Blackstone Valley Collaborative
Promising Practices
Teacher Recognition
June 6, 2008
Table of Contents
Page
Letter – Patricia Ruane, Chair Superintendents………………
3
Letter – Russ Rapose/Lucille Boutiette, Co-Chairs Curriculum
Directors……………………………………………………………….
4
2008 Recipients……………………………………………………………
5-26
2007 Recipients …………………………………………………………
27-44
2006 Recipients ………………………………………………………….
45-62
2005 Recipients ………………………………………………………….
63-82
2
Promising Practices in Education
Blackstone Valley Collaborative
Blackstone Valley educators regularly design and implement exemplary programs
that engage and challenge students to achieve excellence.
Each year, the Superintendents of member districts, in collaboration with their
principals, nominate an individual or team for wider recognition, as recipients of a
“Promising Practices” award. This award gives us a way to acknowledge creative
instructional entrepreneurship, and make great ideas visible and accessible to fellow
educators.
The vehicle for sharing is this document, which is also available electronically on
each district’s web site. Project descriptions and contact information invite the user
to make a connection with our growing list of award winners.
We want to facilitate the exchange, and will grant professional time that enables you
to visit and observe one of the people or projects represented in this compendium.
We’ll also support sending the exemplar to help you get started at your site.
Thank you for your willingness to try something new. We are excited and proud of
the people and projects represented in the pages that follow. Happy hunting!
Patricia C. Ruane, Chairman
Blackstone Valley Superintendents’ Collaborative
3
Promising Practices in Education
Blackstone Valley Collaborative
On behalf of the Blackstone Valley Curriculum Directors, we congratulate
this year’s recipients, recognized by their districts, of the Promising Practices
in Education award.
Sharing Best Practices and networking across the Valley brings benefits to
educators and students alike. Your lessons, units and projects will provide
a solid foundation for that sharing.
Your work brings curriculum alive for students and makes tangible
connections for essential learning. Thank you for your commitment to the
profession and your students.
Russ Rapose, Co-Chair
Lucille M. Boutiette, Co-Chair
Curriculum Directors Cohort
Blackstone Valley Collaborative
4
Blackstone Valley Collaborative
Promising Practices - Teacher Recognition
2008 Recipients
Town
Teacher
Grade
Email
Bellingham
Jackine Greenhalgh
4-6
jgreenhalgh@bellingham.k12.ma.us
Blackstone/Millville
Susan Decker
3
sdecker @bmrsd.net
Blackstone Valley
Vocational
Thomas Belland
9-10
tbelland@valleytech.k12.ma.us
Douglas
Lesley Myers
Faye Manyak
5
lmyers@douglas.k12.ma.us
fmanyak@douglas.k12.ma.us
Dudley/Charlton
Barbara Marderosian,
Jennifer Dowdle
9-12
bmarderosian@dc-regional.k12.ma.us
Grafton
Toryn Bright
6-8
bright@grafton.k12.ma.us
Hopedale
Amy Lane and
Amanda Pomeroy
3
alane@hopedale.k12.ma.us
apomeroy@hopedale.k12.ma.us
Mendon/Upton
Katie Jordan
3
kjordan@mu-regional.k12.ma.us
Milford
Millbury
Terry Bowen,
Eileen Kedski,
Jennifer Lancaster
Richard Smith,
Jessica Sobaleski,
Rosemary Reidy
5
Elementary
tbowen@milfordma.com
ekedski@milfordma.com
jlancaster@milfordma.com
rsmith@millbury.k12.ma.us,
Jsobaleski@millbury.k12.ma.us
rreisy@millbury.k12.ma.us
Northbridge
Paula Macek, Kathleen
Mancini
8
pmacek@nps.org
kmancini@nps.org
Sutton
Donna Coonan
9
Coonand@suttonschools.net
Uxbridge
Stephanie Lundberg
Elementary
slundberg@uxbridge.k12.ma.us
5
Promising Practices Exemplar in Curriculum
Bellingham 2008
Name: Jackine Greenhalgh
District:
Bellingham
School: South Elementary
E-mail: jgreenhalgh@bellingham.k12.ma.us
Principal:Kathryn Wilson
Subject:Science
Standards/Strands being Addressed: Science, Strand 3 - Physical Science (3.4, 3.5, 3.6, 3.7, 3.8,
3.9, 3.10), ELA, Strand 1 - Language (1.3, 2.3), Strand 3 – Composition (19.17, 22.7, 23.7, 23.8)
Grade Level: 4-6
Target Audience: Grade 4
Number of Days for this unit/activity: 5
Unit Focus/Goal:
Provide students with hands-on experience as they work together in small, heterogeneous groups to learn the
components of an electric circuit, the difference between an open and closed circuit, and how electrons travel to
make an electric current. The children also test various materials in order to determine which are good conductors
of electricity.
Another goal of this lesson is to create excitement and enthusiasm by having students use an interactive
technology.
Essential Student Outcomes:
Students will discover the nature of electricity and the impact it has on their world.
Materials:
 Tom Snyder Productions’ “Science Court: Electric Current” CD-ROM
 Computer with a projector or large screen monitor
 D-cell batteries and holders
 Wire with alligator clips
 Flashlight bulbs and holders
 Index cards
 Paper fasteners
 Paper clips
 Beads
 Variety of Materials to be Tested (coated paper clips, wood, glass, paper, plastic, rubber, cloth, pencil, string,
aluminum foil, etc.
 Reproducibles
Description of Activity:
The children gather together as a class to watch as this highly engaging, “humorous courtroom drama” begins to
unfold. As the (three-part) case develops, the students, acting as courtroom commentators, break out into small
groups. While in their groups, each member of the team is given one of four different information sheets. The
children work together as they exchange and share the information found on their sheets, answer six questions,
carry out the hands-on activity, and predict what will happen next. After each of the three-parts, the teams gather
together to watch as the Science Court correspondent summarizes what has happened. She then goes over the set of
questions the students answered and the prediction about what will happen next.
The program also has a Word Wall that provides the teacher and students with the content vocabulary. A
definition and easy-to-understand illustration is provided for each word.
Assessment:
Formative:
Summative:
Teacher observation, reproducible, RAFT (rubric)
Quiz Board (performance task list provided)
Paper and Pencil Test
6
Promising Practices Exemplar in Curriculum
Blackstone – Millville 2008
Name: Susan M. Decker
District: Blackstone-Millville
School: John F. Kennedy Elementary School
Email: sdecker@bmrsd.net
Principal: Everett Campbell
Subject Area: English Language Arts: Poetry
Standards/Strands being addressed: Reading and Literature Standards 8, 10, 11, 14, 15
Grade Level: 3
Target Audience: Grade 3
Number of days of unit/activity: 1 week; ongoing use of created resource
Project/Unit/Program - Focus/Goal: Recognizing Elements of Poetry
Students will collaborate to create a classroom binder with examples of specific elements of poetry.
They will use this as a resource and will add to it through the year.
Essential student outcomes:
The students will look at poems with “new eyes” as they come to understand and recognize various
elements of poetry. They will be able to discuss poetry with peers and write about poems using precise
vocabulary.
Materials:
 Large chart paper
 Poetry collections and anthologies
 Post-it note tabs
 Three-ring binder with dividers and plastic sleeves
Description:
The class will brainstorm familiar elements of poetry and list these on chart paper. They will
use
the library and the internet to discover other poetic elements to add to their list. The
terms that
are required for grade 3 in the Massachusetts Frameworks are: rhyme, rhythm,
repetition, similes
and sensory images. Some students might also enjoy finding examples of
alliteration, onomatopoeia,
story, humor, and shape. The generated listing of story elements
will remain posted as a reference
throughout the year. These terms will be used to label dividers in a three-ring binder.
The class will form small groups to peruse poetry collections and anthologies. Each group will search for
examples of one or two poetic elements and will mark their selections with post-it notes. After reading
the poems orally, they will narrow their selections and present the best examples to the class. The class
will vote on the most appropriate selections to be copied and included in the binder. The binder will
become part of the classroom library so that students may use it for reference, silent reading, peer
reading and fluency practice. Students will add further examples to the binder throughout the year.
Assessment Design:
Students will choose to read poetry during free time. They will categorize poems based on the given
criteria. They will contribute in depth during poetry discussions and will write open responses using the
vocabulary terms.
7
Promising Practices Exemplar in Curriculum
Blackstone Valley Regional Technical 2008
Name: Thomas Belland
District: Blackstone Valley Vocational
School: Blackstone Valley Tech.
Email: tbelland@valleytech.k12.ma.us
Principal: Richard Brennan
Subject Area: HVAC&R
Standards/Strands being addressed: ELA- 3.14, 19.26, 21.8, 24.5, Science- (physics) 5.1 thru 5.6,
Technology Engineering- (engineering design) 1.1 thru 1.5, (construction technologies) 2.5 (electrical
systems) 5.1, 5.2, 5.3, 5.5, HVAC- 2.A.06, 2.C.01 thru 2.C.08. 2.D.12
Grade Level: 9-10
Target Audience: Students majoring in Heating and Air Conditioning and/or classes in Electrical,
Electronics, Science, and Physics
Number of days of unit/activity: Two weeks (8 hours of class/lab time)
Project/Unit/Program - Focus/Goal:
This unit is an introduction to electrical energy and basic circuitry associated with electric motors. This
includes instructional research and theories involved with these devices.
Essential Student Outcomes
Students will be able to:
 Research ways to develop motors
 Secure materials to build a motor
 Construct and wire an operating electric motor
 Analyze motor operation and theories of electromagnetic repulsion-attraction
 Present a project in written as well as verbal format to teachers, administrators and students
Materials:
 Access to internet for student research
 Several types of AC and DC motors for display
 Cattrax software (available through Training Labs Inc.)
 Overheads displaying electric motor parts and design (available through Delmar-Thompson Learning)
 Small blocks of wood (4” X 8”) and (2”X 2”)
 Small magnets*
 18 Gauge insulated wire*
 Varnish coated motor winding wire*




Hot glue gun and glue sticks
Batteries
Miscellaneous nails, screws and paper clips
Item(s) available at Radio Shack or Electronix Express
8
Description:
When teaching about motors and the many complex theories behind them, it is essential that students
build their own working model.
Instruct student groups of two or three to research electric motors and select one they would like to
build. Variety is important, so limit the number of a specific type of motor chosen in the class. After the
selection process instruct the students to provide a complete materials list for their motor as well as a
student-created drawing, including measurements, of what their motor will look like. In some cases
students will find many of their own materials. However, you should have magnets, wire and wood
readily available. When the materials are collected, direct the students to build their motors.
While research and development is essential, motor theory and operation must be taught simultaneously
in the classroom. At the beginning of each class, present various motor designs, theories and applications
using content resources (overheads, software, books and internet). Involve as many models currently
under construction as possible. It is recommended that the class also discuss the historical impact of
electricity and motors on the Industrial Revolution as well as modern society.
When the motor is complete and operating, instruct the students to write a 500 word essay relating the
following information: the type of motor they have, exactly how it operates and any difficulties they
experienced during construction of the motor. When the essay is finished, the motor will be presented to
judges during an exhibit.
Assessment Design:
During this unit students will be assessed in the following areas:
 Homework assignment(s)
 Objective test on motors
 Motor essay

Motor quality
Below are a few sample questions for judges to ask students:
 What was the most difficult thing about making this motor?
 What makes this motor turn or spin? (Please explain in detail)
 Where does magnetic induction and/or attraction take place in your motor?
 What are the differences between your motor and some of the other motors in this room?
The following rubric will be used by judges while students are exhibiting their motor designs:
Grading:
Award up to 5 points for each of the following categories:
Team
Originality
Functionality
(please consider
degree of
difficulty)
Overall
Quality
Verbal
Presentation &
Knowledge
Total
Points
1
2
3
9
Promising Practices Exemplar in Curriculum
Douglas 2008
Names: Lesley Myers, Art Teacher and
Artistic Director; Faye Manyak – Grade 5
Teacher and Grade-Level Coordinator;
Robyn Martinsen, Jessica Leroux, Kelly
Graveson, Shannon Bronzo, and Mitchell
Krouner, Grade 5 Teachers; Heather
Tornblom, Grade 5 Special Education
Teacher; John Rheaume, Music Teacher;
Susan Nichols, Librarian; Robert Feeley,
Technology Teacher; Gail Jussaume, Reading
Specialist; and Jaye Menchin, Instructional
Aide
District: Douglas
School: Douglas Intermediate Elementary School
Email: lmyers@douglas.k12.ma.us
fmanyak@douglas.k12.ma.us
Principal: Damian Sugrue
Subject Area: Related Arts
Grade Level: 5
Standards/Strands being addressed: Theatre: 1.10, 1.11, 1.13; 3.1, 3.3, 3.5; 4.10; 5.4, 5.5; Visual Art: 1.10;
3.4 Social Studies/History: 5.15, 5.16, 5.17; ELA: 1.3, 3.8, 9.4, 11.3, 14.3, 16.9, 17.3, 17.4, 18.3; Music: 1.11.6; 5.1-5.3, 5.5-5.11
Target Audience: Grade 5 students, as well as their families and friends
Number of days of unit/activity: One quarter of the school year. Students practice in their related arts
classes (visual art, library, and music) for 45 minutes, three times per week, as well as in their homerooms.
Project/Unit/Program - Focus/Goal:
The focus of this unit is to provide students with an interdisciplinary experience that allows them to:
 Experience History/Social Studies concepts through the creating and participating in a shadow theatre
performance.
 Re-interpret historical events utilizing elements of contemporary media, such as current songs, dances,
television formats, and references to popular culture.
Essential student outcomes:
 Students will work collaboratively in both small and large groups to accomplish a common grade-wide
performance goal.
 All students will contribute to the production through serving in one or more of the following roles:
dancer, choreographer, actor, reader, technical stage help, and/or prop designer.
 Students will understand the unique benefits and challenges of storytelling, utilizing the medium of
shadows.
 Students will gain a new appreciation for and understanding of historical concepts as they re-create them
in their shadow theatre performance, utilizing current songs, dances, and elements of popular culture that
reflect their own lives and experiences.
 Students will have the opportunity to understand history, utilizing a wide range of intelligences.
Materials:
 Overhead projector(s)
 King-size sheet(s)/screens
 8’ stands/poles with rod pocket to “stretch” the screen across
 9’ metal or PVC “rods” from which to hang the screen
 Poster board for props
 Transparencies/overheads
10
Description:
“Shadows of the Revolution: A Shadow Theater Experience” is an interdisciplinary project incorporating
the disciplines of Social Studies/History, Library Skills, Music, Technology, and the Visual and
Performing Arts. Fifth grade teachers and Related Arts specialists work collaboratively with students in
grade five to produce a stage performance, utilizing the medium of shadows. Teachers begin planning
the project in early October as they select a Social Studies theme, and student involvement begins during
the third quarter of the school year.
The theme of the American Revolution was selected for the 2006-2007 production. Each fifth grade
classroom selected one or two components of the curriculum, conducted research, and created a skit.
Skit titles for “Shadows of the Revolution” were: The Boston Massacre, Paul Revere’s Ride, Lexington
and Concord, The Boston Tea Party, Valley Forge, and the Surrender at Yorktown. Students gathered
visuals for use as props and scenery in library and technology class, mastered choreographed dances and
songs in music class, rehearsed acting and reading roles as well as created props in art, and continued all
of these activities in their fifth grade homerooms.
“Shadows of the Revolution” was performed on two evenings in May of 2007. Two performances of
this year’s production, “Explorer-New World: A Shadow Theater Event,” are scheduled for Friday, April
11, at 12:30 and 7:00 p.m. in the Douglas Intermediate Elementary School auditorium.
Assessment Design:
 The shadow theatre performance itself serves as a performance-based assessment, allowing students to
demonstrate mastery of the interdisciplinary concepts studied in the classroom throughout the course of
the project, particularly in the areas of Social Studies, English Language Arts, Visual Arts, Music, and
Theatre.
 Other assessments include:
o Individual Teacher Assessments based on individual classroom components of the project,
including:
 the quality of note-taking, research, and writing involved in preparing the skits
 the degree of mastery of the key Social Studies concepts studied
 the creativity and depth of artistic expression in creating the props
 the musicality and mastery of the musical songs and dances
o Weekly rehearsals – attitude, commitment and effort, and attendance
11
Promising Practices Exemplar in Curriculum
Dudley Charlton 2008
Name: Barbara Marderosian, Jennifer Dowdle
District: Dudley-Charlton Regional School District
School: Shepherd Hill Regional High
Email: bmarderosian@dc-regional.k12.ma.us
Principal: Mr. Tim Schur
Subject Area: ELA/World History
Standards/Strands being addressed: ELA 4,5,8,9,10,13,19,24; WHII.15,.43
Grade Level: 9-12
Target Audience: students interested in a unique hands-on learning experience
Number of days of unit/activity: one semester
Project/Unit/Program - Focus/Goal:
“Global Neighbors”
 Increase global education
 Increase student volunteerism
 Make cross-disciplinary connections
Essential student outcomes:
 Students have a deeper understanding of current events, particularly in war-torn areas of Africa, and are
able to convey their thoughts in reflective responses
Materials:
Escape from Slavery by Francis Bok
Tickets to Old Sturbridge Village
Honoraria for guest speakers
Description:
SHRHS students learned about genocide, particularly in Sudan, in World History class. ELA students
read a related contemporary autobiographical account entitled Escape from Slavery and heard from
several speakers, including the author of this novel, a former Peace Corps volunteer, the director of
Worcester’s African Community Education (ACE) program, and the district director for Congressman
McGovern’s office. These speakers discussed the historical and political events surrounding genocide in
parts of Africa.
Students also volunteered to work with local refugees, primarily through the ACE program. This
involved tutoring, explaining American culture, and making donations of funds and winter clothing. A
culminating field trip to Old Sturbridge Village was held.
Assessment Design:
Students wrote journal responses throughout the experience. Students who read the stated novel, had a
test that involved research on various cultures and reflective responses to issues raised in the text.
12
Promising Practices Exemplar in Curriculum
Grafton 2008
Name: Toryn Bright
School: Grafton Middle School
Principal: Richard Lind
Subject Area: World Language
Standards/Strands being addressed: All
Grade Level: All
Target Audience: Teachers and students
Number of days of unit/activity: N/A
District: Grafton
Email: bright@grafton.k12.ma.us
Project/Unit/Program: Focus/Goal:
Mrs. Bright has spear-headed the Middle Schools implementation of data-driven decision making. The
process began with the development of a curriculum guide that was based on the Massachusetts
Curriculum Frameworks. The Guides were standards based. In other words the guides focused on what
the student should know and be able to do and at what level the students could do them or know them.
The next step involved developing Mid-Year and Final benchmark assessments. Mrs. Bright, along with
her colleagues in the World Language Department, has developed benchmark assessments that assess the
power standards from the GMS World Language curriculum (the really important stuff). The most
recent steps have centered around analysis of the results and then making curriculum, instructional
methods and assessment decisions based on the data. Along the way, Mrs. Bright has been instrumental
in integrating the use of a scan-tron system and the Test Wiz software to assist in the disaggregation of
the data.
Essential student outcomes:
With each benchmark assessment, Mrs. Bright along with her colleagues in World Language, refine the
exam, and improve the curriculum and instructional methods to best fit the needs of the students.
Materials:
Materials for this are limited. However, the training piece for teachers is an integral part of the success of
this initiative. Teachers participated in many hours of professional development trainings on the
development of good assessments and the analysis of data. As we have moved along the use of
technology to assist in the process has been a major expense. The hardware, software, and supplies
needed are not necessary to do the data analysis, but certainly make the process much more efficient for
teachers. We have experienced some technological glitches as is likely with the implementation of many
new technology programs.
Description: See Above
Assessment Design: See Above
13
Promising Practices Exemplar in Curriculum
Hopedale 2008
Name: Amy Lane and Amanda Pomeroy
School: Memorial Elementary School
District: Hopedale
Email: alane@hopedale.k12.ma.us
apomeroy@hopedale.k12.ma.us
Principal: Scotti Finnegan
Subject Area: Math and Social Studies
Standards/Strands being addressed:
Mathematics Strands addressed include, but are not limited to:
Number Sense and Operations: Select, use, and explain various meanings and models of multiplication
and division of whole numbers.
Select and use appropriate operations (addition, subtraction, multiplication, division) to solve problems,
including those involving money.
Patterns, Relations, and Algebra: Use pictures, models, tables, charts, graphs, words, number sentences,
and mathematical notations to interpret mathematical relationships.
Create, describe, extend and explain symbolic (geometric) and numeric patterns
Geometry: Describe and draw intersecting, parallel, and perpendicular lines.
Measurement: Estimate and find area and perimeter of a rectangle, triangle, or irregular shape using
diagrams, models, and grids or by measuring.
Carry out simple unit conversions within a system of measurement
Data Analysis, Statistics, and Probability: Collect and organize data using observations, measurements,
surveys, or experiments, and identify appropriate ways to display the data
Construct, draw conclusions, and make predictions from various representations of data sets
History and Social Science History and Geography:
Identify historic buildings, monuments, or sites in the area and explain their purpose and significance.
Identify when the students’ own town or city was founded, and describe the different groups of people
who have settled in the community since its founding.
Grade Level: 3
Target Audience: Third grade students
Number of days of unit/activity: One 60 minute block per problem
Project/Unit/Program - Focus/Goal: Group Problem Solving with Local History
Essential student outcomes: knowledge, skills, attitudes
Students will:
 Work in cooperative groups
 Be introduced to early Hopedale history
 Use appropriate math manipulatives to aid in the problem solving process
 Develop a written representation of their solution to share with the class
 Justify their thinking
 Build confidence, skill, and flexibility as problem solvers
 Recognize that math is everywhere!
14
Materials:
 A collection of word problems, often chosen from Adin’s Amazing Arithmetic
 A variety of math manipulatives and tools to be selected by students (color tiles, base ten blocks,
counters, rulers, grid paper, etc.)
 Chart paper
Description:
After a study of various problem solving strategies, students are flexibly grouped to solve mathematical word
problems based on local (Hopedale) history.
These word problems require the students to call upon skills in a variety of conceptual areas and challenge
learners based on their readiness. While the level of the problems is differentiated, the expectations for
explanation and representation are rigorous for all learners. After developing a solution as a group, students
must orally present their solution to the class, identifying the problem solving strategy they employed to solve
the problem, and justifying both their choice of strategy and the solution to their classmates.
Assessment Design:
Initially the students are assessed through teacher observation based on multiple criteria. These criteria include
the ability to work within a small group, the appropriateness and efficiency of strategies chosen, and the
explanation of solutions both orally and pictorially. After students become comfortable with the process and
competent with oral explanations, we move into written explanations identifying the mathematical strategy
chosen, the steps used, and the solution developed.
15
Promising Practices Exemplar in Curriculum
Mendon-Upton 2008
Name: Katie Jordan
District: Mendon-Upton Regional School District
School: Henry P. Clough School
Email: kjordan@mu-regional.k12.ma.us
Principal: Vincent F. Rozen
Subject Area: intergraded technology
Grade Level: 3
Target Audience: students and parents
Standards/Strands being addressed:
Topic : Ethics and Safety Demonstrate responsible use of technology and an understanding of ethics
and safety issues in using electronic media. Grades PK-4: 2.1, 2.2., 2.3, 7, 2.4 Grades PK-4: 3.1
*Additional frameworks are integrated depending on the subject matter being taught
Project/Unit/Program - Focus/Goal:
Technology used to
Enrich and enhance
Academic
Connections, linking our schools and
Homes to the world
The goal of this program is to provide and integrated technological approach when communicating
academic lessons, goals, and outcomes to both students and parents.
Essential student outcomes:
 Students will demonstrate and apply their knowledge of current curriculum set forth by the MendonUpton School District and Massachusetts State Frameworks
 Students will broaden their knowledge of technological advances modeled within the classroom
setting
 Students will achieve higher academic success in all content areas
Materials:
Smart Board / Internet / Power Point / Publisher / Microsoft Word
Description:
Communications is an essential component in the elementary classroom. Both students and parents
benefit from clear expectations, directions, and goals. As an educator I strive to provide effective
communication when presenting daily lessons to my students as well as providing ongoing
communications about the academics taking place to their parents and the community at large.
One essential component to integrating technology to enhance communication in the classroom is the
use of a Smart Board. With such a tool I provide valuable visuals, effective directions, integrated videos
and web links that bring lessons alive. In addition to the Smart Board, students and parents have access
to two web sites that were specifically designed to both provide a communication tool to parents as well
as virtual academic fieldtrips for students. All links connect directly to the Massachusetts State
Frameworks for grade 3 and help enhance the learning-taking place daily in the classroom.
Assessment Design:
Assessment is determined through student and parent response, collegial support, increased standardized
test scores and daily assessments which include observations, rubrics, running records, performance
projects and other authentic assessments that connect to each academic discipline.
16
Promising Practices Exemplar in Curriculum
Milford 2008
Name: Terry Bowen, Eileen Kedski,
Jennifer Lancaster
School: Stacy Middle School
District: Milford Public Schools
Email: tbowen@milfordma.com
ekedski@milfordma.com jlancaster@milfordma.com
Principal: Mrs. Nancy Angelini
Subject Area: Math
Grade Level: 5th grade
Target Audience: Heterogeneously grouped 5th grade Math class, ELL students included
Number of days of unit/activity: One day for introduction and project assignment, two more days to
complete lesson
Project/Unit/Program - Geometry in Art
As a hook to the Geometry in Art lesson, the students will be exposed to a brief visual and informational
background in Modern Art. The students will be introduced to how artists use and have used geometry
in works of art, and finally the students will illustrate their knowledge of and abilities in geometry to
create their own work of art. This lesson could either be used as a culminating review/assessment of
previously introduced material or as an activity in an on-going geometry unit.
Essential student outcomes:
Lesson Objectives:
Geometry Strand: Students engage in problem solving, communicating, reasoning, connecting, and representing as they:
5.G.1 Identify, describe, and compare special types of triangles (isosceles, equilateral, right) and
quadrilaterals (square, rectangle, parallelogram, rhombus, trapezoid), e.g., recognize that all
equilateral triangles are isosceles, but not all isosceles triangles are equilateral.
5.G.3 Identify relationships among points and lines, e.g., intersecting, parallel, perpendicular.
Geometry Strand: Students engage in problem solving, communicating, reasoning, connecting, and representing as they:
6.G.1 Identify polygons based on their properties, including types of interior angles, perpendicular or
parallel sides, and congruence of sides, e.g., squares, rectangles, rhombuses, parallelograms,
trapezoids, and isosceles, equilateral, and right triangles.
ELL Language Objectives (ELPBO):
S.3 Academic Interaction: Students will comprehend and communicate orally, using spoken English to
participate in academic settings.
1. Demonstrate comprehension of oral directions that include visual cues.
51. Explain the thinking process used (such as in math) in academic content areas.
Exploratory Concepts and Skills:
 Explore the angles formed by intersecting lines.
 Identify and draw shapes and figures from different views/perspectives.
 Recognize and apply geometric ideas and relationships in areas outside the mathematics classroom,
such as art, science, and everyday life.
General Art Standard: PreK–12 Standard 10: Interdisciplinary Connections
Students will use knowledge of the arts and cultural resources in the study of the arts, English language
arts, foreign languages, health, history and social science, mathematics, and science and
technology/engineering.
17
Teacher Materials:
 Modern Art PowerPoint lesson and a computer/projector cart.
Student materials:
 Students will be provided with a rubric, blank piece of paper, compass, ruler, geometry template, and
colored pencils.
Description/Procedures:
This lesson is a collaborative teaching situation between the enrichment teacher, classroom math teacher
and ELL teacher. The enrichment teacher will begin the lesson by presenting the PowerPoint lesson.
An explanation of Modern Art and its connection with geometry will be given. During this time,
background information will be presented on the first three artists: Picasso, Kandinsky, and Matisee.
The teacher will then present background on the last artist, Paul Klee. The slide of his portrait, Head of
Man, Going Senile will be observed and discussed. At the end of the discussion, the students will be
informed that their assignment will be to complete a geometric self-portrait.
The teachers will hand out the Geometric Self-Portrait rubric, review the assignment, and emphasis the
skills the students are to focus on (Ability to use a compass and protractor; Use of geometric figures; Use of colors;
Written expression). The back of the rubric has a listing of geometric terms and shapes, which can be used
while working on the portrait, to be reviewed prior to drawing. The teachers will confirm that all
students have the tools that they need (compass, protractor, ruler, geometry template, and white paper). The
students will then be instructed to use their compass in order to make a circle for the head. At this point
the students are to follow their rubric for guidance and directions. All teachers will be circulating to offer
support and assistance to students.
Assessment Design:
Geometric Self-Portrait
5th grade rubric
Assignment: Using a pencil and paper the student will draw a circle to represent their head, and use other
geometric shapes to complete their self-portrait. Tools available to the student will be a compass, protractor,
and/or ruler, as well as colored pencils. The student must identify the shapes used on the back of this rubric. *
A = 14+ points
B=12-13 points
C=9-11 points
D= 7-8 points
F= 6 or less points
*The listing of geometric shapes has been omitted to save space on this program submission.
1
Skill
Warning
2
Needs
Improvement
Ability to
use a
compass
and
protractor
Geometric
shapes
Little care was given to
the formation of lines,
angles and shapes.
Lines, angles & shapes
were not all formed
correctly
Lines, angles & shapes
were formed correctly.
Lines, angles and
shapes show a high
level of accuracy.
Less than 6 geometric
shapes or terms are
included
6 geometric shapes or
terms are included
8 geometric shapes or
terms are included
More than 8 geometric
shapes or terms are
included
Use of
colors
Less than 6 colors,
shades, or designs
were used
Less than 1 complete
sentence was written to
explain your selfportrait.
6 colors, shades, or
designs were used
8 colors, shades, or
designs were used
1 complete sentence
was written to explain
your self-portrait.
2 complete sentences
were written to explain
your self-portrait.
More than 8 colors,
shades, or designs were
used
More than 2
Complete sentences
were written to explain
your self-portrait.
Written
expression
3
4
Proficient
Advanced
#
Points
18
Promising Practices Exemplar in Curriculum
Millbury 2008
Name: Richard Smith, Jessica Sobaleski, Rosemary Reidy
District: Millbury
Email: rsmith@millbury.k12.ma.us,
Jsobaleski@millbury.k12.ma.us rreisy@millbury.k12.ma.us
School: Raymond E. Shaw Elementary
Principal: Riitta Bolton
Subject Area: English Language Arts and Mathematics
Standards/ Strands Being Addressed: Massachusetts Department of Education English Language Arts
Curriculum Frameworks Grade 3-4 , Massachusetts Department of Education Mathematics Curriculum
Frameworks Grade 3-4
Grade Level : 4
Target Audience: General education and Special Education students
Number of Days of Unit/Activity: School year 2007 - 2008
Project/Unit/Program – Focus/Goal:
To provide differentiated instruction in an inclusive setting to grade four students. The program
incorporates a co-teaching model and flexible grouping using the Scott Foresman Reading Street and
Everyday Mathematics programs.
Essential Student Outcomes:
Ensure that all students, including those with disabilities, demonstrate individual achievement and
success and make adequate yearly progress.
Materials:
 Scott Foresman Reading Street
 Everyday Mathematics
 Cross-curricular activities
Description:
During the 2007-2008 school year, the three teachers are piloting a model of co–teaching and flexible
grouping in English Language Arts and Mathematics. The purpose is to effectively and efficiently meet
the diverse needs of all learners using a 3-Tier model system. The students are receiving whole group
instruction in homerooms and small group instruction in leveled groups. The students with most
difficulties are also receiving a third tier of instruction in addition to their scheduled ELA time. The three
leveled groupings are:



Advanced or above grade four level
On Level
Strategic Intervention or below grade four level
Within the advanced grouping, students are using the grade four curriculum as well as additional
enrichment activities to encourage higher order thinking skills in the content areas. Strategic intervention
19
students are exposed to grade level curriculum and then receive additional interventions to meet their
individual needs. Students at grade level are using on grade level materials.
Students are monitored and assessed weekly, bi-weekly or monthly to determine if their grouping is
suitable. If the assessment determines the students would be better served in another grouping level, the
teachers collaborate and make the appropriate changes.
The co–teaching model is implemented with the regular education and special education teacher in an
inclusion classroom. Students in the classroom get the instructional benefits of working in small groups
using the following co–teaching approaches:
 Parallel teaching
 Station Teaching
 Team Teaching
 One Teach, One Assist
Assessment Design:
Within the ELA program, a variety of assessments are used weekly, bi-weekly, and at the end of each unit.
Assessments measure fluency, comprehension, grammar skills, reading strategies, vocabulary, and
spelling. Teachers also use formative assessments to monitor instruction and instructional strategies, and
make adjustments if necessary.
In the Mathematics program, students are assessed daily through slate assessments and a summative
assessment is given bi-weekly. Teachers use formative assessment to monitor student progress. Everyday
Mathematics also provides assessments through a variety of skill-based games and opportunities for
cumulative review of concepts and skills through daily Math Boxes.
20
Promising Practices Exemplar in Curriculum
Northbridge 2008
Name: Paula Macek, Kathleen Mancini
District: Northbridge
School: Northbridge Middle School
Email: nps.org
Principal: Michael Gauthier
Subject Area: Patterns, Relations in algebra, Data Analysis, Statistics and Probability
Grade Level: 8
Target Audience: Pre-Algebra /Algebra 1/Algebra 2 students
Number of days of unit/activity: Ongoing – year long
Project/Unit/Program - Focus/Goal:
Establish an Improved Grade 8 Mathematics Curriculum..To collaborate our efforts to maximize
effective classroom instruction.
Essential student outcomes:
 Motivate all students
 Increase student’s understanding of Algebra
 Challenge accelerated learners
 Increase MCAS scores / Meet AYP
Materials:
 New Algebra 1 and Algebra 2 textbooks
 Pre-Algebra – Part 2 curriculum
 Smart Board Technology
 Graphing Calculators
 Exam View Test Generator
Description:
Last year we were able to administer a corrective action plan that allowed our grade eight students to meet
AYP. Creative scheduling allowed four groups of students to meet with us once a week for approximately
seven months. A subgroup of students, working independently, was established within some classes to
challenge accelerated learners. Unit
assessments are developed from a test generator with MCAS related questions.
This year we collaborated our efforts to maximize effective classroom instruction within implementation of
our new textbooks and technology. These strategies are designed to benefit all students, especially those
subgroups whose achievement has been deficient in MCAS and classroom performance. Partner / group
work and project-based lessons have been a key. Using smart board technology and graphing calculators,
we are providing lessons, extensions and applications of mathematical concepts.
To challenge the accelerated learner, we have participated in the St. John’s Middle School Math Invitational.
The number of teams from NMS has grown from two to twelve
(from 6-36 students) in the past three years. This competition is held twice a year and provides a venue for
students to develop their critical thinking skills. “Engineers Teaching Algebra” is a classroom “field trip”
designed to acquaint students with the field of engineering in a fun and practical way. A group of twenty-five
talented Algebra 1 and Algebra 2 students utilized their talents to determine the most efficient traffic pattern for
a shopping mall. Teachers and students agreed that this was a worthwhile experience.
21
It has been our goal to remediate, accelerate, and motivate.
We have been somewhat successful, but the work continues . . .
Assessment Design:
 Journal Writing
 Partner / Group Work
 Test Generator / MCAS related questions
 Smart Board Interactive Lessons / Presentations
 Project-based Learning
 MCAS Weekly / Open Response questions using the DOE website for sample student responses
 Challenge Problem of the Week
22
Promising Practices Exemplar in Curriculum
Sutton 2008
Name: Donna Coonan
District: Sutton
School: Sutton Memorial High School
Email: mailto:Coonand@suttonschools.net
Principal: Paul Daigle
Subject Area: Science
Standards/Strands being addressed: Introduction to Physics
Grade Level: High School
Target Audience: Freshman- Introduction to Physics
Number of days of unit/activity Quarter
Project/Unit/Program - Focus/Goal:
Now in its 16th year, ExploraVision encourages K-12 students of all interest, skill and ability levels to
create and explore a vision of future technology by combining their imaginations with the tools of
science. All inventions and innovations result from creative thinking and problem solving. Students in
grades nine through twelve at Sutton High School have been participating in this innovative program for
the last five years. The students are encouraged to focus on Introduction to Physics Massachusetts State
Standards and Sutton High School Curriculum Topics as they research and design their futuristic idea.
Ten Teams with four members on each team have won honorable mention status. They competed
against 15,000 students that participate in this national competition.
Essential student outcomes:
 Most importantly, ExploraVision is fun!
 ExploraVision can help all students — even those who haven't been high achievers — become
interested in science and technology as they apply to everyday life (many inventors were average
students or had difficulties in school)
 It's an excellent way to learn how to collaborate in groups on an interdisciplinary project
 Everyone who enters is a winner! All entrants have the opportunity to be recognized for their good
ideas and to win prizes
 ExploraVision is an excellent way to incorporate the National Science Education Standards and
Massachusetts Standards into your class.
 The competition can motivate your students
 Students learn to organize and convey their knowledge more effectively.
 Students also gain advanced communication skills that will prepare them well for the 21st-century
workplace.
Materials:
Exploravision Entry Kit
Computer to type essays
Powerpoint to propose and develop web design graphics
Research materials to explore the part present and future of specific technology
The Internet
Students’ imaginations
23
Description:
First students brainstorm what they find frustrating in everyday life. They then identify a problem that a
current technology does not answer, then imagine possible solutions Next, students work in teams to
research the past, present and future of that technology as used in the home school or community. Each
team member writes an essay in six categories:






Present Technology — Give an overview of the present form of the technology, including some
scientific principles involved in how it functions.
History — Research and describe the history of the technology from its inception.
Future Technology — Describe the team's vision for what this technology will be like in 20 years —
including scientific principles involved in developing the technology.
Breakthroughs — Research and describe breakthroughs that are necessary to make the future
technology design a reality. Why doesn't this future technology exist today?
Design Process — Describe three alternative ideas or features the team considered for this
ExploraVision project. The ideas and features should be directly related to the entry, not a list of
other entries you may have submitted. Describe why the team rejected each feature and idea in favor
of the ones in the submitted ExploraVision technology. Describe the team's design process.
Consequences — Recognizing that all technologies have positive and negative consequences,
describe the potential positive and negative consequences of the new technology on society.
Finally, the team creates a draft of six web pages to explain their vision with text, pictures and designs!
Assessment Design:
 Rubrics for group work, essay writing, and web design
 Double IM Research materials and templates for research note cards
 NSTA members and scientists working in a variety of fields evaluate the final essays and web pages,
which are mailed into the Exploravision National Headquarters.
24
Promising Practices Exemplar in Curriculum
Uxbridge 2008
Name: Stephanie Lundberg
District: Uxbridge
School: E.D. Taft Elementary
Email: slundberg@uxbridge.k12.ma.us
Principal: Paula Montesi
Subject Area: Integrated Science, Language Arts, and Creative Arts
Standards/Strands being addressed:
Composition Strand: 19.3, 21.1, 22.2, 23.2, 24.
Life Science/Biology:


Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water.
Identify the ways in which an organism’s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food,
water, air, and shelter).
Visual Arts: 1.1, 1.2, 1.3, 1.4
Grade Level: First
Target Audience: Heterogeneously Grouped Classroom
Number of days of unit/activity: One Month
Project/Unit/Program - Focus/Goal:
To work as a group to create a mural depicting a habitat, and write a descriptive paragraph about the
habitat.
Essential student outcomes:
 The students will learn what a habitat is.
 The students will learn how a habitat provides the basic needs of its inhabitants.
 The students will be exposed to various types of habitats through reading and viewing of online
video clips.
 The students will write a descriptive paragraph using the writing process.
Materials:
 One 8 foot long piece of butcher paper for each small group
 Non-fiction literature of various reading levels for each habitat being studied (at least 8 books per
habitat)
 Stacks of white paper (4” x 5”) for each small group
 An envelope for each small group to save completed drawings
 A box or bin for each group to store their research materials
 Scissors
 Glue
 Water color paints and brushes
 Crayons
 Construction paper
 Pre-writing web for descriptive paragraphs
 White lined paper
Description:
Over the course of a month the class will investigate the concept of animal habitats through an integrated
thematic unit entitled, “Animals Everywhere.” Reading will include fiction texts such as My River by
Shari Halpern, Hoot, Howl, Hiss by Michelle Koch, and Goodnight Owl by Pat Hutchins. Non-fiction
reading will be completed in the Scott Foresman First Grade Science Massachusetts edition (or similar
text), in the chapter on habitats. Additional instruction on the concept of habitats will be viewed on the
25
United Streaming website with the video, “Habitats: Homes for Living Things” as an overview, then
additional videos of various habitats can be viewed.
After this initial instruction on habitats is completed the class is divided into small cooperative groups of
3 to 4 students each. Each group is assigned a habitat to research (desert, rainforest, ocean, wetlands,
African grasslands, polar regions, temperate forests, etc.). Each group is provided with a box/bin
containing the non-fiction books about their habitat, the small white paper, scissors, and an envelope.
During the first two sessions of research the students are to look through the books, read about, and
illustrate plants that grow in their assigned environment. Completed illustrations are cut out and placed
in their team’s envelope. During the second two sessions the students do the same for animals that live in
the habitat. The final week is spent creating the mural of their environment using the butcher paper.
First a background is made using paint, crayons and construction paper. Then the cut out plants and
animals are placed onto the mural.
Finally, the students use their completed mural to assist them in filling out a pre-writing web about their
habitat (writing is done individually). This web then guides them in organizing their ideas into a
descriptive paragraph about their habitat. This paragraph is brought completely through the writing
process with a teacher conference, editing, publishing and sharing during a class presentation time.
Assessment Design:
Together with the teacher, the class will design a checklist for their cooperative work on the mural.
Items may include: cooperation, best work, accurately represents the environment, plants, and animals
of the habitat.
The writing is assessed using the Uxbridge Public School’s first grade writing rubric (see attached). For
an accurate gauge of how children are performing with their writing, the draft should be scored as well as
the final composition
26
Blackstone Valley Collaborative
Promising Practices - Teacher Recognition
2007 Recipients
Town
Teacher
Grade
Bellingham
Mr. William Jewers
Bellingham Middle School
Blackstone/Millville
Mr. John Morocco
Blackstone-Millville
Regional
Blackstone Valley
Vocational
Mrs. Janice
Muldoon-Moors
Blackstone Valley Regional
Vocational
Douglas
Mr. Edward
LaChapelle
Kelly Bonner
Amy Schulze
Jarrod Ashton
Liam Durkan
Janice Boisclair
Dudley/Charlton
Douglas High School
Dudley Middle School
Grafton Elementary School
Grafton
Teri Morrison
Hopedale
Kelly Butler
Mendon/Upton
Laurie Borek
Miscoe Hill School
Millbury
Betty Hedlund
Elmwood Street School
Northbridge
Steve Vincent
Sheri Reilly
Balmer Elementary
Sutton
Joanne Geneva
Uxbridge
Judith Lynch
Hopedale Jr./Sr. High
Sutton Middle School
Uxbridge High School
Email
wjewers@bellingham.k12.ma.us
jmorocco@bmrsd.net
elachapelle@douglas.k12.ma.us
kbonner@dc-regional.k12.ma.us
aschulze@dc-regional.k12.ma.us
jashton@dc-regional.k12.ma.us
ldurkan@dc-regional.k12.ma.us
jboisclair@dc-regional.k12.ma.us
morrisont@grafton.k12.ma.us
kbutler@hopedale.k12.ma.us
lborek@mu-regional.k12.ma.us
bhudlund@millbury.k12.ma.us
svincent@nps.org
sreilly@nps.org
genevaj@suttonschools.net
jlynch@uzbridge.k12.ma.us
27
Promising Practices Exemplar in Curriculum
Bellingham 2007
Name: William Jewers
District: Bellingham
School: Bellingham Memorial Middle School
Email: wjewers@bellingham.k12.ma.us
Principal: Elaine D’Alfonso
Subject Area: World Geography
Standards/Strands being addressed: Concepts/Skills # 3,4,8,10,11,15 Strands #1,2,3
Grade Level: 7
Target Audience: Grades 5 and 6
Number of days of unit/activity: 25
Project/Unit/Program - Focus/Goal:
Culture Fair – The Culture Fair is a culminating activity designed to reinforce geographical and cultural
concepts introduced throughout the year.
Essential Student outcomes:
Students will identify the major political, physical, and economic features of assigned countries. They will
create displays and activities which educate younger students about the geography and economies of
these countries.
Materials:
Textbook, Library resources, Internet, Art/building supplies
Description:
The Culture Fair is an interactive, interdisciplinary event presented by 7th Grade students to introduce 5th
and 6th Grade students to World Geography. Each 7th Grade geography class is assigned a country and
works to transform a classroom into a representation of the geography and culture of that country.
Students work in groups of 3 or 4 and choose an area of focus (ie. landforms, climate, government, arts,
foods, etc.). They create displays and interactive activities to educate the younger students.
Students also work on projects in other classes throughout the school year in an interdisciplinary effort
to establish connections between geography and other subjects. Such projects include currency exchange
(Math), “GeoPoems” (English), landscape prints (Art), folktales (Reading), biomes (Science), and
PowerPoint/Restaurant menu design (Computer Science).
Assessment Design:
Students are assessed individually throughout the year as they complete activities and projects in other
classes. Each Culture Fair group is evaluated as they prepare for and participate in the fair, using the
following criteria:
Week 1 – Students research their assigned country individually, completing a series of fact sheets. (10
points)
Week 2 – Groups are formed and continue with a focused research on their area of concentration. Each
group prepares a three-paragraph statement in which they explain their area of focus as well as planned
activities and displays for the fair. (20 points)
Weeks 3-4 – Groups create displays and activities and coordinate within classes to prepare each
classroom. Each group prepares a two paragraph statement which explains the nature and purpose of
planned activities as well as defining the role of each group member. (50 points)
Week 5 – Groups finalize room preparation and are evaluated by each classroom teacher for
participation and engaging younger students. (20 points)
28
Promising Practices Exemplar in Curriculum
Blackstone-Millville 2007
Name: John Morocco
District: Blackstone-Millville Regional
School: BMR High School
Email: jmorocco@bmrsd.net
Subject Area: Technology Education
Standards/Strands being addressed: Communication Technologies
Grade Level: 9-12
Target Audience: Adobe Photoshop & Digital Photography Classes
Number of days of unit/activity: Approximately 5 Days
Project/Unit/Program - Focus/Goal:
Operation Photo Rescue – Restoring Memories:
Insurance has the ability to replace a home and furnishings after a major loss, but photographs, an
integral part of your family's history, are often left unprotected. Operation Photo Rescue (OPR) is an all
volunteer network with a mission to repair photographs damaged by natural disasters and unfortunate
events such as fires.
The goal was to challenge our students twofold:
1. Their abilities and skills in photo restoration.
2. Their sense of pride and commitment to community service.
Essential student outcomes:
Students will utilize their digital photography skills to restore/repair damaged photographs to originallike conditions.
Materials:
 Adobe Photoshop (or similar software)
 Photographs supplied buy the OPR network of volunteers
Description:
In the wake of Hurricane Katrina, an all volunteer network of professionals, amateurs and students
formed OPR in the hopes of restoring memories (via cherished family photographs) to those who had
survived the devastation.
Depending on the varying abilities of our students, they chose from easy, moderate and heavily damaged
photographs to repair. Completed restorations were electronically uploaded to the OPR network, printed
and mailed back to the original owner … all at absolutely no cost!
Assessment Design:
Classroom assessment was primarily visual in content … both by the instructor and through peer
involvement. Areas of evaluation consisted of the following:
a. Original ~vs~ Restored image
b. Cloning and repairs
c. Color corrections
d. Adjustment layers
e. Curves, levels and lighting
f. Layer masks
g. Blending modes
29
Promising Practices Exemplar in Curriculum
Blackstone Valley Regional Technical 2007
Name: Janice Muldoon-Moors
District: Blackstone Valley Regional
School: Blackstone Valley Technical
Email:jmuldoon@valleytech.k12.ma.us
Principal: Richard Brennan
Subject Area: Health Services
Standards/Strands being addressed: Standard 3C16c Compare specific diseases and disorders
by classifications, causes, diagnoses, therapies, and care
Grade Level: 10
Target Audience: Health Services Students
Number of days of unit/activity: One Class Period
Project/Unit/Program - Focus/Goal:
This lesson is part of a unit related to the Cardiovascular System where we study the anatomy and
pathology of the heart and blood vessels.
Essential student outcomes:
The student outcome for this lesson is for the student to have a realistic appraisal of the amount of
saturated fat consumed at fast food restaurants
Materials:
Scale, wax paper, spoon, Crisco, worksheet, pencil, list of fast food fare with nutritional information- fat
column highlighted, instructions “Go Fat” card deck and game instructions
Description:
As part of the chapter on anatomy and pathology of the heart and blood vessels we discuss Coronary
Artery Disease. This lesson is designed to give students a graphic look at what they are eating. They
choose a restaurant menu and record what they would eat. The student then records the fat content for
each item and adds the total grams. Crisco is scooped out and put on the scale until it adds up to the
grams of fat the student had recorded.
The other waiting students will play the game “Go Fat.” The cards have fast food items pictured plus
the grams of fat in each one. The game is played the same way as “Go Fish” except the student asks for
“McDonald’s Big Mac 45 grams” in an attempt to match another card and secure the pair.
Assessment Design:
The student is asked to be introspective about the exercise. They are asked to write their reaction and
what impact the now visual mound of fat that they are eating will have on their diet
30
Promising Practices Exemplar in Curriculum
Douglas 2007
Name: Ed LaChapelle
District: Douglas Public Schools
School/Principal: Douglas High School /
Email: elachapelle@douglas.k12.ma.us
Brett Kustigian
Subject Area: Computer Science
Standards/Strands being addressed: (Instructional Technology Standards) 1.35, 1.38,
1.53, 1.58, 1.60, 2.16, 3.15, 3.19,
Grade Level: 10 - 12
Target Audience: End product of this project is targeted towards students in grades 1 - 5
Number of days of unit/activity: 2 months
Project/Unit/Program - Focus/Goal:
The focus of this unit was to give students a realistic, hands-on activity that would allow them to
experience software development in a “real life” situation.
Essential student outcomes:
 Understand software development in a team environment
 Develop analytical skills
 Develop project planning / management skills
 Meeting strict deadlines
 Learn to develop and administer software test plans
 Packaging and delivering a software product
Materials:
 10 student computer workstations
 DarkBASIC software for program development
 Anim8or software for 3-D modeling
 Adobe PhotoShop software for graphic design
Description:
For this project, students were given the directive to design and create a video game that was
educationally-based, math-oriented and geared towards grades 1 – 5. The students were responsible for
all phases of the software development project including developing a theme, creating a script, research,
project management, developing an understanding of the affected demographic group (1st – 5th grade
students) and many of the other tasks that go into developing a video game. Once the students
completed the development process, they worked with their target audience to beta test their application
making any necessary modifications. The students finished the project by developing an automated
installation process for the game and used that process to install the game on workstations at our
elementary and intermediate schools for students to use to reinforce their math skills.
Assessment Design:
My rubric for this project was designed to be like a performance review someone would encounter in the
software development industry. I used a 1(low) to 5(high) scale to rate the students on such things as:
 Creativity
 Professionalism
 Interpersonal skills with team members
 Quality of work
 Interpersonal skills with customers (1st
 Taking risks
th
– 5 grade students)
 Adherence to schedule
31
Promising Practices Exemplar in Curriculum
Dudley-Charlton 2007
Names: Kelly Bonner, Amy Schulze, Jarrod Ashton,
District: Dudley-Charlton Regional
Liam Durkan, Janice Boisclair
School District
School: Dudley Middle School
Principal: Mr. Gregg Desto
Email: gdesto@dc-regional.k12.ma.us
Subject Area: Homelessness: Compassion Through Understanding
Standards/Strands being addressed:
ELA: Standard 2 (Questioning, Listening, and Contributing), Standard 3 (Oral Presentations), Standard
9 (Making Connections)
Math:
7.N.2 Use ratios and proportions in the solution of problems involving unit rates
7.N.9 Select and use appropriate operations to solve problems with rational numbers
7.D.1 Select, create, interpret, and utilize tabular and graphical representations of data: circle graphs,
Venn diagrams, stem-and-leaf plots, tables, and charts.
Grade Level: Middle School
Target Audience: Middle School students
Number of days of unit/activity: 8 weeks (completion of novel), 1 visit to soup kitchen per month
for 3-5 months
Project/Unit/Program - Focus/Goal:
 To expose students to the issue of homelessness “in our own back yard”
 To provide students with an opportunity to meet individuals who struggle with the issue of
homelessness on a daily basis (at the Mustard Seed soup kitchen in Worcester, MA and Webster Food
Share in Webster, MA)
 To instill a sense of compassion for homeless individuals and desire to help improve their lives
 To apply math skills to prepare dessert for the Mustard Seed guests
 To apply critical thinking/math skills learning how to knit scarves for the Webster Food Share guests
 To apply communication skills to organize and run various drives to benefit the Mustard Seed and
Webster Food Share (scarves, personal care products, financial donations, etc.)
Essential student outcomes:
 Become personally aware of hardship in our own community
 Become an involved participant in the community as a volunteer
Materials:
 Cookie supplies (The Mustard Seed)
 Scarf making supplies such as yarn and needles (Webster Food Share)
Description:
Students read the book, “Homecoming”, by Cynthia Voigt, which relates the story of four children
under the age of 13 who must deal with the harsh realities of homelessness after being abandoned by
their mother. To foster empathy, students were encouraged to volunteer at the local Webster/Dudley
Food Share soup kitchen. In addition, about a dozen students knitted hats and scarves and stuffed
Christmas stockings to donate to the Food Share. On two subsequent trips to the soup kitchen,
students donated warm clothing and personal care products obtained through a drive.
32
Assessment Design:
After each visit to the Mustard Seed and Webster Food Share, students would share their experience
with the class and debrief what was observed. Through discussion led by the classroom teacher and
school psychologist observations would also be related to the novel and characters.
Students were also asked to regularly journal their feelings and thoughts related to homelessness. At
the conclusion of the unit, students were able to reflect on how their attitude towards homelessness had
changed.
33
Promising Practices Exemplar in Curriculum
Grafton 2007
Name: Terri Morrison
District: Grafton Public Schools
School: Grafton Elementary School
:Email morrisont@grafton.k12.ma.us
Principal: Brenda L. Plainte
Subject Area: Mathematics
Standards/Strands being addressed: Massachusetts Mathematics Curriculum Standards
Grade Level: 3
Target Audience: Teachers and students
Number of days of unit/activity: Year - long
Project/Unit/Program - Focus/Goal:
Implementation of First Steps in Mathematics
Essential student outcomes:
Improved performance in mathematics
Materials:
First Steps in Mathematics course books and resource books
Description:
First Steps in Mathematics was developed and researched in Australia. “First Steps is a series of teacher
resource books that is organized around sets of math outcomes for number. The series will help
teachers to diagnose, plan, implement and judge the effectiveness of the learning experiences we
provide for students.” Terri Morrison not only co-taught this course, but supported staff in
implementing diagnostic tasks and lesson activities. The program is NOT a curriculum. It is a series of
diagnostic tasks and resources that are used to understand the math your students know and need to
know. The resources provide suggested activities for each big idea and help teachers to understand the
progression of underlying math concepts.
Assessment Design:
Terri has implemented diagnostic tasks and assessments in her third grade mathematics class. She has
modified lesson activities to provide students opportunities to deepen their understanding of
mathematics. Mathematics menu activities evidence implementation of such assessment tools.
34
Promising Practices Exemplar in Curriculum
Hopedale 2007
Name: Kelley Butler
District: Hopedale
School: Hopedale Jr.-Sr. High School
Email: kbutler@hopedale.k12.ma.us
Principal: Dennis Breen
Subject Area: Connecting Learning Students and Workplace Competencies
Standards/Strands being addressed: There are 9 Competencies which are aligned with
the English Language Arts, Mathematics, Science and Technology, History and Social
Science and the Arts Massachusetts Curriculum Frameworks
Grade Level: 12 – All seniors are eligible to apply for this program.
Target Audience: Seniors interested in career exploration, work-based learning, and making
connections between the world of education and the world of work.
Number of days of unit/activity: one or two semesters
Project/Unit/Program - Focus/Goal: The Internship Program
Essential student outcomes:
Participants become exposed to the skills, attitudes, and knowledge essential to succeed in today’s
economy. Participants see a “real-world” context for academic subjects. Participants form
partnerships while exploring a career or occupation interest. Participants assess interests, set personal
goals, and build on academic, social, and technical skills learned in school.
Materials:
Applications, interviews, resumes are required. Time sheets, journal reflections, technology
presentations are required.
Description:
This program enables an eligible senior to earn academic credits for career-educational experiences
outside the traditional classroom. It is intended to provide the students with a work experience that
will help guide educational and career decision-making. An internship can be completed as a semester
or year-long course. Each participant is required to work with his/her mentor and establish learning
objectives as outlined in the Massachusetts Work-Based Learning Plan. Time sheets, weekly reflections,
a portfolio, and a culminating project and presentation that reflects and demonstrates knowledge and
experience gained during the semester or year is required. The intern will receive a grade for this course.
A student will earn 1 credit for a semester internship and 2 credits for a year-long internship.
Assessment Design:
Weekly time sheets and journal reflections, mentor reports, site visits, Massachusetts Work-Based
Learning Plan reviews, a mid-year essay, and a final presentation to an audience, which includes the
school to career coordinator, a guidance counselor and/or administrator, and the mentor.
35
Promising Practices Exemplar in Curriculum
Mendon- Upton 2007
Name: Laurie Borek
District: Mendon- Upton Regional
School: Miscoe Hill School
Email: lborek@mu-regional.k12.ma.us
Principal: Roseanne Kurposka
Subject Area: Health Education
Standards/Strands being addressed: Health and Physical Education MA Curriculum
Frameworks (Physical Activity and Fitness, Nutrition, Family Life, Interpersonal
Relationships, Disease Prevention and Controls, Safety and Injury Prevention)
Grade Level: 6 and 7 (separately)
Target Audience: Students who chose Physical Management as their semester elective
Number of days of unit/activity: 3 days in the 6 day cycle for semester one
Project/Unit/Program - Focus/Goal:
Physical Management Elective: Students will become more aware of how behavior choices affect
their individual health. The two main areas of focus were exercise and nutrition.
Essential student outcomes:
To increase student’s strength, endurance, flexibility and aerobic capacity increased during the program.
To promote awareness and a more in depth understanding of nutritional label reading and the effects
of the ingredients on the body, ideally resulting in wiser and healthier choices.
Materials:
Jump Ropes
Trash Bags, rubber gloves
Description:
At the beginning of each period the group stretched and did abdominal and arm strength exercises in
the classroom. Performance was recorded daily in their journals/notebooks. If the weather allowed, we
went out to the track for 16 minutes of timed walking, walking and jogging, or if the individual chose,
he or she could jog or run the entire time. At least walking was required. On rainy days we either used
the gym or even the sides of the cafeteria working around tables to jump rope or some other aerobic
workout. At times students got a partner and while still in the classroom wrote out a list of a series of 48 different aerobic exercises and then in the gym, performed each at either 30 second or one minute
intervals, taking turns w/ their partner. This was recorded also.
During one of the first class discussions simply reviewing Mypyramid exercise and nutrition guide, a
serious discussion began about the value, effectiveness and safety of the new “Sport Drinks.” In
subsequent classes, students brought in a wide variety of empty drink containers and they analyzed the
ingredients with which they were familiar. There were a wide variety of chemicals and other nutrients
and vitamins that needed further research, however. Each student chose one of them and did a short
research paper on their ingredient and presented this orally to the class during a series of classes. Notes
were taken and interesting discussions took place. Students were very engaged, as this whole project
was created essentially by their curiosity.
One other little piece that was great was that everyone was required to pick up a piece of trash as they
passed it ( usually drink bottles) and toss it in the trash barrel by the track. The awareness level about
our school community and the environment also prompted discussions. Right before winter arrived,
36
we walked (many ran) around the school grounds and picked up trash. We carried and filled bags ,
wore gloves and that follow up discussion was good too!
Assessment Design:
There was a formal written test on the Sport Drink Project’s findings.
The journal provided a very clear visual of the progress in arm and abdominal strength and laps
completed as the weeks went by.
During the last week of the course students wrote a self analysis, looking at their own behavior changes
and attitudes as a result of taking Physical Management. There was also an analysis of Physical
Management to help me improve the course in the future.
37
Promising Practices Exemplar in Curriculum
Millbury 2007
Name: Mrs. Betty Hedlund
District: Millbury Public Schools
School: Elmwood Street School
Email:bhedlund@millbury.k12.ma.us
Principal: Mrs. Beth Chase
Subject Area: English Language Arts/Technology
Standards/Strands being addressed: Composition: 19;20;23;25 Technology: 1;3
Grade Level:Grade 1
Target Audience: Grade 1 peers
Number of days of unit/activity: 10 days
Project/Unit/Program - Focus/Goal:
The children use technology (Ultimate Writing Creativity Center) to create an essay on fish that ties in with
their literacy theme and science unit
Essential student outcomes:
The children will state that there are many different types of fish; they will name a variety of fish and
their distinguishing features; the children will effectively use the Ultimate Writing Creativity Center to
create and share their writing;
Materials:
Big book: Fishy Facts by Ivan Chermayeff;
Ultimate Writing Creativity Center-(The Learning Company)
Description:
Grade one students have been engaged in reading about fish in our literacy program. They have been
observing guppies and snails in our Science and Technology for Children (STC) unit as well. To culminate
our study, the students will create an essay about fish and create an illustration with animation and
music using the Ultimate Writing Creativity Center. On completion, the children will view and discuss
each other’s work using the large classroom monitors.
Assessment Design:
A rubric for this project has been designed by the grade one teachers.
38
Promising Practices Exemplar in Curriculum
Northbridge 2007
Name: Steve Vincent/ Sheri Reilly
District: Northbridge
School: W.E. Balmer Elementary School
Email: sreilly@nps.org / svincent@nps.org
Principal: John Zywien
Subject Area: Social Studies, Language Arts, Math, Science, Music, Art
Standards/Strands being addressed:
Social Studies 3.2, 3.3, 3.4
Math- Demonstrate an understanding of such attributes as length, area, weight, and volume, and
select the appropriate type of unit for measuring each attribute.
Engineering: 1.1, 1,2, 2.1, 2.2, 2.3
English Language Arts 19.11. 20.
Grade Level: 3
Target Audience: 42 Inclusion Classroom Students
Number of days of unit/activity: 2 months
Project/Unit/Program - Focus/Goal:
 Incorporate and challenge students of all abilities including students on IEP’s and those who have
intensive special needs.
 Develop teamwork, cooperation and a sense of community among students of all abilities and needs.
 Utilize lessons that provide all learning styles the opportunity to exhibit mastery of information.
 Meet state curriculum standards and benchmarks for social studies through English language arts,
mathematics, science, art, music and technology.
 Provide new, motivating, challenging and factual information for students who have previously been
exposed to Native Americans and Pilgrim lifestyles.
Essential student outcomes:
 To develop a deeper sense of community values that includes students with a range of abilities and
special needs.
 To accurately master information involving the Native Americans and Pilgrims lifestyle. In addition,
students compared and contrasted Thanksgiving myths, and studied important leaders characteristics
 To gain a personal sense of the difficulties faced during the daily lives of Native Americans and Pilgrim.
 To learn through fun, hands on, innovative lessons.
Materials:
 Internet accessible computers and large
screen TV.
 Logs collected by students and teachers.
 Canvas
 Staple gun
 Paints and brushes
 Pipe cleaners
 Rocks
 Cement
 String



Shovel
Rakes
Note Cards (for student guided tours)
39
Description:
The motivation of a child can often take an adult out of the realm of impossibility and into the light of
belief. This project is the product of what is possible when two classes of overwhelmingly motivated
students inspire their teachers to push them to the limits of their imagination and are allowed to hear
the words, “Yes” or “Go for it”, rather than “no” or “I don’t think we can”. Mr. Vincent and Mrs.
Reilly’s classes are an example of what learning can occur when the structures of disbelief are removed
and imaginations are allowed to run free. This multi-sensory, multi-ability, cross-curricular and school
encompassing unit is an example of what students can do when provided the opportunity to simply try.
To motivate and inspire the students to learn more about the Pilgrims and Native People, Mr. Vincent
and Mrs. Reilly’s classes decided to take on the task of building a wetu. This project took three weeks
to complete, however, the students learned much more than how to build with logs. From an academic
standpoint this project encompassed several areas of learning including, social studies, math, writing
and reading, and in addition, music and art. From a social aspect, students developed a deeper sense of
values. The classes learned teamwork, communication, respect, and a great sense of accomplishment.
Their enthusiasm and desire to see this project completed, even when adults thought it not entirely
possible, should be commended. Not only was this project a fun, exciting, and cutting edge piece of
education, but it was also accessible to students of all abilities and levels. This is the foundation of our
values here at Balmer Elementary. We believe all students can learn and this project, as well as many
others done by the teachers at Balmer School, makes this belief possible.
Assessment Design:
 Informal questions and participation during class and readings
 Squanto Project with rubric
 Participation during wetu building
 Participation, cooperation, and teamwork during all group activities
 Paper/pencil end of unit test
 Top Ten Quiz on Pilgrims and native Americans
 Pilgrim Squiggle Writing
 Post lesson quizzes
 Native American/Pilgrim spelling words
 I am Thankful letter
Promising Practices Exemplar in Curriculum
Sutton 2007
Name: Joanne Geneva
District: Sutton Public Schools
School: Sutton Middle School
Email: genevaj@suttonschools.net
Principal: Deborah Cimo
Subject Area: Library Media Specialist
Standards/Strands being addressed: ELA, Math, Science, Geography
Grade Level: Grade 6
Target Audience: Grade 6, ELA students, interdisciplinary project utilizing Independent Investigation
Method (IIM)
Number of days of unit/activity: nine weeks
Project/Unit/Program - Focus/Goal:
The Afghan Research Project / on Middle East Culture / utilizing the Independent Investigation Method (IIM)
of research
Essential student outcomes:
Students will utilize the IIM Research Process to create a living history museum of Afghanistan, and
they will present the living museum through role - playing exhibits of Afghan culture, before, during
and after the time of the Taliban Rule
Materials:
 The Bread Winner by Deborah Ellis
 IIM student packet
 Library research materials (books, magazine articles, data base, etc.)
 Supplies to create sets and costumes
Afghan Project – Description:
The Afghan Project is an interdisciplinary project utilizing the Independent Investigation Method of
Research (IIM). The Project is a collaborative effort between two sixth grade ELA teachers and the
Library Media Specialist. The Library Media Specialist is the certified IIM district-wide trainer,
facilitator, and contact person for the IIM program.
Through the ongoing efforts of the Library Media Specialist and the classroom teachers, students will
gain knowledge about the country of Afghanistan, its people, culture, and American stereotypes
through various strategies over a three to four month period.
Students will begin immersion activities during classroom time. Next, students will read the novel “The
Breadwinner” by Deborah Ellis in their Language Arts class.
As they read the novel, students will use the Independent Investigation Method (IIM) to choose one
aspect of Afghanistan as their focus area of study. IIM has already been introduced to 6th grade
students through their Library Research Skills class.
Once students have completed the first two IIM steps of topic and goal setting, parents as well as
students will have the opportunity to attend an evening IIM workshop, which will take place in the
early spring. This will teach parents to understand each step of the IIM process and their roll in helping
their children succeed. During the workshop families will have the opportunity to participate in some
41
hands on work on the projects. Students will use time in the classroom and in the library to complete
their research and the remaining steps of the IIM process.
Assessment Design:
As an assessment, students will create and present a “Living Museum” for the final product of their
IIM projects. Parents and the community will be invited to view this “Living Museum” about
Afghanistan’s people and culture. Rubrics specific to each of the seven steps of the IIM Research
Process will be utilized and rubrics will be modified to accommodate individual student products.
Afghan Project Learning Standards:
English/language arts Standards:
Standard 1: Discussion
Standard 2: Questioning, Listening, and Contributing.
Standard 3: Oral Presentation
Standard 4: Vocabulary and Concept Development
Standard 11: Theme
Standard 12: Fiction
Standard 13: Nonfiction
Standard 18: Dramatic Reading and Performance
Standard 19: Writing
Math Standards
Number Sense and Operations 6.N.4,
Patterns, Relationships, and Algebra 6.P.4
Measurement 6.M.3
Data Analysis, Statistics, and Probability 6.D.1, 6.D.2
World Geography Standards
Western Asia and Middle East WA.2 , WA.3, WA.4
Science Standards
Ecology 6..3., 6.4
42
Promising Practices Exemplar in Curriculum
Uxbridge 2007
Name: Judith Lynch
District: Uxbridge
School: Uxbridge High School
Email: jlynch@uxbridge.k12.ma.us
Principal: George Zini
Subject Area: Foreign Language
Standards/Strands being addressed:
Communication (Interpretive)
2.6 Follow direction such as for a recipe, a word maze or a logic problem
2.7 Read authentic and adapted materials
Communication (Presentational)
3.11 Give presentations on planned activities on cultural topics
Cultures
4.4 Identify distinctive cultural products from the target culture such as toys, cloths, foods,
currencies, games, traditional crafts, and musical instruments.
Comparisons (Cultural)
6.4 Identify and discuss cultural characteristics of the target culture and compare and
contrast them to cultural characteristics of own culture.
Grade Level: Grade 10
Target Audience: French II/ Honors French II
Number of days of unit/activity: 2-3 days (in class) with 2 weeks to complete project
Project/Unit/Program - Focus/Goal:
To become familiar with the cuisine and food products of the French – speaking world with a goal of
being able to create a menu and discuss in French the background of the restaurant and its foods.
Essential student outcomes:
Students are encouraged to use the French language, both written and oral, in a variety of situations.
Students will become familiar with the food/restaurant theme in the Francophone world, learn to
delegate tasks while working in small groups and develop research skills in preparing their menu.
Materials:
The language laboratory is used for web research on typical French restaurants, markets and regional
foods. Printed materials are available in the Uxbridge High School library, the Consumer Science
Department of Uxbridge High School and the Uxbridge Free Public Library as well as student
exemplars. These materials might include cook books, travel guides, newspaper articles and
food/gourmet periodicals.
Description:
French II/ Honors French II will work in groups of 3-4. Students will prepare a French menu. Each
group will decide on the region of the French –speaking world that they would like to represent in their
restaurant (Martinique, Canada, France, Louisiana, etc.) The restaurant will be given an original name
which will reflect its location or historical background. This location or historical background will be
explained in French on the menu and later discussed in French with the class. All items on the menu
will include a brief description of the item in French. Students peer edit their work and are encouraged
to present a creative design for their menu. The menu is then is presented to the class in French. An
item from the menu is prepared for the class to taste.
43
A future plan for this project is to include a student self-evaluation.
Assessment Design:
Students are given a rubric and check list in advance of this project in order to be well aware of the
expectations. The rubric criteria reflect all areas of the project: cooperative group work, task
completion/content, vocabulary, fluency/pronunciation, grammar, and final menu.
44
Blackstone Valley Collaborative
Promising Practices - Teacher Recognition
2006 Recipients
Town
Teacher
Subject/Grade
Bellingham
Marie Forte
Renée Finlay
High School
Blackstone/Millville
Marie Smith
Millville Elementary
Blackstone Valley
Vocational
Janis Tebo
Blackstone Valley Regional
Technical School
Douglas
Lauren
Klosowski
Douglas High School
Dudley/Charlton
Lorinda Allen
Heritage School
Grafton
Robin Bergen
Grafton Middle School
Hopedale
Jacqueline
Walker
Memorial School
Mendon/Upton
Gary Perras
Nipmuc High School
Millbury
Beth Zersky
Millbury Jr/Sr High School
Northbridge
Melissa Martin
Northbridge High School
Sutton
Kathleen
Romasco
Sutton Elementary
Uxbridge
Elizabeth
Brown
Uxbridge High School
Email
mforte@bellingham.k12.ma.us
rfinlay@bellingham.k12.ma.us
msmith@bmrsd.net
jtebo@valleytech.k12.ma.us
lklosowski@douglas.k12.ma.us
jprouty@dc-regional.k12.ma.us
bergenr@grafton.k12.ma.us
jwalker@hopedale.k12.ma.us
gperras@mu-regional.k12.ma.us
ezersky@millbury.k12.ma.us
mmartin@nps.org
kromasco@aol.com
bbrown@uxbridge.k12.ma.us
45
Promising Practices Exemplar in Curriculum
Bellingham 2006
Name: Marie Forte and Renée Finlay
School: Bellingham High School
District: Bellingham
Email: mforte@bellingham.k12.ma.us
rfinlay@bellingham.k12.ma.us
Subject Area: Music and Visual Arts in connection (with some literary artists and African-American
history)
Music Standards:5.12 5.14 5.15 Art Standards:2.12
2.13 2.15 4.12
Fine Arts Connection Strands 6.7 6.8 7.8 8.8 10
Grade Level: High School grades 9 - 12
Target Audience: Most fine arts courses, including music appreciation type courses with non-performing
music students and art students without previous art courses or instruction
Number of days of unit/activity: about 2 weeks, depends on the attention to detail and if research
projects will be included, it could easily be reduced to 5 – 7 days
Project/Unit/Program - Focus/Goal
History of Rock n’ Roll is a newly created course here at Bellingham High School. Beginning with the roots of
jazz, this course will trace the developments of American popular from the early 1900’s through present day.
This course will introduce students to the musical developments of the last century and also of the historical and
political climate in which these developments were conceived. To explore the musicians, artists, social climate,
and new ideas of the Jazz Age, Mrs. Forte and Mrs. Finlay worked together on a collaborative project on the
Harlem Renaissance and the celebration of Black History Month – February. Using the music and visual arts
standards listed above this project was created to provide students with an opportunity to learn in depth
knowledge about one particular musician and visual artist as well as the general historic and social circumstances
which contributed to the Harlem Renaissance and the Jazz Age.
Essential Student Outcomes
Students will identify stylistic characteristics of the music of the Harlem Renaissance/Jazz Age.
Students will be able to discuss in detail: one musical artist associated with the Harlem Renaissance and
his/her contribution and/or one artist that was influenced by the Harlem Renaissance musicians.
Students will be able to identify certain visual and literary artists of the Harlem Renaissance and discuss
the importance of the arts community in the historical context of the time period.
Materials
 Various print resources and internet access for the research report for students to complete
individually. A great internet resource: Romare Beardon’s Walk the Block – an interactive large
scale piece of art that students can manipulate to view in closer detail:
http://www.metmuseum.org/explore/the_block/index_flash.html
 Art materials: pencils, white paper, construction paper, tempra paints, scissors, glue, paint brushes,
tape, black and white image/portrait of artist to use as a model. Some students may elect to start
the project by tracing the image using an overhead projector.
 Music sources: good collection of jazz recordings from the jazz age, suggested: Ken Burns Jazz
documentary CD compilations
 Suggested: Scholastic Art magazine: February 2004. We also provided students with additional
prints/ slides of Harlem Renaissance artists’ work. We added many additional pieces of art into a
PowerPoint presentation that worked very well.
46
Description






Step 1: Students were asked to select 1 musician, from a selected list, who significantly contributed to the
development of Jazz. Although not all of these musicians were directly linked to the Harlem Renaissance,
they are connected or directly influenced by the music and art of this period.
Step 2: Students prepared research and completed a research paper on their selected musician including
personal background, stylistic achievements, and contributions as a musician.
Step 3: Students were presented background information on the Harlem Renaissance and the many
contributors in music, visual arts, and literary arts. Students were taken to various internet websites to
explore the artwork of various artists including Jacob Lawrence, Romare Bearden, Löis Mailou Jones, and
William H. Johnson.
Step 4: Students were asked to select one portrait of their selected musician to use as subject matter for their
own piece of art. Using the stylistic influence, technique and mediums of Harlem Renaissance artists,
students created their own portrait of the musician. Students were encouraged to paint or cut paper in
collage fashion to emulate some of the Harlem Renaissance artists.
Step 5: Students were asked to reflect on the stylistic characteristics of Harlem Renaissance artists and their
own new piece of art. Students were asked to connect their style to one major artist and describe in detail
the artistic elements contained in their piece of art.
Step 6: Students participated in a closing presentation, reflection, and discussion on the Harlem Renaissance,
its people, and social and political atmosphere of the time.
Assessment Design
Students were assessed using a research writing rubric for the research portion. Students were asked to
describe their own pieces of art using a guideline. Students were asked to complete a short quiz from
Scholastic Art magazine on the Harlem Renaissance visual artists.
47
Promising Practices Exemplar in Curriculum
Blackstone – Millville 2006
Name: Marie G. Smith
Project: Colonial Crafts Day
School: Millville Elementary
Email: msmith@bmrsd.net
Subject Area: Social Studies
Standards/Strands being addressed: Social Studies: History and Geography Standards
1,2,3
Across the curriculum include:
Math: Standards 3N12, 3G1, 3G2, 3M4, 3D1, 3D3
District Standards for Reading & Literature 3,4,7,8,10,12,13
Composition Strand: 19,20,21,22,23,24
Grade Level: Grade 3
Target Audience: Grade 3
Number of days of unit/activity: 1
Project/Unit/Program - Focus/Goal: “Colonial Crafts Day”
The purpose of this project is to provide the students with an authentic “journey into the past” as the
conclusion to the unit on the American Revolution.
Essential student outcomes:
The students will gain an understanding of various crafts demonstrating the aspects of Colonial life.
Materials:
Materials are specific to make each craft. Examples: fabric, yarn, card board, jute, burlap, Styrofoam
balls, paper twist, tin, hammer, nails, ribbon, margarine lids, stencils, paints, brushes, heavy cream.
Description:
The Colonial Crafts Day provides an authentic and meaningful learning experience that involves all the
third graders in our school. Students will rotate to six different stations. At each one, they will create a
take-home craft depicting a particular aspect of the colonial life. Students will be divided into six groups
of approximately eight students. Every child will carry a burlap “pocket” with a Colonial Activity
booklet. The booklet reflects topics that were taught in the unit on the American Revolution, including;
word puzzles, map skills, designing signs, and hornbooks, and completing a paper friendship quilt. The
various stations are tin punching, making cornhusk dolls, rug braiding, butter making, finger knitting,
and stenciling.
Students and volunteers are encouraged to dress in Colonial attire. Females will wear coifs and males
will wear three corned hats.
Assessment Design:
Each individual classroom will construct a graph with information on their favorite station. Students
will complete their Colonial Activity booklets. Students will bring home a unique collection of home
made Colonial crafts.
A letter to volunteers will be written. Students are to include a paragraph on which craft was their
favorite.
48
Promising Practices Exemplar in Curriculum
Blackstone Valley Regional Vocational Technical School 2006
Name: Janis Tebo
District: Blackstone Valley Reg.
School: Blackstone Valley Tech
Email: jtebo@valleytech.k12.ma.us
Subject Area: Office/Business Technology
Standards/Strands being addressed: STRAND 2: TECHNICAL
2.J. Use word processing software to produce documents. (formatting)
2.K. Use word processing software to produce documents. (design)
2.L. Use word processing software to produce tables, graphics, objects and charts.
Grade Level: 12
Target Audience: Adolescents
Number of days of unit/activity: Two weeks
Project/Unit/Program - Focus/Goal: Family Tree Project/Senior Computer Applications
GOAL
 Students will strengthen their desktop publishing skills by creating a Family Tree for their individual
family.
 Students will integrate their research skills, communication skills, language arts skills, and organizational
skills through the completion of this project.
 Students will develop an understanding of their cultural heritage.
Essential student outcomes
The students will have developed a Family Tree Visual along with a Family History newsletter. This
product will include family traditions, customs, and beliefs as a means to develop a better
understanding and tolerance of differences.
Materials:
Family photographs, family history materials provided by family members, computer, color printer,
scanner, digital camera, WORD.
Description
The students will research their family history. Through this research they will develop an
understanding an appreciation of cultural differences and hardships encountered by earlier generations.
They will create a visual representation of their family tree using Microsoft WORD Drawing Tools
feature. Using Microsoft WORD they will then develop a family newsletter using the material they have
gathered by talking with family members.
Assessment Design
Students will be given a Rubric beforehand and will have a clear understanding of what is expected and
of how they will be assessed. The rubric will include the following areas; Required Elements,
Attractiveness, Graphics-Originality, Knowledge Gained, Mechanics, Grammar, Labels, and Use of
Class Time.
49
Promising Practices Exemplar in Curriculum
Douglas 2006
Name: Lauren Klosowski
District: Douglas
School: Douglas High School
Email: lklosowski@douglas.k12.ma.us
Subject Area: Anatomy and Physiology
Standards/Strands being addressed: Biology 4.1 and 4.2
Grade Level: 11 and 12
Target Audience: 11 and 12th grade students and eventually, really physical therapy patients.
Number of days of unit/activity: Varying. Independent project presented over a month’s
time.
Project/Unit/Program - Focus/Goal:
Students will identify and learn the muscles of body in small groups then teach the class the muscles of
the specific area assigned; students teaching students.
Essential student outcomes:
Students will have a better understanding of the muscles of the body.
Materials:
Varied. Students must gather materials to create their model. They provide most necessary materials.
Description: MUSCLE MADNESS:
This project is given to students at the start of the muscle chapter. Students are instructed to create a
project in order to teach the muscles to the class. In groups, they are assigned an area of 12-15 muscles
for which they must create a model to show muscle locations, create a chart of muscle actions, write a
paper on pathology with correct citation format and present to the class. Students can include selfmade workout videos, games, PowerPoint, and so on to improve their presentation. Students prepare
this presentation prior to learning about the muscles. When the time comes, students teach the class
about the muscles. All audience members perform peer evaluations on each presentation to provide
additional feedback to students. Quizzes are given on muscle diagrams each week and at the end of the
unit, students are assigned a specific patient that they must create a workout for based on patient needs,
including directions and visuals for their designated patient. Both assignments are worth exam grades.
Assessment Design:
Students are assessed on their project with both a rubric and also peer evaluations. At the end of each
week of presentations, the muscles presented that week are assessed by a quiz of muscle diagrams. At
the end of the project students are assigned a patient with specific muscle strengthening needs. Students
are then to design a workout that is appropriate for the patient in small groups. Students have a week of
class time to come up with appropriate exercises, directions on how to perform the exercises which
include a diagram, the muscles used and the actions performed, without use of notes or books during
class time. Peer evaluation and teacher rubric assess this part of the assignment as well. At the end of all
of this a final objective exam is given.
50
Promising Practices Exemplar in Curriculum
Dudley-Charlton 2006
Name: Lorinda Allen, Music Teacher
District: Dudley-Charlton Regional School District
School: Heritage School
Email: jprouty@dc-regional.k12.ma.us
Subject Area: Supporting Growth in Individual Responsibility and Motivation
Grade Level: 2 - 4
Target Audience: “At-Risk’ Students…either academically or emotionally
Number of days of unit/activity: 4 times per week; school-year
Goal:
The goal of Project IMPACT will be to provide students a smaller “community” to become a part of, as
they work to develop self-esteem and respect for others. This program works in conjunction with, and
parallel to, classroom teacher’s efforts in teaching and student learning. IMPACT will provide students
who need additional emotional support another caring and supportive environment where they can
work toward individual goals.
Essential student outcomes:
Individual goals will be set for each student from the following:
SELF-MOTIVATIONAL / RESPONSIBILITY GOALS:

Student will consistently bring home assignment book and all necessary materials to complete
assignments.

Student will demonstrate the ability to complete homework tasks and assigned projects
independently on a consistent basis.

Student will demonstrate an increase in class work.

Student will increase classroom test scores, due to demonstrating better study and preparation skills.
SELF-CONTROL GOALS:

Student will demonstrate a decrease in bullying behavior in the school environment. (i.e.
playground, bus, cafeteria, classroom)

Student will demonstrate a decrease in negative/impulsive behavior in the school environment by
applying strategies from the Second Step program.

Student will demonstrate an increase in appropriate behaviors in the school environment
SELF-ESTEEM GOALS:

Student will be able to demonstrate a strategy from the Second Step program to effectively deal
with being bullied.

Student will have a decrease in requests for “escapism” (i.e. trips to bathroom, trips to the nurse’s
office).

Student will demonstrate the ability to establish and maintain friendships/relationships.

Student will decrease incidences of negative self-talk.

Student will show an increase of satisfaction in his own accomplishment.
ATTENDANCE GOALS:

Student will have a decrease in excessive absences.
51
Materials:
A variety of materials is used to supplement individual student needs. Learning Centers
are equipped with materials already on hand:

Second Step Health Curriculum

Books, Activities, Games on Character Building (i.e. teamwork, self-esteem, responsibility)

Math/Reading Curriculum gathered from District

Low cost items are used for the incentive program

“Hands-on” manipulatives (i.e. counters, $)
 Tactile learning devices (i.e. sand trays)
Description:
As educators who work with the entire school population, we all have a strong desire to reach out in
meaningful ways to those students who may be considered “at-risk” both academically and emotionally.
We realize the time and effort our colleagues put into planning and implementing daily lessons, along
with the other components of teaching that deal with children’s social and emotional well-being. Our
desire is to supplement these efforts through volunteering our time before the school day begins, to
support the classroom teachers and students in various ways.
Some parents (caregivers) have found the program beneficial enough to drop them off early. Initially
the program has been implemented from 8:30 – 9:00 a.m., as soon as students come off the busses.
Students come in, and the teaching team greets them. Homework and assignment folders are checked.
Students who have tests and quizzes work to create flash cards for study guides used for review. Other
students may work on basic math facts or academic concepts. Some may work on team-building
activities; or learning centers geared to developing self-esteem and various character qualities (i.e.
responsibility, impulsive behavior, independent study skills, etc.). Student’s length of involvement is
dependent upon their growth rate (see assessment design).
Assessment Design:
Children are recommended to this program via school staff members. The classroom teacher, parent,
and student all fill out pre-assessment forms to help indicate the child’s areas of risk.
Individual goals are then set by the IMPACT Team for each child. A student update is sent home
weekly to communicate with parent(s)/caregivers activities and progress related to each individual
goal.
If a child is evidencing continued success in meeting their goals, they are given a certificate of program
completion. Student, parent, and classroom teacher also complete a post-assessment form.
A motto we have adopted to summarize the IMPACT program is:
Coming to school everyday can become a hopeless task
for some children unless they succeed at what they do.
We teachers are the sentries against that hopelessness.
Robert L. DeBruyn
52
Promising Practices Exemplar in Curriculum
Grafton 2006
Name: Robin Bergen
District: Grafton Public Schools
School: Grafton Middle School
Email: bergenr@grafton.k12.ma.us
Subject Area: Mathematics
Standards/Strands being addressed: grade 7-8 Math Standards
Grade Level: grade 7 & 8
Target Audience: Students who score below 230 on MCAS math
Number of days of unit/activity: Year-long
Project/Unit/Program - Focus/Goal:
To develop a program that addresses the need to improve math scores at Grafton Middle School to
ensure that the school makes Adequate Yearly Progress (AYP) as defined by the state.
Essential student outcomes:
Students will improve their math skills and understanding of mathematical concepts as shown through
a variety of assessments including; teacher observations, quarterly grades, school-based criterion
referenced exams, and MCAS.
Materials: Variety of materials
Description:
The program was developed to address the needs of students who continue to struggle in the area of
mathematics, in particular, those students (regular and special education) who have scored in the
warning category (218 or lower) or the lower portion of the needs improvement category (220-228) of
MCAS. The program has been designed to allow grade 7 and 8 students to receive a double-block (90
minutes) of mathematics each day. The double-block is taught by the same math teacher. The course
also allows special education teachers to be in the classroom. In this co-teaching model, the
mathematics teacher brings her curriculum expertise, and the special education teachers bring their
instructional methodology expertise each day. In this course, the student to teacher ratio is
approximately 7 to 1 or better.
Each day, the first block is for the introduction of new skills and concepts. It can best be described as
a typical class with all the features of other math classes. Students participate in note-taking, solving
sample problems, etc. The second block is designed to be a more hands-on, experiential learning
situation. The new skills and concepts are often applied to real-life situations. The class can be
structured as a whole group or broken into smaller tutorial groups. This second block becomes a
significant component of the program because it can also be used to remediate difficulties one or more
students might be experiencing. It also allows the teachers to explore many different instructional
strategies including projects, hands-on activities, real-life problems solving opportunities, etc.
Assessment Design:
The assessment of this program will be done in many different ways. First, the results of MCAS testing
will be analyzed as it relates to the students who participated in this program versus those that have not.
Also, at GMS students participate in mid-years and finals. These mid-years and finals are designed to
provide data to determine individual student achievement, but also areas of the curriculum that need to
be addressed. And finally, through multiple teacher instruction and observation there will be a greater
opportunity to remediate individual students’ strengths and weaknesses.
53
Promising Practices Exemplar in Curriculum
Hopedale 2006
Name: Jacqueline A. Walker
District: Hopedale Public Schools
School: Memorial School
Email:jwalker@hopedale.k12.ma.us
Subject Area: Language Arts
Grade Level: primary multiage
Target Audience: Teachers of primary grades
Number of days of unit/activity: approximately 2 weeks
Project/Unit/Program - Focus/Goal:
The primary goal of this unit is to enable students to recognize, explore, compare and contrast, discuss,
and write about a variety of literary elements that appear in fairy tales through the use of several
versions of the Cinderella story. These versions are from a variety of places around the world.
Essential student outcomes:
Students will identify literary elements and also compare and contrast them specifically as they are used
in a variety of Cinderella stories.
Materials:
 Several versions of the Cinderella story from around the world: The Talking Eggs by Robert D. San
Souci, The Rough-Faced Girl by Rafe Martin, Little Firefly by Terri Cohlene, Mufaro’s Beautiful
Daughters by John Steptoe, Cinder Elly by Frances Minters, The Egyptian Cinderella by Shirley
Climo, and Yeh-Shen by Ai-Ling Louie.
 Venn Diagrams
 Story Element Charts
 Multiple copies of titles if possible
 Blank chart paper or newsprint
 A variety of art supplies
Description:
The literary elements explored in this unit are plot, setting, character, cause and effect, problems,
solutions, and the use of magic. While this unit focuses primarily on literary elements in fairly tales,
other concepts and skills include vocabulary development, reading strategies, comprehension, and a
variety of writing skills. Because the texts being used are picture books, discussions around styles of
illustrations and their effect on the reader must be included to further expand the study of the stories.
This unit is designed to engage the class as a whole group in the exploration of the texts so that the
interplay of discussions among the students is rich, dynamic, and thought-provoking. However, the
students will engage in small group work, individual work, and partner reading. The teacher must be
mindful to be a facilitator as she leads the students to truly be explorers as they travel through the
wonderful settings of the texts and discover how characters’ actions affect the plot. The teacher must
also encourage the students to look for details in the texts which make each text tell its own individual
version of Cinderella. Discussions and explorations of the times and places from which these versions
are written must be done to enrich the students’ experiences. Exploring the geography from which the
version originated enriches the work of this unit.
54
Assessment Design:
I truly believe that the strongest kind of assessment a teacher of primary-aged children can conduct is
that of focused observation and individual work with the children. Focused observation must be
ongoing throughout this unit. The teacher should take anecdotal notes during the many discussions
which occur. Rubrics for any written responses can be used. The Venn Diagram work and the work
done on the Story Element Charts can be assessed by both the students and the teacher as a team going
back into the texts to “prove” the responses. A culminating assessment can be done where the children
choose which version of Cinderella is their favorite and give their reasons. The teacher should direct the
children to include the elements discussed throughout the unit. Choices should be offered to the
children as to the way they will report on their favorite version.
55
Promising Practices Exemplar in Curriculum
Mendon-Upton 2006
Name: Gary Perras
District: Mendon –Upton
School: Nipmuc Regional H.S.
Email: gperras@mu-regional.k12.ma.us
Subject Area: Business
Standards/Strands being addressed: National Marketing Education Strands
Grade Level: 9-12
Target Audience: Marketing II Students
Number of days of unit/activity: year long-ending with regional, state, and international competitions.
Project/Unit/Program - Focus/Goal:
To prepare students as future leaders in the career clusters of marketing, management, sales, and
entrepreneurship.
Essential student outcomes:
Students demonstrate critical thinking skills, become effective speakers and writers, demonstrate their
use of technology skills, understand and demonstrate a sense of responsibility, and understand and
develop a sense of community.
Materials:
Various materials are utilized including marketing and entrepreneurship textbooks, various writing and
presentation workbooks, DECA project materials as well as computers accessible to the internet.
Description:
The class is project based involving collaborative learning. Students are required to pick a topic
(category) established by the DECA National organization which is of interest to the student. There
are fifteen different categories which the students can choose and compete in at various levels
depending on their success. Students are required to complete a written paper which can be no longer
than 30 pages and a presentation with a duration of no less than 15 minutes. Projects are presented at
District, State and International competitions depending on the student advancing.
Assessment Design:
Rubrics are established by the National DECA association in compliance with the National Marketing
Education Standards. Students compete on a District, State and International levels advancing based
on points designated for meeting project requirements. Students are assessed throughout the course as
they work on completing their project. They are provided project descriptions and requirements
including outlines and rubrics specifically designed for their particular project.
56
Promising Practices Exemplar in Curriculum
Millbury 2006
Name: Beth Zersky
District: Millbury
School: Millbury Jr./Sr. High
Email: ezersky@millbury.k12.ma.us
Subject Area: English
Standards/Strands being addressed: Language Strands 1,2,4,and 5
Composition Strands 19,21,22,and 23
Grade Level: 7
Target Audience: peer readers and teacher
Number of days of unit/activity: 3 to 5 days
Project/Unit/Program - Focus/Goal:
Multi-paragraph literature based essay
Essential student outcomes:
Ability to compose a focused, well organized essay by
a. selecting appropriate details and quotes
b. organizing details in logical order in a formal outline and in an essay
c. using transitions effectively
d. implementing elevated vocabulary
Materials:
Short story, transition and vocabulary lists, skeletal formal outline, 3 highlighters, 2 sample introductory
paragraphs, essay checklist, and the MCAS essay rubric
Description:
At the beginning of grade 7, students usually have a decent grasp of what constitutes a well-written
essay. Our task as seventh grade teachers is to add to their basic knowledge, introducing them to
transitions form one paragraph to another, selecting appropriate details including quotations, and using
elevated vocabulary effectively.
One of the first writing assignments my grade 7 language arts students record in their writing portfolios
is a multi-paragraph essay based on the short story “A Boy and a Man” by James Ullman. First, I give
the writing prompt to the students and then we have a class discussion about the thesis. The prompt
requires the students to write an essay that describes the protagonist’s character using examples of his
actions, thoughts, and statements. Then I usually read the story to the students. In class, students
working individually or in pairs reread the story and record specific details, including quotes, which
would substantiate the thesis. Next, a class discussion generates specific details and quotes that I record
on the computer, the board, or the overhead. Now I distribute a list of transitions and a skeletal outline
of the essay, containing what information to include in the introduction (author, title, thesis), body
(each paragraph with a topic sentence, transitions, specific details, elevated vocabulary, and a
concluding sentence), and suggestions for the concluding paragraph.
To show them how to write a sound introduction and how to transition from one paragraph to another,
I write and distribute to each student two sample introductions and two sentences from paragraph two.
Using three different colored highlighters, we underscore the author, title, and theses in the
introduction of one sample. Then we highlight the topic sentence of paragraph two. Now we circle
the transitional element in paragraphs one and two and connect them with a highlighter. Students then
perform the same analysis to the second sample and we review this work. The elevated vocabulary
57
words we use are from the vocabulary list in our Prentice Hall text. After their spelling and vocabulary
quiz on these words, students use at least three of the seven words in their essay.
Before they begin writing, we discuss different ways to organize the body of the essay. Can you have
three paragraphs, one for details of action, one for thought, and one for statements? Could you instead
present the details in chronological order or order of importance? Armed with this information,
students begin writing their first drafts of paragraphs one and two in class and complete this for
homework. The next day students volunteer their answers and after reviewing the outline and story
details, they begin working on the rest of their essay. Before students submit their rough drafts to me,
they highlight their work using the same procedure we used in class with the two samples. Next, I
distribute a checklist for this essay, have students peer edit each other’s drafts using the checklist, staple
the checklist to their drafts, and submit them to me. In a few days, I return their work with my
comments, and the students are ready to work on their second draft which I will grade.
Before I return their essays, I make copies of a model student essay, and we analyze why this essay is an
exemplar. Then they receive their essays and record them in their writing portfolios. The outline,
transition list, and essay exemplar are stored in the writing section of their language arts notebook to
guide them with their next essay.
This lesson presented at the beginning of the school year gives students a review of the essay format
and several visual prompts to remind them what they need to include in a literature generated essay.
This procedure does take time, but I believe it gives students a solid foundation they can use when
writing an essay in any class.
Assessment Design:
A writing checklist specific to this essay and the MCAS essay rubric provide students with feedback.
58
Promising Practices Exemplar in Curriculum
Northbridge 2006
Name: Melissa Martin
District: Northbridge
School: High School
Email: mmartin@nps.org
Subject Area: Science
Standards/Strands being addressed: Science & Technology
Grade Level: 11-12
Target Audience: GIS Students
Number of days of unit/activity: One week
Project/Unit/Program - Focus/Goal:
To recognize climate variables as they differ with latitude, elevation, proximity to water bodies and
landforms from a map and database.
Essential student outcomes:
The student will recognize precipitation variations due to landforms and plot maps centered on
Western Asia and write letters about the climate, geography, agriculture and population in these areas.
Materials: Map handouts, Mapping Our World Textbook, GIS software and plotter
Description:
This activity encourages students to analyze information from a database and visually create maps that
focus on a region of the world where climate and seasons may be different than those they are familiar
with. Most importantly, students relate temperature and precipitation patterns to overall climate type
that is a limiting factor in ecosystems. Human settlement patterns and agricultural activities are
associated with geography and climate.
Assessment Design:
On-going class assessment includes participation in warm-up activities, ability to follow directions and
use the charts and maps in the software.
1.
2.
3.
Students plot a large map featuring precipitation and landforms in Asia. The plot must include an
appropriate title, legend, north arrow and scale bar.
Students write four letters from different cities in Asia that include details about the climate,
settlement patterns and agricultural activities.
Students constructively criticize maps created by their classmates, make the suggested changes to
the maps and then display them in the main lobby of the high school.
59
MODULE 3 • PHYSICAL GEOGRAPHY II: ECOSYSTEMS, CLIMATE, AND VEGETATION
PHOTOCOPY
NAME ___________________________________________ DATE ___________________
Seasonal Differences
Assessment (2 parts 50 points each)
1.
For this activity you are to assume the role of an American student who is spending a year traveling in South Asia. Your task is to
write four letters to friends or family back home about your experiences and observations during your year abroad. Each letter
should be written from a different South Asian city. Your four letters should be dated January 1, April 1, July 1, and October 1.
Using the ArcView project data files and maps and internet resources, describe the seasonal characteristics of each city on the
date you are writing and ways that your daily life and the lives of people around you reflect those characteristics.
2.
Plot a D-Size map of the region you’ve traveled through and be sure to include map themes that pertain to the elements you
discuss in your four letters. If your focus is the amount of rain in the mountains then be sure to include both the precipitation
data and the physiographic data in your map and legend. Apply an appropriate title and disclaimer in the marginalia
Utilizing Appropriate Technologies
Criteria
Operation &
Implementation
17 pts.
Application
16 pts.
Policy &
Procedure
17 pts.
Documentation
(When
applicable)
50 pts.
Highly Competent
Competent
Needs Improvement
Unsatisfactory
Failing
 Always selects the
appropriate tools or
applications
 Always sets up and
correctly operates the
appropriate tool or
applications
 Normally selects the
appropriate tools or
applications
 Normally sets up
and correctly
operates the
appropriate tool or
applications
 Normally navigates
and utilizes all
appropriate
applications
 Normally
demonstrates ability
to use advanced or
multiple functions
and applications
 Sometimes selects
the appropriate
tools or applications
 Sometimes sets up
and correctly
operates the
appropriate tool or
applications
 Sometimes
navigates and
utilizes all
appropriate
applications
 Sometimes
demonstrates ability
to use advanced or
multiple functions
and applications
 The student uses
only some of the
data provided; the
letters indicates a
poor understanding
of the lesson.
 Rarely selects the
appropriate tools or
applications
 Rarely sets up and
correctly operates
the appropriate tool
or applications
 Never selects the
appropriate tools or
applications
 Never sets up and correctly
operates the appropriate
tool or applications
 Rarely navigates and
utilizes all
appropriate
applications
 Rarely demonstrates
ability to use
advanced or
multiple functions
and applications
 Never navigates and utilizes
all appropriate applications
 Never demonstrates ability
to use advanced or multiple
functions and applications
 The letters are
unrelated to the data
provided.
 The letters have not been
written.
 Map is missing data
referred to in the
letters. Major
problems with the
legend and
marginalia.
 Map does not reflect
the material in the
letters and has a
legend that doesn’t
match the lesson.
 Student did not produce a
map.
 Always navigates and
utilizes all appropriate
applications
 Always demonstrates
ability to use advanced
or multiple functions
and applications
 The student refers to the
data from the lesson in
the letter and uses other
resources.
 The student uses the
lesson data to write
the letters but there
is no embellishment.
 Map reflects the
appropriate data
available in the lesson
set. All marginalia
present
 Map has most of the
data layers from the
lesson. Minor
marginalia errors.
Grade Equivalency Range: Highly Competent (100-90%); Competent (89-80%); Needs Improvement (79-70%); Unsatisfactory (69-60%); Failing (59-0%)
60
Promising Practices Exemplar in Curriculum
Sutton 2006
Name: Kathleen D Romasco
District: Sutton
School: Sutton
Email: Kromasco@aol.com
Subject Area: ELA Poetry
Standards/Strands being addressed: 10.3 14.3
Grade Level: 3
Target Audience: Elementary Grades 2-5
Number of days of unit/activity: 3
Project/Unit/Program - Focus/Goal:
To help students understand, appreciate and enjoy great poetry in conjunction with their own writing
Essential student outcomes:
 To make great poetry a part of the students own writing
 To foster a love and appreciation of the great poets
 To introduce students to a new technique in writing poetry
Materials:
Rose, Where Did You Get That Red? Teaching Great Poetry To Children by Kenneth Koch
Writing Slate/ Paper/ Pencils/
Student copies of William Blake’s poems: Tiger, Tiger and The Lamb
Description:
After reading and discussing William Blake’s poem Tiger Tiger (the main question the poet asks in this
poem is a question they often think about…How did something get the way it is?), I asked my students
to write a poem in which they were asking questions of a mysterious and beautiful creature. They asked
this question about animals, the sky and the clouds, trees, themselves, their pets, and their sisters and
brothers.
The prompt I gave to the children was “ Write a poem in which you are talking to a beautiful and
mysterious creature. You can ask it anything you want. You have the power to do these because you
can speak its secret language.”
I told them the poem need not rhyme and they could answer their own questions if they wanted to.
The best place to write this form of poetry is outdoors where students can look around and absorb the
wonders of nature.
Assessment Design:
Rubric : The poetry of the children:
 the influence of Blake’s Tiger Tiger and The Lamb
 the sensitivity of the contents of the poem
 the viewpoint of the poet to find new ways of saying things, or perceiving things
 the use of a new technique (questioning) to write poetry
61
Promising Practices Exemplar in Curriculum
Uxbridge 2006
Name: Elizabeth S. Brown
District: Uxbridge
School: Uxbridge High School
Email:bbrown@uxbridge.k12.ma.us
Subject Area: Family and Consumer Science/School to Career
Standards/Strands being addressed: F.C.S. National Standard The students will
demonstrate employability skills in the community and workplace settings
Grade Level: 12
Target Audience: Grade 12 students
Number of days of unit/activity: one semester
Project/Unit/Program - Focus/Goal:
Internship Program/ Career Education
Essential student outcomes:
The need for a suitable and enjoyable career is one element of personal development that results in
financial independence and success. Career education decision-making should be based upon a number
of factors such as personal reflection, personal skills as well as experiential information
Materials:
A variety of community partnerships that match, as closely as possible, the students’ projected career
plans
Description:
Each year seniors who are in line for graduation and express a desire to explore the world of work are
given the opportunity to apply for an internship. Students who apply for an internship must meet our
criteria for acceptance by exhibiting good attendance and by having good decision-making skills that is
exemplified by their conduct report. Additionally, a student’s academic history is researched only when
it has a direct bearing on his/her job requirements. Once placed in a job, the student is evaluated by the
Massachusetts Department of Education Work-based Learning Plan. Students are also enrolled in an
internship class that runs concurrently with the job placement so that the student as well as the
employer feels supported by the school system and helps the student to gain insight into fostering the
development of much needed employability skills. This program has grown exponentially and has
resulted in the development of a new and enlarged course selection that will begin to target students
and their personal awareness of career education starting in grade 7
Assessment Design:
The summative evaluation currently used by our program is the D.O.E. Work-based Learning Plan
62
Blackstone Valley Collaborative
Promising Practices - Teacher Recognition
2005 Recipients
Town
Teacher
Subject/Grade
Email
Bellingham
Stephanie
Rothschild
PE Teacher, Elementary
stefhr80@yahoo.com
Blackstone/Millville
Linda
Rousselle
Grade 8/ Innovative Math
Techniques
lrousselle@bmrsd.net
Blackstone Valley
Vocational
Rosemary
Quirk
History/Holocaust
Douglas
Jean
Fitzpatrick
English/Language Arts
jfitzpatrick@douglas.k12.ma.us
Dudley/Charlton
Deborah
Warms
JHS/Pre-engineering
dwarms@dc-regional.k12.ma.us
Grafton
Martha Hanley
Social Responsibilities
hanleym@grafton.k12.ma.us
Hopedale
Tom Fischer
Video Production/High
School
tfischer@hopedale.k12.ma.us
Mendon/Upton
Maria Roldan
Spanish Inclusion
Millbury
Lynda
Lariviere
Social Studies Gr. 6
Northbridge
Sherri Travers
English/Grade 8
Sutton
Kelly Whittier
Middle School Math
Uxbridge
Amy Mayer
Science Grade 5
rquirk@valleytech.k12.ma.us
mroldan@mu-regional.k12.ma.us
llariviere@millbury.k12.ma.us
stravers@nps.org
whittier@charter.net
amayer@uxbridge.k12.ma.us
63
Promising Practices Exemplar in Curriculum
Bellingham 2005
Name: Stefanie Rothschild
District: Bellingham
School: Clara Macy Elementary
Email: stefhr80@yahoo.com
Subject Area: Physical Education
Standards/Strands being addressed: Motor Skill Development (2.1, 2.2)
Grade Level: 2nd and up
Targeted Audience: elementary students
Number of days of unit/activity: 1
Unit Focus/Goal:
Academic Integration
Essential Student Outcomes:
To have students utilize reading comprehension skills (sequencing) while working on cardiovascular
endurance and exercising major muscle groups.
Materials:
 one cone & hoop per team, variety of stories (I like to use stories that pertain to physical fitness,
sports, healthy behaviors)
 one set of 3x5” sequence cards from each story (laminated), boxes to hold cards
(Sequence Cards: One set of these cards for each story. Select 5 main events that occur in each
story and write a different event on each card. Along with the main events write a fitness
activity such as 5 crunches, 7 push-ups, 10 jumping jacks, etc. on each card.)
Description of Activity (Story Time Line):
Arrange cones in a large circle along the perimeter of the activity area. Divide students into equal teams
and position each team behind a cone. Give each team a DIFFERENT story and allow them ample
time to read the story carefully. Scatter all of the 3x5” sequence cards (for each story) face down, in the
middle of the activity area.
The relay-style activity will begin after the students have read their story. On the teacher’s signal, one
member from each team will perform the designated locomotor skill (skip, hop, run, etc.) to the middle
of the activity area. The student will pick up ONE sequence card, if it is an event from THEIR
STORY they will take it back to the team and place the card in their team’s hoop. Then give the next
person in line a high-five to continue the activity. If it is NOT an event from their story, they will
perform the fitness activity on the card and put it back (face down). Upon completing the fitness
activity they will return to their team and give the next person in line a high-five to continue the activity.
Once the students have all the pieces (events) of their story in their hoop, they put them in
CHRONOLOGICAL ORDER.
*Variation: Use parts of the story: setting, main character, problem/conflict, solution, plot, etc. rather
than sequencing.
Assessment:
teacher observation, comprehension questions
64
Promising Practices Exemplar in Curriculum
Blackstone-Millville 2005
Name: Linda Rousselle
District: Blackstone-Millville
School: Hartnett Middle School
Email: lrousselle@bmrsd.net
Subject area: Mathematics--Algebra 1 and Pre-Algebra
Standards/Strands being addressed: Algebra: Slope/equation of a line
Grade level: 8
Targeted audience: Algebra 1 class
Number of days of unit/activity:5 days
Unit Focus/Goal:
Slope of Lines
Essential student outcomes:
 The student will calculate the slope of a line, given 2 points
 The student will describe the slant of a line
 The student will draw a line given a point and a slope
 The student will differentiate between 4 slants
 The student will determine the slope of a line from a graph of a line on a co-ordinate plane
 The student will use the 4 definitions of slope: Rise/Run, change in y-co-ordinates/change in x-coordinates, (Y2-Y1)/(X2-X1), and simplify, and finally, delta y/delta x
 The student will differentiate between a horizontal slope and vertical slope.
 The student will be introduced to slope-intercept form, y = mx + b, and note that m = slope and b
= y-intercept
Materials (including text and additional resources, include date of publications):
 Text: Holt Algebra 1, including workbook, 2003.
 Text: Prentice-Hall Algebra 1, including workbook, 1998.
 Graphing calculators
 Smartboard
 Graphing board (RM software)
 Graph paper
 Rulers
Description of unit:
Four definitions of slope are introduced. The description of slants and types of slopes noted. This is
done through drawing four lines, one of each type, given two points, and noting their slants, and how
the line changes in y and changes in x coordinates. The formula is introduced and used to do one of
each type, using the graph just made. Next, lines are drawn, and using definitions, students note the
slopes from the graphs, using two ways to interpret this. This leads to drawing lines again, but given a
point and a slope. Lastly, y = mx + b is introduced to show a graph of a line, that they are now familiar
with, and how the m is the slope and the b is the y-intercept. This is introduced on the graphing
calculator (also available on the Smartboard software for instruction) but students will each have their
own to use at their own desks.
65
Assessment Design:
 Oral explanations
 Graphing activities at their desks (comparing slopes/slants)
 Quiz.
Follow-up:
 Equation of a line:
 slope-intercept form: y = mx + b
 Standard form: Ax + By = C
Standards:



Inequality graphs
Systems of Equations
Systems of Inequalities
66
Promising Practices Exemplar in Curriculum
Blackstone Valley Regional Vocational Technical School 2005
Name: Rosemary E. Quirk
District: Blackstone Valley Tech
School: Blackstone Valley Tech
Email: rquirk@valleytech.k12.ma.us
Subject area: History/English
Standards/Strands being addressed: History Strand:
Standards 1. Chronology and Cause, 2. Historical Understanding, 3. Research, Evidence,
Point of View, 5. Interdisciplinary Learning: Religion, Ethics, Philosophy, and Literature.
WHII.26, USII.15, USII. 16
ELA Composition Strand Learning Standard 19.16, ELA Composition Strand Learning
Standard 19.23 and Research Standard 24, WHII.39
Grade level: Sophomore (10)
Targeted audience: U.S.II
Number of days of unit/activity: approximately one week
Unit Focus/Goal:
To describe the background, course and consequences of the Holocaust, including its roots in antiSemitism, nineteenth century ideas of race and nation, and Nazi dehumanization of Jews during World
War II.
Essential student outcomes:
By the end of the lesson the students will be able to:
 Define the term The Holocaust
 Recognize that the Nazi party ideologically was strongly anti-Communist, anti-Semitic, racist,
nationalistic, imperialistic, and militaristic and be able to list at least five of the identifying
characteristics of the Nazi party
 Explain why the Nazis wanted to kill large numbers of innocent people
 Explain in a five-paragraph paper what the Final Solution was, how the Nazis carried out their
policy of genocide and how the world responded to the Holocaust.
 Identify the roots of the long tradition of Christian anti-Semitism
 Correctly define at least ten new vocabulary words from a master list, including; Holocaust,
genocide, anti-Semitism, Zionism, dehumanization, Nazi, Aryan Race/ Supremacy, Auschwitz, Axis,
commandant, concentration camps, Final Solution, ghetto, Mein Kamph (My Struggle), Nuremberg
Laws, Resistance, SS, Leibensborn Experiment, militaristic, nationalistic, imperialistic and antiCommunist.
 Independently research in the learning center and on the Internet and be able to identify and
explain the meaning of each of the terms assigned in the “Expert Group Assignment” creating a
group poster containing the information
Materials: (including text and additional resources, include date of publications):
Saphier and Gower's The Skillful Teacher(Research for Better Teaching, Massachusetts 1997), Bernice
McCarthy's About Teaching 4 MAT in the Classroom(2000), Bernice McCarthy's About Learning(May
1996), Color Transparencies from Prentice Hall 's America Pathways to the Present( New Jersey 2000),
Text Prentice Hall's America Pathways to the Present(New Jersey 2000), Newsweek's January 16th, 1995
article "The Last Days of Auschwitz", Crimes Against Humanity: A Holocaust Resource
Book(Knowledge Unlimited, 1999), Betty Merti's Understanding the Holocaust (J. Weston Walch,
1995), Teacher created Focus Correction Areas and Assessment Rubrics for each assignment,
67
Mindsparks transparencies on The Holocaust(2004), library reference materials, the Internet, John
Collins Writing Program
Description of the Unit:
At the end of the unit the student will understand the importance of The Holocaust as well as its
relevance to today. The components to this lesson are note taking and discussion, a five paragraph
composition, an Expert Group Poster assignment, a vocabulary building activity, individual and group
presentations and a test on the material covered.
 The student will take notes on the “transparency lesson on the Holocaust” that answer the key
questions from the objectives to the lesson. Questions would include; What is the Holocaust? Who
were the Nazis and what did they represent ideologically? What were five identifying characteristics
of the Nazi party? What was the Final Solution, how did the Nazis carry out their policy of
genocide and how did the world respond to the Holocaust? What are the roots of the long tradition
of Christian anti-Semitism? What are the definitions of the vocabulary words of the Holocaust
lesson?
 A five-paragraph composition with specific FCA’s will be completed by each student and graded
against a rubric. Essays will include a definition as well as an explanation of the Final Solution.
Essays will describe how the Nazis carried out their policy of genocide describing at least four
specific examples. Essays will give two specific examples of how the World reacted to the
knowledge of the Holocaust. Each essay will include a thesis statement and concluding paragraph.
 Expert Group Assignment Poster project will be completed and graded with a rubric designed
using Poster FCA’s.
 Students will, being assigned one vocabulary word, draw a picture of the meaning of the Holocaust
Term on an 8 x 11 sheet of paper. Students will present the picture of the vocabulary word to the
class.
 Students will achieve at least a 70% on a test that includes key vocabulary terms and concepts from
all the material covered during the Holocaust lesson and mentioned in the Mastery Objectives
Assessment Design (i.e. authentic assessment and use of rubrics):
 Teacher designed rubrics are essential to the success of the unit. Specific focus correction areas are
implemented for each assessment. BVT students in all disciplines are familiar with the use of FCA's
and expect grading rubrics for each assignment. Expectations are then clear and concise. An
example of the use of FCA's would be the following Expert Poster Assignment. A complete
printout of FCA's for the entire unit can be made available upon request.
 Holocaust Expert Group Poster Assignment
 Students will be assigned to an expert group. Students will research their assigned question/s within
their expert group. Students at the end of the period will have enough information to prepare a
group poster on their assigned area of expertise.
68
Promising Practices Exemplar in Curriculum
Douglas 2005
Name: Jean Fitzpatrick
District: Douglas Public Schools
School: Douglas Elementary
Email: jfitzpatrick@douglas.k12.ma.us
Subject Area: Language Arts
Standards/Strand being addressed: Language Strand: Standard 5,8,10; Literature Strand: Standard10, 12;
Composition Strand: Standard 19, 21, 22, 23
Grade Level: Grade 2
Targeted Audience: K-3
Number of days of unit/activity: 4 weeks
Unit Focus/Goal:
 Creative Writing/Genre: Fantasy
 The students will create an original fantasy in which an unusual household pet becomes a valued
friend.
Essential student outcomes:
 The student will construct a five-paragraph story with essential elements of writing: topic sentence,
supporting details, captivating lead, strong closing.
 The student will use vivid descriptions and figurative language to convey interesting images.
 The student will research animals to add authenticity to writing.
 The student will actively engage in the process of writing fantasy.
 The student will distinguish between fantasy and other genre.
 The student will develop story elements in his/her own writing: characterization, setting, and plot.
 The student will utilize technology to develop the writing process: planning, drafting, revising, and
publishing.
Materials:
 Library books on animals
 Kidspiration software
 Microsoft Word
 Dell Lap Top Computers
Description of Unit:
Pre Unit Language/Preparation Activities:
 Figurative Language (similes: Hailstones to Halibut Bones by Mary O’Neill/color association)
 Building story elements (characterization, setting, plot)
 Vocabulary Development (connotation and denotation/verbs; sensory words)
 Julius by Angela Johnson
Students will begin the project with researching the animal they have selected as the main character of
their story. Students will use the school library to document physical characteristics, habitat, behavior
and diet. Background information will provide a basis for setting and characterization and add an
element of authenticity.
69
A template designed on Kidspiration software will be used as a prewriting activity and guide student
thinking. The web will feature questions that develop story elements. The students will confer with the
teacher before the web is approved.
Once the web is approved students may begin writing. The teacher will confer with students after each
paragraph to ensure proper paragraph development. If the content is rich and fluid, the students may
proceed to the editing process. The students will publish their stories using Dell lap top computers and
Microsoft Word. Students will celebrate their writing with peers and family.
Assessment Design:
Writing Rubric Genre: Fantasy
Complete and accurate animal research
Clear and detailed graphic organizer; ideas presented on Kidspiration maintained in the final draft.
Story elements and characteristics of fantasy evident
Effective word choices/vocabulary; vivid images and figurative language present
Organized and sequential writing; creative lead; strong closing
Proper paragraph development; topic sentences/supporting details
5-expert
Student is highly skilled; likely to be a good evaluator of his/her own work; readily
recognizes ways to revise content and edit
4-practitioner Student is very skilled; may need minimal support to improve writing
3-apprentice Student is skilled and benefits from repeated practice
2-novice
Student may require re-teaching and support from an adult
70
Promising Practices Exemplar in Curriculum
Dudley-Charlton 2005
Name: Deborah A. Warms
District: Dudley-Charlton Regional
School: Charlton Middle School
Email: dwarms@dc-regional.k12.ma.us
Subject area: Math
Standards/Strands being addressed:
Grade level: 7th Grade
Targeted audience: 7th Graders
Number of days of unit/activity: approx. 2 months
Unit Focus/Goal:
To use engineering, technology, and math skills in creating an assistive technology device.
Essential student outcomes:
Students will research, design, test, and redesign an engineering project using various standards from
the math, science, language arts, and social studies curriculums.
Materials (including text and additional resources, include date of publications):
Students will pull research from libraries, internet, observations from specific areas of focus for the
projects, and also interview sources. They then will need to pull together the necessary materials to
create their individual project.
Description of unit (1 to 2 paragraph description):
Students create an engineering project designed around the eight steps of the engineering process.
Using research skills, problem solving techniques, math, science, and language arts skills, they are
required to complete a prototype and complete a packet outlining their project.
Assessment Design (i.e. authentic assessment and use of rubrics):
Finished project, engineering packet and a summary paper are used to grade each design.
71
Promising Practices Exemplar in Curriculum
Grafton 2005
Name: Martha Hanley
District: Grafton Public Schools
School: Grafton Elementary School
Email: hanleym@grafton.k12.ma.us
Subject Area: Responsive Classroom
Grade level: 3-5
Target audience: Teachers in grades 3-5
Number of days: Ongoing
Goal:
Our goal is to build a learning community of caring and confident students and teachers. We work to
promote and develop principles and practices of the Responsive Classroom approach to learning and
teaching. At Grafton Elementary School we work to strengthen the social skills in our school
community and to foster safe, challenging, and joyful classrooms.
Essential student outcomes:
Students experience a balance of teacher-directed and child-initiated learning throughout the day.
Students show caring behavior and engage in problem-solving socially and academically.
Materials:
 Teaching Children to Care: Classroom management for ethical and academic growth, k-8 by Ruth Sidney Charney
1991
 2002 Northeast Foundation for Children. This is the basic text for building a Responsive Classroom
learning community.
Description:
As educators who practice the Responsive Classroom approach, at Grafton Elementary School, we
base our teaching on knowledge of the children’s physical, social, and intellectual growth. At GES we
are building a community of learners who practice a set of social skills: cooperation, assertion,
responsibility, empathy, and self-control (C.A.R.E.S). These social skills are taught, modeled and
practiced daily within the framework of six components of Responsive Classroom. Implementation of
the components of the Responsive Classroom approach are at different stages in each classroom. We
are a work in progress with a vision of being a fully implemented Responsive Classroom school. As the
first component, Morning Meeting is enjoyed in every classroom for 20-30 minutes daily; students and
teacher greet each other, learn about each other through sharing, have some fun with a game or group
activity, and prepare for the day. Rules are created by the students, generated from their Hopes and
Dreams in September. This process, guided by the teacher, is the beginning of the development of the
community that will learn and grow together over the coming months. Academic Choice is a
Responsive Classroom practice that guides the teacher in structuring lessons that offer student choices
in regard to what they learn and/or how they learn. Academic Choice is based on the learning theory,
as described by Piaget, that children are continually constructing their understanding of the world.
Academic Choice allows children to take risks, solve problems, and to take responsibility for their
learning. Academic Choice helps teacher to differentiate instruction as we strive to meet the needs of
our diverse classrooms. Teacher training in the Responsive Classroom approach is on-going at Grafton
Elementary School. New teachers in the district receive training and support in implementation of the
components throughout the school year. Teachers meet voluntarily for an adult Morning Meeting.
We meet for a half hour on Wednesday mornings before school with a cup of coffee to learn new
greetings and activities, share ideas, and problem-solve. Recently, six GES teachers completed a thirty
72
hour training in Responsive Classroom I. We are sharing ideas and lessons and engage in regular dialog
regarding respectful teacher language, procedures, and conflict resolution in our classrooms. We work
with the belief that how we, the adults at school, work together is as important as our individual
competence.
73
Promising Practices Exemplar in Curriculum
Hopedale 2005
Name: Thomas Fischer
District: Hopedale
School: Hopedale Jr. – Sr. High
Email: tfischer@hopedale.k12.ma.us
Subject Area: Video Production (Technology)/History
Grade Level: 10-12 (8th grade integration)
Target Audience: Grades 8, 10-12
Number of days of unit/activity: 6/80 minute blocks
Unit Focus/Goal:
To integrate video and communication technologies with history-based presentations.
Essential student outcomes:
This activity gives students the opportunity to learn how to create and edit a video project while
improving research skills and increasing knowledge of a particular event(s) in history. Students will
collaborate with other students while using video equipment (editing…), utilize research skills to
examine a variety of sources (both primary and secondary), develop a historical perspective based on
research, and explore basic camera skills, basic planning steps and basic video production in the
classroom.
Materials:
 Video cameras
 still cameras
 video editing system (editing can be done with a camera and a VCR)
 historical information (history books, history videos, news footage, etc.)
Description:
This project provides an opportunity for students to gain competence in the integration of video
resources; emphasis placed on collaboration between junior and senior high students in both video and
history courses to produce a short educational video. Students working on their projects in small
groups will follow direct instruction. Junior high students will choose a relevant historical event to
research. High school video students will act as technical consultants to the eighth grade teams.
Teachers will regularly discuss techniques used and issues that come up during production. Every
session will end with a wrap-up of the skills learned, a preview of the next session. Students will be
responsible for planning and preparation.
Assessment Design:
Assessment for this project is rubric based. The rubrics address three distinct areas: process, technical
growth and creativity.
 Process addresses research, planning, historical accuracy and effective group coordination.
 Technical growth addresses application of proper lighting and sound techniques, effective
pacing and transitions and effective video story telling.
 Creativity addresses the group's abilities to effectively communicate their message to the
intended audience.
74
Promising Practices Exemplar in Curriculum
Mendon-Upton 2005
Name: María Roldán
District: Mendon-Upton District
Schools: Miscoe Middle School, Memorial Elementary School and Clough Elementary School
Email: mroldan@mu-regional.k12.ma.us
Subject area: World Language, Spanish Immersion program
Grade Level: K-7
Targeted Audience: General population
Number of days of Unit/activity: Full year
Spanish Immersion Program Goals:
 By the end of grade 4, students will achieve skills and knowledge in the content areas of the curriculum
in keeping with stated objectives for all students in these areas
 To develop proficiency in Spanish while making progress in English language skills commensurate with
expectation for each child’s age and abilities
 To cultivate and appreciation, understanding and positive attitude toward other cultures
 To sustain a positive self image and high self esteem
Material used in the program:
 Math: Investigations in Numbers, Data, and Space
 Science: Caroline Biological (STC)
 Language Arts: Open Court Book reading in English and Spanish
Program Description:
The Mendon-Upton Regional School District initiated the Spanish Immersion Program (SIP) in 1998,
with a single kindergarten class of 26 students and one teacher. Today the program has thirteen
classrooms with twelve bilingual/bicultural teachers from Spanish-speaking countries around the world
and the United States. Approximately 12 percent of the district’s students (310 out of 2,575) are
currently enrolled in the Spanish Immersion Program.
For the first six years of its existence, the immersion program was housed solely at Miscoe Hill
Elementary School in Mendon. The opening of two new elementary schools prompted district-level
decision makers to distribute the program across three sites. (For example, there are two K-3 schools
and one 4-7 school, all within a six miles radius). As a result, the SIP is now available and accessible to
families throughout the district. Memorial Elementary School in Upton and Henry P. Clough
Elementary School in Mendon each have a K-3 strand of immersion classrooms.
Miscoe Hill Elementary Schools continues its program with two 4th, one 5th and one 6th grade Spanish
immersion classroom, and plans to add a second 5th grade and a new 7th grade classroom next fall.
Each year one additional grade level will be added to the program until it compasses grades
kindergarten through twelve.
The district is committed to continuing the SIP into high school with classes specifically designed to
challenge the immersion students.
Curriculum:
Mendon-Upton Spanish Immersion Program teaches the district’s curriculum through the medium of
the Spanish language. The Spanish language is established as a real means of communication. All
75
subjects taught in the regular English classroom are also taught in the Spanish Immersion classrooms in
the corresponding grade level. The program follows all Massachusetts Curriculum State Frameworks.
As a total immersion program, the district’s k-2 curriculum is taught completely in Spanish beginning
the first day of school. English Language Arts instruction begins in the third grade for a portion of the
school day, with class time devoted to English increasing in subsequent grades. The district is not
segregating the Spanish Immersion Program. This means that SI students and non-immersion
students are able to participate and mix regularly in activities commonly scheduled by the schools.
76
Promising Practices Exemplar in Curriculum
Millbury 2005
Name: Lynda Lariviere
School: Shaw Elementary
Subject Area: Social Studies
District: Millbury
Email: llariviere@millbury.k12.ma.us
Standards/Strands being addressed:
History and Social Science Curriculum Framework
 Concepts and Skills: History and Geography- Egypt: An Ancient River Civilization
3000-1200BC/BCE
 7.14 Egyptian Social Classes
 7.16 Important Achievements of Egyptian Civilization
English Language Arts Learning Standards: Composition Strand
 19 write with clear focus
 23 will organize ideas in a way that makes sense for their purpose
English Language Arts Learning Standards: Media Strand
 26 students will obtain information by using media (computer)
Grade Level: Grade 6
Targeted Audience: Grade 6, Cooperative learning groups- problem solving activity
Number of days of unit/activity: 3-4 days
Unit Focus/Goal:
Students discover what life was like for the scribes in ancient Egypt and work in multiple-ability
learning groups to compare this information to present day education. Students will use the T.E.A.
Graphic Organizer utilizing topic, evidence, and analysis.
Essential student outcomes:
This activity seeks to challenge students to use their problem solving skills in an exercise which requires
higher-order thinking skills and the input of multiple abilities. Students must arrive at the “big picture”
of analysis on the T.E.A. graphic organizer.
Materials (including text and additional resources, include date of publications):
 Text-History Alive! The Ancient World, Teacher’s Curriculum Institute, 2004
 History Alive! components: transparencies and grade 6 Interactive Web-site
 T.E.A. Graphic Organizer- Elisa MacDonald, 2000
 Supportive Reading: Zekmet, The Stone Carver, Houghton Mifflin, 1999
 Writing Outline- Story Pyramid- author unknown
Description of unit (1 to 2 paragraph description):
This is a teacher-made adaptation and extension of a History Alive! Unit on ancient Egypt.
I have observed that even my most capable students often exhibit a great deal of difficulty
on assessment items which ask students to analyze information. Sometimes, simply rephrasing a
question on mastered material can also pose much difficulty to students. My objective is to provide my
students many opportunities for practice in this area. I also give reinforcement in vocabulary
development so that students are comfortable understanding the question that is being asked.
Classroom instruction helped students develop essential background before this activity was initiated.
Students gained conceptual understandings of information needed to analyze this question. My students
77
enjoyed being placed in the role of “scribes” themselves and wrote hieroglyphic messages to their
classmates. Mixed-ability groups worked together to answer critical thinking questions that would lead
to the goals of comparison and analysis.
Assessment Design (i.e. authentic assessment and use of rubrics):
In my sixth grade class, we have had much discussion and reflection on assessments that have been
given this year. I find using multiple-intelligence problem-solving groups gives all students the
opportunity to show what they know. Each student is given a clearly defined role and requirement
within the group setting. While each group “reports out” orally the findings for their group, all students
express their ideas with a written response on the T.E.A. graphic organizers. I model many of the goals
for this problem-solving exercise on a large chart which students help in constructing. I explain, and
give each student a copy of the rubric which will be used for this activity. In my classroom authentic
assessment also includes student participation and reflection.
78
Promising Practices Exemplar in Curriculum
Northbridge 2005
Name: Sherri L. Travers
District: Northbridge
School: Northbridge Middle School
Email: stravers@mail.northbridge.k12.ma.us
Subject Area: English Language Arts
Standards/Strands being addressed: Language: 1-4, & 6, Lit.: 7, 9, 14, & 18, Composition: 19-25
Grade level: Grade 8
Targeted audience: Middle and high school students
Number of Days Unit/Activity: This unit requires twenty class periods throughout the year
Unit Focus/Goal:
The goal of this unit is to develop social and cultural awakenings through the exploration of poetry.
Essential student outcomes:
Students will master knowledge of a selected poet and form connections to social and environmental
influences of the time.
Materials:
Access to a variety of poetry collections and anthologies is necessary.
Description of unit:
Students are exposed to a variety of poets though the use of read-aloud activities, daily writing prompts,
and class brainstorming sessions. After a research/inquiry trip to the school media center, students are
required to select a poet of interest. Class time is allotted for weekly media center trips. Students
become experts on his/her individual poet by examining at least three different collections or
anthologies containing the poet’s work. In addition, students investigate the poet’s biographical
information, examine the time period in which the poet wrote, and explore the poet’s inspirations for
writing. Students demonstrate mastery of content by creating resumes and designing collections for
individual poets. MLA citation and a separate works cited page showcase the enormity of the research
effort.
Students celebrate their research products at class poetry luncheons. Students are arranged at luncheon
tables with four other students. Each student is expected to attend the luncheon in the role of his/her
poet and with a food offering that is in keeping with the poet’s taste. Clothing must also be reflective
of the poet’s personality. The luncheon is an opportunity to exercise creativity; students are asked to
bring poets to the modern day. At this forum, through role-playing, dramatic readings, recitations, and
written reflection, students bring their research to life.
Assessment:
Four point rubrics are used to assess resumes, collections, written reflections, works cited information,
and poetry luncheon performance. This rubric is based on the MCAS open-response rubric which
ranges from insightful, adequate, partial, to minimal. Students’ self-assessments and peer performance
assessments are also integral parts of the project.
79
Promising Practices Exemplar in Curriculum
Sutton 2005
Name: Kelly Whittier
District: Sutton
School: Sutton Middle School
Email: whittier@charter.net
Subject area: Math
Standards/Strands being addressed: 6.N.12, 6.N.13, 6.P.4, 6.M.5
Grade level: 6th
Targeted audience: 6th grade students
Number of days of unit/activity:4-5
Unit Focus/Goal:
Students will discover the value of pi and its applicability to real life situations.
Essential student outcomes:
At the conclusion of this unit, students will be able to  identify and draw the radius, diameter, and circumference of a circle
 identify the symbol pi and give both an estimate of it and identify its first 3 digits
 estimate the area and circumference of a circle given key information
 apply pi to real life situations, determining the area and circumference of circles given key
information, utilizing appropriate formulas
Materials (including text and additional resources, include date of publications):
 Connected Mathematics Covering and Surrounding (1998) - Investigations 7.1 - 7.4
 Sir Cumference and the Dragon of Pi - A Math Adventure by Cindy Neuschwander (1999)
 Measuring tapes, String, Circular objects
 The following websites (current as of 5/27/05):
 For memorizing the digits of pi o http://wissrech.iam.uni-bonn.de/people/arndt/pitrainer/pitrainer_form.html
 For Pi Day songs o http://mathforum.org/te/exchange/hosted/morehouse/songs.pi.html
Description of unit (1 to 2 paragraph description):
Students spend approximately four days exploring circles and their parts. To introduce circle
terminology, students begin by drawing pizzas on grid paper and determining their areas, circumference,
radii, and diameters. Students then analyze their data to determine which measurement is most closely
related to price. Next, students measure the diameters and circumference of a collection of circular
objects, ultimately discovering the relationship between diameter and circumference. On the third day
students discuss and utilize a variety of strategies for finding the areas of circles drawn on grid paper.
Students then use "radius squares" to find the area of circles. Throughout the four days students are
constantly using circular terminology and after they discover the pi relationship, expand to utilizing
formulas to find areas and circumferences.
This unit culminates in a Pi Day celebration (held on March 14 - 3.14 - or the school day closest to).
Over the course of the day, students participate in a variety of interdisciplinary activities, including
blowing and popping bubbles to determine the areas and circumferences of the residual circles, making
grammar pizza pies, and learning about the history of pi. The day finishes with costume contests, art
80
contests (students design pictures utilizing the pi symbol), pi digit memorizing contests, and a talent
show filled with songs and dances about the number pi and circles.
Assessment Design (i.e. authentic assessment and use of rubrics):
To assess students' learning, a variety of techniques are used. On day 1, students write letters to the
pizza maker explaining which circle aspect is most closely related to price and why. Data from
measuring circular objects is checked for proximity to pi. Teacher observation and classroom
discussion are used to assess techniques for finding the areas of circles. Student designed rubrics are
used to assess products from the contests. A teacher designed rubric is used to assess grammar pies. A
quiz and a previous MCAS open response question are also included in the assessment of this unit's
material.
81
Promising Practices Exemplar in Curriculum
Uxbridge 2005
Name: Amy Mayer
District: Uxbridge Public Schools
School: Whitin Middle School
Email: amayer@uxbridge.k12.ma.us
Subject area: Science
Standards/Strands being addressed: Physical Science; sound and Light Energy
Grade level: 5
Targeted audience: Grade 5 Science Class
Number of days of unit/activity:10-12 45 minute sessions
Unit Focus/Goal:
To give students an introduction to an experience with light and sound energy
Essential student outcomes:
1. students will know how sound is created and how it travels
2. students will know how light travels and how that can be affected by different material
Materials (including text and additional resources, include date of publications):
Readings: Scott-Forseman Science, Chapter 3: Lessons 3-4; Activities & Experiences: Light Centers :
Refraction---Coin and water; Reflection---bouncing light; Prisms and the color spectrum
Sound Demonstrations: vibrations and pitch with tuning forks, water glasses, and straws
Media: Science Court: Sound (Tom Snyder Software)
Video: Out of Darkness: An Introduction to Light (United Streaming)
Description of unit (1 to 2 paragraph description):
This light and sound unit is part of a larger unit on the foms of energy. The students first learn about
the different forms of energy and then we go into depth on light and sound. The light and sound piece
is especially exciting for the students. These are topics that the students haven't really considered
scientifically before. Also, there are a lot of hands on experiences in this unit. Thse are topics that the
students can really relate to through musical instruments, their own voices, rainbows and many other
personal connections. Those things help to really make the topics relevant to the students.
Assessment Design (i.e. authentic assessment and use of rubrics):
Rubrics for light centers
Teacher designed Classroom Performance System (eInstruction) quiz
82