section will include the study of maps, land, climate, economy, and people The Sea The Economy The Resources The People Students will be encouraged to use critical thinking daily. Other activities will be assigned in addition to: Latin America Mexico’s Land and Economy Mexico Today Central America The Caribbean Brazil From Argentina to Venezuela Reading comprehension Analyze food production map. Analyze of the physical map of the United States Analyze the economic activity in the United States. Analyze population and ethnic groups in USA and Canada Note taking Reading comprehension Reading physical map Analyze graphs Identify Latin America and its nations Identify Central America and its nations Interpreting an elevation profile Time line Use of database Note taking Make a foldable to record information about the two countries. Map of the United States Create a geographic organizer Section quiz Standardized test practice Effective Teaching Strategies Additional material will be used as needed Make a foldable about Mexico’s land, economy, and government Map of Latin America Each student will create a poster of a country Section quiz Foldable with the differences and similarities between Central America and the Caribbean Foldable of Brazil and its neighbors Foldable of the Andean countries of South America Standardized test practice Graphic organizer Introduce different regions of the United States and Canada through National Geographic magazine Discuss country profile Use of geographic organizer transparency USA and Canada map transparency Use culture transparency and talk about Latin America Use music from different countries Discuss geographic location and its affect on economy and people Discuss landform and climate Use map transparency Locate Latin America on a map. Graphic study Discuss country profile Activities DVD: The World and Its People Daily focus skill transparency Unit of Study Europe Major Concepts Covered Skills Mastered Student Products Every section will include the study of maps, land, climate, economy, and people Early Europe Western Europe Today Eastern Europe Today Students will be encouraged to use critical thinking daily. Other activities will be assigned in addition to: Analyze data Reading population map Reading a vegetation map Foldable of Europe Map Poster Section quiz Standardized test practice Graphic organizer Effective Teaching Strategies Additional material will be used as needed Russia Early Russia Russia Today Reading comprehension Map reading Understand Russia’s political, economic, and ethic challenges Using primary and secondary sources Foldable of Russia Map Poster Graphic organizer Section quiz Standardized test practice DVD: The World and Its People Map transparency Guided reading Discuss country profile Map transparency Current event Daily focus transparency GeoQuiz transparency Discuss the different languages in Europe DVD: The World and Its People Map transparency Guided reading Discuss country profile Map transparency Current event Daily focus transparency GeoQuiz transparency Discuss country profile Unit of Study North Africa and Southwest Asia Major Concepts Covered Skills Mastered Student Products Every section will include the study of maps, land, climate, economy, and people Mesopotamia and Ancient Egypt Three World Religions North Africa today Southwest Asia Discuss the location of Jerusalem World oil reserves Students will be encouraged to use critical thinking daily. Other activities will be assigned in addition to: Using library resources Using spreadsheet Evaluating a web site Foldable of differences and similarities between the countries Map Poster of Jerusalem Section quiz Standardized test practice Foldable about the people and places of North Africa Foldable of Southwest Asia Effective Teaching Strategies Additional material will be used as needed Africa South of Sahara West Africa Central and East Africa Southern Africa Drawing inferences and conclusions Making predictions Read time zone map Foldable of West Africa Foldable of East Africa (the contrast between traditional and modern cultures) Map Poster Use National Geographic Magazine Discuss major characteristics of the region. Map transparency Discuss oil and gas distribution Discuss country profile DVD: The World and Its People Daily focus transparency Guided reading GeoQuiz transparency Current event Use National Geographic Magazine Discuss major characteristics of the region. Map transparency Discuss oil and gas distribution Unit of Study Asia Major Concepts Covered Skills Mastered Student Products Every section will include the study of maps, land, climate, economy, and people South Asia China and Its Neighbors Japan and Koreas Southeast Asia Students will be encouraged to use critical thinking daily. Other activities will be assigned in addition to: Compare population Read circle graph Distinguish fact from opinion Read contour map Making comparisons Australia, Oceania, and Antarctica Australia and new Zealand Oceania and Antarctica Outlining Write a report Research Effective Teaching Strategies Additional material will be used as needed Foldable of South Asia (land, economy, government, and religion) Foldable of China and its neighbors Foldable comparing Japan and Korea Map Poster Section quiz Standardized test practice Foldable about Australia and New Zealand Foldable about Oceania and Antarctica Map Poster Report Research paper Final exam Use National Geographic Magazine Discuss major characteristics of the region. Map transparency Discuss oil and gas distribution Guided reading GeoQuiz transparency Current event Use National Geographic Magazine Discuss major characteristics of the region. Map transparency Discuss oil and gas distribution Guided reading GeoQuiz transparency Current event Course Overview - Fundamentals of Current Events Course Description: Fundamentals of Current Events is a course designed to provide students with an overview of the major events in today’s world and how they relate to historical events and time periods. Through completion of this course, students will gain an understanding of journalism and how local, national, and international events affect the students’ lives. Major Texts: (News Papers, various periodicals, internet) Supplemental Materials: Field trips to Philadelphia Inquirer, Franklin Institute, Philadelphia Crime Scene Unit, and Television Studio Major Assessments: Test on Journalism. Test on differences between local, national, and international news. Student made news paper. Assessment on national/international news and hot it relates to historical events and/or periods. Pa. Standards Addressed: 8.4.9 A. Identify individuals and groups who have made significant political and cultural contributions to world history 8.3.9 A. Identity contribution of individuals and groups to United States history 8.2.9 A. Identify contributions of individuals and groups to Pennsylvania history 8.1.9 C. Analyze the fundamentals of historical interpretation 8.1.9 D. Analyze and interpret historical research 8.3.9 B. Identify and analyze primary documents, material artifacts, and historic sites important to the United States 8.3.9 C. Analyze how continuity and change has influenced the United States 8.3.9 D. Identify and analyze conflict and cooperation among social groups and organizations in the United States 8.4.9 B. Analyze documents, material artifacts, and historic sites important to the World Unit of Study Journalism Major Concepts Covered -Who is a journalist? -How do you become a journalist? -What does a good journalist do? -What is “yellow journalism”? -what’s the difference between reporting the news and editorializing? Difference between local - What is a local news and national news story? -What is a national news story? -what are the similarities and differences? -how can a local story turn into a national one? Difference between -What is a national news national and story? international news -What is an international news story? -what are the similarities and differences? -how can a national story turn into an international one? Skills Mastered Student Products Effective Teaching Strategies -Writing a news story -Researching a news story -Collecting resources for a story -interviewing witnesses -reading and understanding -source authenticity -News worthiness -Finding news stories in paper, TV, and Internet sources. -Differentiating between local and National news. - -Class project on making a class newspaper. -Students will report a news story and link it to historical events and facts using Broadcast news paper format. -direct instruction -priming prior knowledge -guided notes -utilizing repetition -student guided learning -Students will develop a personal collage of Local and National news. -direct instruction -priming prior knowledge -guided notes -utilizing repetition -student guided learning -Finding news stories in paper, TV, and Internet sources. -Differentiating between national and international news. -Recognition of different news organizations (e.g. AP, Reuters, BBC…) -Students will take a current national or international news story, using newspapers, magazines, TV, or internet format, report the new and predict the outcome of it. -direct instruction -priming prior knowledge -guided notes -utilizing repetition -student guided learning Course Overview Transitional Seminar Course Description: Transitional Seminar is a course designed to help 11th grade students meet the transitional requirements as outlined in each student’s Individualized Educational Plan (IEP). The goal is for students to explore career/vocational and competitive employment options. Other areas of focus will be self advocacy and determination, community resource assistance and developing a strategic post graduation plan while fostering the research skills necessary to graduate. Concurrently, the students will utilize the strategies and skills mastered throughout the course of Transitional Seminar to prepare for standardize testing that they will encounter at the 11 grade level (e.g. PSSA, SAT, Terra Nova). The course will also address the senior project. Students will have an opportunity to begin the preliminary phase which involves research, proposal and thesis. Furthermore, the student will receive assistance in identifying their strengths so that they may utilize them to sharpen their skills and in turn apply the strategies learned to home and work settings. They will be learning general study skills/content area study skills/standardized testing skills and strategies that will serve as techniques to learn and perform effectively. The techniques range from time management, organizational methods, how to take notes, how to study for test, how to use content specific resources, research techniques and how to effectively read textbooks. These and other study strategies will be the focal point of the first semester; while the second semester will stress post secondary planning and the senior project. Major Texts: Guide to Study Skills and Strategies Career Planning Major Assessments: Initial Career of Interest Survey, Learning Style Inventory, and 4 Projects based on Unit of Study • Setting Personal and in the Workplace Short Term and Long Term Goals • Organizing Yourself Collage • Project on Learning Tools and Study Resources • Compilation of Assignments into Portfolio Field Trips: Local Library, Career Link, Orleans Technical Institute, Job Shadowing (based on student’s interest) Pa. Standards Addressed: 13.1.11 A. Relate careers to individual interests, abilities, and aptitudes. B. Analyze career options based on personal interests, abilities, aptitudes, achievements and goals. C. Analyze how the changing roles of individuals in the workplace relate to new opportunities within career choices. D. • • • Evaluate school-based opportunities for career awareness/preparation, such as, but not limited to: Career portfolio Community service Graduation/senior project F. Analyze the relationship between career choices and career preparation opportunities, such as, but not limited to: • Associate degree • Baccalaureate degree • Certificate/licensure • Entrepreneurship • Immediate part/full time employment • Industry training • Military training • Professional degree • Registered apprenticeship • Tech Prep H. Review personal high school plan against current personal career goals and select postsecondary opportunities based upon personal career interests. 13.2.11 B. Apply research skills in searching for a job. • CareerLink • Internet (i.e. O-NET) • Networking • Newspapers • Professional associations • Resource books (that is Occupational Outlook Handbook, PA Career Guide) Resource List: (non-text books, magazines, websites) Thompson-Gale Database www.unitedstreaming.com Unit of Study Major Concepts Covered Skills Mastered Student Products Effective Teaching Strategies Personal Skills and Interests; Career Requirements - short-term/long-term goals - skills inventory - career types - students will recognize their personal strengths and weaknesses - students will recognize the types of careers that can be successful with Skills and Career Interest Inventory Teaching strategies should reflect individual student needs and IEP requirements Post- Secondary Education Options - 4 year college and university - community college - vo tech school - different types of degrees After High School Education Choices Summary Teaching strategies should reflect individual student needs and IEP requirements Senior Project -topic -research -proposal -thesis -students will recognize what the education requirements are for their desired career - students will discover the various education requirements for different types of school -Students will select a topic for their project, research that topic, and develop a proposal and thesis Senior Project Binder Teaching strategies should reflect individual student needs and IEP requirements Resource Room Overview Resource Objectives: To assist students in achieving their IEP annual goals; reinforcing subjects which have been taught by the teacher and assisting small groups of students on instructional content and implementing behavioral plans as mandated by their IEP. These objectives will be achieved by placing Teaching Assistants in the classroom or assisting the student on an individual basis in the resource room. Supplemental Materials & Accommodations: Utilizing graphic organizers, tool kits, calculators, mathematical manipulatives, extended time, oral answers, short test periods, word decoding, verbal testing , audio tapes, large print, reading questions allowed, simplified directions and repeated directions. Major Assessments: Key Math, QRI, and Psychological Inventory as prescribed by school psychologist. Performance Standards Addressed: The Teaching Assistants will follow standards set by the core content area; keeping in mind that the standards are student driven focusing on the students IEP Goals. Pa. Standards Addressed: The Teaching Assistants will follow standards set by the core content area; keeping in mind that the standards are student driven focusing on the students IEP Goals.
