7 · web viewproject wild federal department of fish and wildlife (games to illustrate carrying...

Section VI Grades 9-12

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

Differentiated Curriculum:CHALLENGING HIGH-END LEARNERS:

ADDRESSING OREGON

STANDARDS AND BENCHMARKS

SECTION VI GRADES 9-12

OREGON DEPARTMENT OF EDUCATIONOFFICE OF SPECIAL EDUCATION

TALENTED AND GIFTED2003

Revised 2005 and 2009


DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

Table of ContentsDifferentiated Curriculum: Samples

Grades 9 through 12G RA DE L EVE L R AN GE

Title Page Number

ENG LA

SS MT SC ARTS K-3 4-5 6-8 9-12

Meal Worms-Scientific Inquiry 3 X X X X

Generational Comparison 10 X X X

Patterns of Change-Friction 15 X X X

The Energy Debate 20 X X X X X

Science Giants 28 X X X X

Critiquing the Critics 34 X X X

Supreme Court Decisions 49 X X X X

Whose Job Is It? 55 X X X X

Character Press Conference 66 X X X

Writing for a Publication 74 X X X


Trigonometry Problem Solving 80 X X



MEAL WORMS-SCIENTIFIC INQUIRYSCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 9-12 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade level 9-12 up to the standard used for high school and PASS.

K 1 2 3 4 5 6 7 8 9 High School ⌧

PASS

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Patterns of Change and Models

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy: Comprehension, application, analysis and synthesis

Differentiation Features:Students Complete fewer tasks to master standard of learning Use multiple higher-level skills Have additional variables to study Conduct original research Develop a product Make cross-disciplinary applications Use advanced resources Choose alternatives for tasks, products, and assessments Present oral and written communication to a real world audience Use advanced resources

Archetypal ModelForm hypothesis, design study, conduct experiments, evaluate, and present results.

Sample Task Activity:Interdisciplinary task to determine the effect of different variables (e.g., food source, temperature) on a population of mealworms.Regular ClassStudents will formulate a hypothesis to determine how their chosen variables will affect a population of

mealworms. Some examples: Does the amount of available food have an effect on the size of the larvae? How does the fiber content of the mealworm’s food affect the total number of

SCIENCECONTENT STANDARDS

H.2L.1 Explain how energy and chemical elements pass through systems. Describe how chemical elements are combined and recombined in different ways as they cycle through the various levels of organization in biological systems.

H.2L.2 Explain how ecosystems change in response to disturbances and interactions. Analyze the relationships among biotic and abiotic factors in ecosystems.

H.3S.1 Based on observations and science principles formulate a question or hypothesis that can be investigated through the collection and analysis of relevant information.

H.3S.2 Design and conduct a controlled experiment, field study, or other investigation to make systematic observations about the natural world, including the collection of sufficient and appropriate data.

H.3S.3 Analyze data and identify uncertainties. Draw a valid conclusion, explain how it is supported by the evidence, and communicate the findings of a scientific investigation.




Grades: 9-12 Page 2

mealworms and the ratio of adults to larvae? design and carry out an experiment to answer the question posed in their hypothesis.

Example: Divide mealworms into three identical populations. Feed one population white flour, the second corn meal, the last bran cereal. Initial data should include number and size of mealworms, fiber content of the food, volume of food.

collect data every other day and record data and tentative conclusions in a journal. Example: Count and weigh insects (adults). Count and measure length of larvae. Record,

using correct units. Compare current data with initial data. study statistics, specifically population and sampling size, mean and median, calculating

statistical errors and determining uncertainty, precision of measurement tools, interpretation and presentation of data. (Students with calculus can study logistic model and carrying capacity as presented in text.)

read information regarding what is an ecosystem and carrying capacity. Games from Project Wild will be used to illustrate carrying capacity.

analyze the total data and write a report in an appropriate technical style: Introduction of Project, Materials Used, Data Summary, Results, Conclusions. In addition, the report will include predictions of expected results at six months and a year based on the results and conclusions.

share their results with other teams and evaluate themselves and each other using high school and PASS standards.

Questions Does the amount of available food have an effect on the size of the larvae? How does the fiber content of the mealworm’s food affect the total number of

mealworms and the ratio of adults to larvae? How will you design and carry out an experiment to answer the question posed in your

hypothesis? What would you predict of expected results at six months based on the results and

conclusions? What would you predict of expected results in a year based on the results and

conclusions?

Alternative Task Activity High-End Learner: Students will conduct advanced-level research using more complex research design and variables. work directly with a scientist for feedback on research model.

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

WritingWrite narrative, expository, and persuasive texts, using a variety of written forms---including journals, essays, short stories, poems, research reports, research papers, business and technical writing--to express ideas appropriate to audience and purpose across the subject areas.

Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.

Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.

Listen critically and respond appropriately across the subject areas.




Grades: 9-12 Page 3

formulate a hypothesis. design and carry out an experiment to answer the question posed in their hypothesis. collect data. apply skills of using statistics, specifically population and sampling size, mean and

median; calculating statistical errors and determining uncertainty, precision of measurement tools, interpretation and presentation of data.

read advanced information relating to the current research related to the hypothesis. analyze data and write in an appropriate technical style. share their results with other like-ability students and a scientist and evaluate themselves

and each other using high school and PASS standards.

Questions for Alternative Task Activity How will you frame your scientific problem? How will you design and carry out an experiment to answer the question posed in your

hypothesis? What would you predict of expected results at six months based on the results and

conclusions? What would you predict of expected results in a year based on the results and

conclusions? In what field will you find your scientist? What role will the scientist play in your research?

Implementation Time9 weeks

ResourcesFor each student team: 60 mealworm larvae and 30 adults (can purchase from Carolina Biological supply (1-

800-227-1150) http:// w w w .c ar ol i na . co m / Note: Mealworms complete their life cycle in seven to nine weeks: eggs hatch in 14 days, larva--four weeks, pupa--one to three weeks. Adults can live three to five months. Adults do not fly.

3 containers for mealworms per team. Mealworm food (e.g., oatmeal, flour, cornmeal, bran-cereal; volume range: 1 cup is low

to 5 cups high). Access to scales, measuring cups, rulers, water, misting bottle, graph paper.

connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.

Listen critically and respond appropriately across the subject areas.

GRADE-LEVEL STANDARDSWritingHigh SchoolEXPOSITORY WRITING: REASEARCH REPORT S/MULTIMEDIA PRESENTATIONSWrite analytical essays and research reports: Gather evidence in support of a thesis including information on all

relevant perspectives. Convey information and ideas from primary and secondary sources

accurately and coherently. Make distinctions between the relative value and significance of

specific data, facts, and ideas. Include visual aids by employing appropriate technology to organize

and record information on charts, maps, and graphs. Anticipate and address readers’ potential misunderstandings, biases,

and expectations. Use technical terms and notations accurately.

PASSCONDUCT INQUIRY AND RESEARCH (PASS Standard D)

Conduct inquiry and research, using a variety of primary and secondary sources and informational resources to investigate questions and topics, gather and synthesize information, and create and communicate knowledge in written form.

Speaking and ListeningHigh SchoolSPEAKING Present and support clear thesis statement and choose appropriate types of proof

(e.g., statistics, testimony, specific instances) that will meet standard tests for evidence, including credibility, validity, and relevance.

Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources).

Recognize and use elements of speech forms (e.g. introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion and debate.

http://www.carolina.com/




Grades: 9-12 Page 4

BooksHallett, D., Gleason, A., and McCallum, W. (1997). Calculus: single variable. John Wiley & Sons

(pp 91 and 518--information on logistic model and carrying capacity (for students using calculus).

Odum, E. (1997) Ecology: A Bridge between science and society. Sinauer Associates, Inc. (chapters on carrying capacity, defining ecosystem

Weiss, N.A. and Hassett, M.J. (1999). Introductory statistics. 5th ed. Menlo, CA: Addison-Wesley

Internet

Carolina Biological Supply Company h t tp: / / w w w .c ar o l ina. c o m / Project Wild Federal Department of Fish and Wildlife (Games to illustrate carrying capacity)

http:/ / w ww . state . a k . us/adfg /w ildl i fe/ g en i nfo /e ducate/p w _ho m e . htm Resources for High-End Learner’s research: Scientist/researcher from university or business/industry. Advanced level science texts/periodicals University level lab guides Saturday Academy

SCIENCEScoring GuidesSee Assessments Section. Use the Scientific Inquiry Scoring Guide http://www.ode.state.or.us/teachlearn/testing/scoring/guides/2004-05/asmtsciscorguide0206engbc.pdf

ENGLISH/LANGUAGE ARTS -SPEAKINGScoring GuideSee Assessments Section

Ideas and ContentOrganization Language Delivery

http://www.ode.state.or.us/teachlearn/testing/scoring/guides/2004-05/asmtspkscorguide0506eng.pdf

High SchoolLISTENING: Formulate judgments about ideas under discussion and support those judgments

with convincing. Follow complex verbal instructions that include technical vocabulary and processes.

PASSCOMMUNICATE AND ANALYZE IN ORAL, VISUAL, AND WRITTEN FORMS. (PASS Standard F)

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.



http://www.ode.state.or.us/teachlearn/testing/scoring/guides/2004-05/asmtsciscorguide0206engbc.pdf

http://www.ode.state.or.us/teachlearn/testing/scoring/guides/2004-05/asmtsciscorguide0206engbc.pdf

http://www.state.ak.us/adfg/wildlife/geninfo/educate/pw_home.htm

http://www.carolina.com/


ARTS TASK Mealworms—Scientific Inquiry Grades 9-12

Option 1: The student will design and present a study to determine if mealworms can hear, using music as the test medium.Extensions: The student will graph the results and share the results with the class. The student will compose a vocal music piece in AB form which is a satire on meal worms and their traits, ecosystem, feeding habits, etc. and perform

it for classmates. The student will design and create a costume for the vocal satire and wear it during the performance.Implementation Time: Basic task: Two weeks: Extensions: Teacher discretion Performance Seven to ten minutes, to be scheduled at the teacher’s discretion

SCORING GUIDE 6 5 4 3 2 1A creative vocal piece is performed.The presentation of the data exhibits creativity.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will write and illustrate a book for eighth-grade science students showing the processes used in their mealworm research and the results of the research.

Extension: The student will create three-dimensional sculptures (from clay, Fimo© or other material) to accompany the text and drawings in his or her book.Implementation Time: Basic Task: Two to four weeks during or in addition to the time used for the research project. Extended Task: One to two additional weeks

SCORING GUIDE 6 5 4 3 2 1Illustrations serve a specific purpose.Text and drawings are laid out for maximum artistic effect and understanding of content.The images and text address a given audience.More than one artistic medium is used to achieve the goal.The student identifies the creative process used and the choices made when problem solving.


The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Create, present and perform works of art.

Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.


ARTS TASK Mealworms—Scientific Inquiry CONTINUED Grades 9-12

Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art.

High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art for a variety of purposes.

Common Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the result

Content Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium, choice of tools, analysis and revision) and identify the impact of choices made.

High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and identify the impact that different choices might have made.

Common Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intentContent Standard: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent.

High School: Create, present and/or perform a work of art by controlling essential elements and organizational principles and describe how well the work expresses an intended idea, mood or feeling.

Common Curriculum Goal: Evaluate one's own work, orally and in writing.Content Standard: Critique and communicate about one’s own work, orally and in writing.

High School: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.PASS Criteria Use appropriate sound production, blend, and balance (in ensembles), and use accurate intonation. Use correct rhythms and pitches, execution (control) of dynamics, and articulation. Use an expression and style of interpretation that is appropriate to the composer’s intent, including tempo, phrasing, and dynamics. Recognize the significance of experiences with the arts and reflect on the performance or creation of an artistic work. Perform music for a public audience.




Grades: 9-12

TAG NEEDS ADDRESSEDINTELLECTUALLY

GIFTED⌧ Advanced Critical

Reasoning⌧ Scholarly Interaction⌧ Continuous Progress for

Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/ SuccessesCreative Problem Solving with Real Problems/ AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development

ADVANCED SCIENCEKNOWLEDGE/SKILLS

⌧ Advanced Critical Thinking in Science

⌧ Continuous Progress/Level and Rate* in Science

⌧ Challenging Science Resources

⌧ Creative Problem Solving Strategies in ScienceScience Advanced Vocabulary DevelopmentLeadership Training/ CareerDecision Making; Ethical Use of Influence

⌧ Regular Interaction with Talented Science PeerRealistic Goal SettingOpportunity for Competition/Failures/ Successes

⌧ Advanced Academic Planning in Science

ACADEMICALLY TALENTED MATH

⌧ Advanced Critical Thinking in Math

⌧ Continuous Progress/Level and Rate* in Math

⌧ Challenging Math ResourcesCreative Problem Solving Strategies in MathMath Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Math PeersRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning Math

ACADEMICALLY TALENTED ENG/LAAdvanced Critical Thinking in LA

⌧ Continuous Progress/Level and Rate* in LA

⌧ Challenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in LA

CAREER-RELATED

LEARNING STANDARDS

GRADUATIONREQUIREMENTS⌧ Personal

Management⌧ Problem Solving⌧ Communication⌧ Teamwork⌧ Employment

FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High


The Arts Benchmark 1 Benchmark 2 Benchmark 3 High


Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.



GENERATIONAL COMPARISONENGLISH/LANGUAGE ARTS AND ARTS

Grades: 9-12 Page 1

Acceleration ApproachThe standards for grade-level 9-12 have been compressed for acceleration by varying the difficulty level of the primary and secondary sources.

K 1 2 3 4 5 6 7 8 9 High School ⌧

PASS

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Patterns of Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy

Differentiation Features:Students Use multiple higher-level skills Have additional variables to study Use multiple resources Study a concept in multiple applications Conduct original research Develop a product Use advanced resources Use sophisticated content stimuli Select alternatives for tasks, products, and assessments

Archetypal ModelRead a cultural classic, a world-class piece of literature.

Find secondary sources, critical reviews, and personal interviews that account for the classic’s popularity.

Write a persuasive paper that clearly accounts for the classic’s popularity in one or more periods of time based upon the reviews and interviews.

Sample Task Activity: Students will read The Catcher in Rye by J.D. Salinger


ReadingDevelop an interpretation of grade-level informational text across the subject areas.Examine content and structure of grade-level informational text across the subject.

LiteratureDevelop an interpretation of grade-level literary text.

WritingWrite narrative, expository, and persuasive texts, using a variety of written forms---including journals, essays, short stories, poems, research reports, research papers, business and technical writing--to express ideas appropriate to audience, and purpose across the subject areas.

GRADE-LEVEL STANDARDSReadingHigh SchoolINFORMATIONAL TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text, including

foreshadowing clues. Infer an author’s unstated meaning and draw conclusions about an author’s

stated meaning based on facts, events, images, patterns or symbols found in text. Make reasoned assertions about an author’s arguments by using elements of the

text to defend and clarify interpretations. Analyze implicit relationships, such as cause-and-effect, sequence-time

relationships, comparisons, classifications, and generalizations. Infer the main idea when it is not explicitly stated, and support with evidence

from the text.INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE Draw conclusions about the author’s purpose based on evidence based on

evidence in the text. Differentiate among reasoning based on fact versus reasoning based on

opinions, emotional appeals, or other persuasive techniques. Evaluate if and how the author uses authoritative sources to establish credibility

for arguments, proposed actions, or policies. Compare and contrast information on the same topic after reading several

passages or articles.




Grades: 9-12 Page 2

read article in The New Yorker, Oct. 2001 interview people who were teenagers in the 50’s and classmates to find out if and why

The Catcher in the Rye speaks to them personally. write a persuasive paper that clearly accounts for the classic’s popularity in one or more

periods of time based upon an analysis of reviews and interviews.

Interdisciplinary Sample Task ActivitiesSocial Sciences – Historical Event: The student researches a historical period to find events related to literature. The student uses outside resources to draw conclusions about the historical setting of the work.Marketing – Consumer Report, magazine, InternetScience – Rachel Carson – Silent Spring

Questions How do we come by opinions? How does one persuasively support an opinion? How do our opinions evolve? Is it possible in reading good literature to make new discoveries or take new

perspectives?

Implementation Time3 –4 weeks possibly longer. To be determined by teacher.

Resources for Novel Selection (if students are allowed to choose) International Baccalaureate (IB) Reading List Advanced placement (AP) Reading List College Approved Reading List Public Library College Libraries

BooksSalinger, J.D. (1951). The catcher in the rye. Little, Brown and Company.Carson, R. (1962). Silent spring. Houghton Mifflin.

Evaluate the logic, unity, and consistency of text. Extend ideas presented in primary or secondary sources through original

analysis, evaluation, and elaboration.

PASSREAD FROM AVARIETY OF LITERARY GENRES AND PERIODS. (PASS Standard B)

WritingHigh SchoolPERSUASIVE WRITING Structure ideas and arguments in a sustained and logical fashion. Use specific rhetorical (communication) devices to support assertions, such as

appealing to logic through reasoning, appealing to emotions or ethical beliefs; or relating a personal anecdote, case study, or analogy.

Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.

Address readers’ concerns, counter-claims, biases, and expectations.PASSANALYZE RELATIONSHIPS OF THE HUMANITIES AND HUMAN/SOCIAL EXPERIENCE (PASS Standard E)




Grades: 9-12 Page 3

SCORING GUIDEREADING/LITERATURE

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Demonstrate extending understandingDemonstrate reading critically – text analysisDemonstrate reading critically – content analysisSCORING GUIDE

WRITING: PersuasiveStudents are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Establish a focused thesis that conveys a clear perspective on a subject.Use descriptive language that clarifies and enhances ideas (e.g., establish a tone and mood, use figurative language, use sensory images and comparisons).Use the writing process (e.g., prewriting, drafting, revising, editing successive versions).Use precise and descriptive language, action verbs, sensory details, and appropriate modifiers.


ARTS TASK Generational Comparison Grades 9-12

Option 1: The student will write for stage an original adaptation from a piece of world-class literature. The student should: Determine characteristics of the style to be used, e.g., word choice, sentence structure, tone, and figurative language. Include dialogue, descriptive narration, and characterization.Extensions: The student will develop the write the adaptation in a style other than the original author's (e.g., that of a skateboarder, hard-core athlete, car salesman)Implementation Time: four class periods or one week outside of class

SCORING GUIDE 6 5 4 3 2 1The original adaptation of a section of literature is suitable for stage.The original adaptation of a section of literature achieves a distinctive style that includes appropriate word choice, sentence structure, tone, and figurative language.


Option 2: The student will create a drawing or painting to illustrate the period of time corresponding to the literary work. Extensions: Research and locate an artwork popular at the same period of time. Compare the artwork and the piece of literature.Implementation Time: One week

SCORING GUIDE 6 5 4 3 2 1Images show an understanding of historical interpretation.Comparison of artwork and literature support the world class value of the visual and literary works.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = BeginningThe ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum: Goals: Create, present and perform works of art.

Content Standards: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art for a variety of purposes.Common Curriculum: Goals: Distinguish works of art from different societies, time periods and cultures.

Content Standards: Distinguish works of art from different societies, time periods and cultures, emphasizing their common and unique characteristics.High School: Describe and distinguish works of art from different societies, time periods, and cultures, emphasizing their common and unique

characteristics.PASS: Recognize the significance of experiences with the arts and reflect on the performance or creation of the artistic work.

Aesthetics and CriticismCommon Curriculum: Respond to works of art and give reasons for preferences.

Content Standards: Respond to works of art, giving reasons for preferences and using terminology that conveys knowledge of the arts.High School: Explain personal preferences for works of art based on an analysis of how the essential elements and organizational principles contribute

to the work's artistic merit.PASS: Recognize, examine, and understand the elements and principles that are common across various art forms or disciplines .




Grades: 9-12


GIFTEDAdvanced Critical ReasoningScholarly Interaction

⌧ Continuous Progress for Level and Rate*

⌧ Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/Failures/SuccessesCreative Problem Solving with Real Problems/ AudiencePursuit of Advanced Level ResearchAdvanced Vocabulary Development


⌧ Continuous Progress/Level and Rate* in LA⌧ Challenging LA Resources

Creative Problem Solving Strategies in LA⌧ Advanced Vocabulary Development�Leadership Training/Career

Decision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in LA

CAREER-RELATED LEARNING STANDARDS

FORGRADUATION

REQUIREMENTS⌧ Personal Management

Problem Solving⌧ Communication

TeamworkEmployment FoundationsCareer Development


STUDENT IS PURSUING









Student Grade

Teacher School






PATTERNS OF CHANGE-FRICTIONSCIENCE AND ARTS

Grades: 9-12 Page 1

Acceleration ApproachThe standard has been accelerated by moving to the high school and PASS standards.

K 1 2 3 4 5 6 7 8 9 High School ⌧

PASS

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Patterns of change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s evaluation and Paul’s consequences and implications

Differentiation Features:Students Have additional variables to study Study a concept in multiple applications Make reasoning explicit

Archetypal ModelThis activity focuses on change. Students will understand “cause and effect,” dependent and independent variables and how changing one affects the other. How does one design an experiment that can isolate and determine such a relationship between variables?

Given a set of hypotheses and associated experimental designs, evaluate them to determine the Quality of the hypothesis Ability of the experiment actually to prove/disprove the hypotheses.

Ideas for the Teacher who Develops Three Hypotheses Version 1: Have hypothesis (it may be right or wrong) the same for all three. Change

the sophistication of the language. Make the experimental designs different, but make at least one “ incorrect” (i.e., variables not isolated).

Version 2: Have three different hypotheses, at least one actually stating that only the normal force and nature of the surfaces determine frictional force, and one experimental design.

Version 3: Have the three experimental designs all functional but greatly varying the amount of detail and supporting/background information. Make one overly detailed to see if students criticize it.


H.2P.4 Apply the laws of motion and gravitation to describe the interaction of forces acting on an object and the resultant motion.

H.3S.1 Based on observations and science principles formulate a question or hypothesis that can be investigated through the collection and analysis of relevant information.

H.3S.2 Design and conduct a controlled experiment, field study, or other investigation to make systematic observations about the natural world, including the collection of sufficient and appropriate data.

H.3S.3 Analyze data and identify uncertainties. Draw a valid conclusion, explain how it is supported by the evidence, and communicate the findings of a scientific investigation.




Grades: 9-12 Page 2

Sample Task Activity:Students will pull object across surface. suggest factors that influence/cause friction. Do not edit these. Typical responses

include: The mass of the object The weight of the object The speed at which object pulled The roughness of the surfaces The surface area of the bottom face of the object

consider three sets of hypotheses and associated designs experiments. (See above) evaluate the hypotheses. access two or three theses/dissertations and read them. pullout the hypotheses and critique them, and finally, relate how the experiment

proved/disapproved the hypotheses.

Questions Which hypothesis do you most agree with and why? Which experimental design is most likely to prove/disprove its hypothesis and why? Which experiments will not prove/disprove the accompanying hypothesis? Each hypothesis has an accompanying dialogue. Which dialogue best justifies the

accompanying hypothesis? How would you change/improve hypotheses #1 (or #2 or #3)? What complications may arise in the design of experiment #1 (or #2 or #3).

Implementation TimeBecause of potential complexity, the implementation time needs to be determined by the teacher, but two or more 45 – 50 minute periods in addition to homework are suggested.

Assessment RecommendationUse as part of the PASS portfolio: B Standards.

ResourcesThe three hypotheses/designs that the teacher has carefully crafted shall include Common pitfall Some excellent designs Misconceptions


ARTS TASK: Patterns of Change--Friction Grades 9-12

Option 1: Given three hypotheses by the teacher, the student will test them by creating a three-dimensional sculpture out of plastic material (e.g. clay, Fimo®, plaster of Paris). The student should:

Attempt to create at least two identical objects, one from each of two materials, and will measure time involved and make a subjective estimate of effort involved.

Compare their results to the three hypotheses.Extensions: The student will make hypotheses about adhesion, color change, etc. for a surface finish on the work of art (e.g., glaze, paint, etc.) and hypotheses about

changes to the body material of the finished work. The student will add surface finish to the piece of art. The student will check his/her hypotheses against the results.Implementation Time: Basic task: Three to six hours. Extension: Additional three hours

SCORING GUIDE 6 5 4 3 2 1Plastic materials are appropriate for sculpting.Surface-finish materials are appropriately selected.Techniques used when working with each medium are clearly explained.Aesthetic qualities of the body and surface materials are explained.A preference is expressed for materials which might be used in a future work.


The ArtsStandards Addressed

Create, Present and PerformCommon Curriculum Goal: Create, present and perform works of art.

Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art for a variety of purposes.





Arts Task: Patterns of Change--Friction CONTINUED




High School: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.

Aesthetics and CriticismCommon Curriculum Goal: Apply critical analysis to works of art.

Content Standard: Apply knowledge of essential elements, organizational principles and aesthetic criteria to the analysis of works of art, and identify how the elements and principles contribute to the aesthetic effect.

High School: Use knowledge of essential elements, organizational principles and aesthetic criteria to explain the artistic merit and aesthetic effect of a work of art.

Common Curriculum Goal: Respond to works of art and give reasons for preferences.Content Standard: Respond to works of art, giving reasons for preferences and using terminology that conveys knowledge of the arts.

High School: Explain personal preferences for works of art based on an analysis of how the essential elements and organizational principles contribute to the work's artistic merit.

Common Curriculum Goal: Understand the interrelationships among art forms.Content Standard: Describe how essential elements and organizational principles from various arts disciplines can be integrated in a work of art and

identify how they contribute to the aesthetic effect, overall idea and impact of the work.High School: Explain the roles of essential elements and organizational principles from various arts disciplines in an integrated work of art and

identify how they contribute to the aesthetic effect, overall idea and impact of the work.PASS Criteria: Recognize, examine, and understand the elements and principles that are common across various art forms or disciplines. Recognize and understand the creative process within various art forms or disciplines. Communicate an understanding of various art forms or disciplines.




Grades: 9-12

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED

⌧ Advanced Critical ReasoningScholarly InteractionContinuous Progress for Level and Rate*

⌧ Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support;

Coping StrategiesAdvanced Academic PlanningOpportunity for

Competition/Failures/SuccessesCreative Problem Solving with

Real Problems/AudiencesPursuit of Advanced Level

Research⌧ Advanced Vocabulary Development

ADVANCED SCIENCE KNOWLEDGE/SKILLSAdvanced Critical Thinking in ScienceContinuous Progress/Level and Rate* in Science

⌧ Challenging Science ResourcesCreative Problem Solving Strategies in ScienceScience Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Science PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in Science

CAREER-RELATED LEARNING

STANDARDS FOR

GRADUATION REQUIREMENTS

⌧ Personal Management⌧ Problem Solving⌧ Communication



STUDENT IS PURSUING









Student Grade

Teacher School






The Energy DebateSCIENCE, ENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, AND ARTS

Grades: 9-12 Page 1

Acceleration ApproachThe standard has been accelerated by using the high school and PASS standards.

K 1 2 3 4 5 6 7 8 9 High School ⌧

PASS

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Systems

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul's Model of Reasoning

Differentiation Features:Students Have additional variables to study Study a concept in multiple applications Make reasoning explicit

Archetypal ModelUsing a current controversial science issue, students use research process to analyze the issue then communicate a point of view through oral and written processes.

Sample Task ActivityStudents will research, in like-ability teams, advanced-level sources on a current controversial

science issue (see list of possible debate questions). apply Paul’s model of reasoning to develop debate questions. Use Graphic Organizer

Elements of Thought. prepare in teams and participate in a formal debate. produce individually a written document detailing his or her team position.

SCIENCEGRADE-LEVEL STANDARDS

High SchoolH.2P.1 Explain how chemical reactions result from the making and breaking of bonds in

a process that absorbs or releases energy. Explain how the rate of a chemical reaction is affected by temperature, pressure, and concentration.

H.2P.3 Describe the interactions of energy and matter including the law of conservation of energy.

H.2E.1 Identify and predict the effect of energy sources, physical forces, and transfer processes that occur in the Earth system. Describe how matter and energy are cycled between system components over time.

H.2E.4 Evaluate the impact of human activities on environmental quality and the sustainability of Earth systems. Describe how environmental factors influence resource management.

H.3S.4 Identify examples from the history of science that illustrate modification of scientific knowledge in light of challenges to prevailing explanations.

H.3S.5 Explain how technological problems and advances create a demand for new scientific knowledge and how new knowledge enables the creation of new technologies.

H.4D.5 Describe how new technologies enable new lines of scientific inquiry and are largely responsible for changes in how people live and work.

H.4D.6 Evaluate ways that ethics, public opinion, and government policy influence the work of engineers and scientists, and how the results of their work impact human society and the environment.


Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques. Writing Write narrative, expository, and persuasive texts, using a variety of written forms---including journals, essays, short stories, poems, research reports, research papers, business and technical writing---to express ideas appropriate to audience and purpose across the subject areas.Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.




Grades: 9-12 Page 2

Possible Questions to Develop Debate (Resolutions) There have been several nuclear reactor accidents, of which Chernobyl and Three

Mile Island are the most well known. Advocates of nuclear energy claim that advances in design/technology will prevent a reoccurrence of such events. Do you agree with this claim? Why or why not?

Currently our nation is dependent on fossil fuels (produced here and abroad) for much of its energy. How would you change that policy and why?

There are competing interests groups who have weighed in on the nuclear energy debate (e.g., local vs. state vs. national). Which group’s interests should take precedence and why?

Is our current method of disposing with nuclear waste sufficient? Why or why not? Are current reactors safe? Why or why not?

Implementation TimeSuggestion but teacher may want to expand time: 1 week research and preparation 1-2 days debate 1-2 days writing

ResourcesNetLearn: Resources for Learning the Internet http://www.rgu.ac.uk/celt/learning/page.cfm?

pge=4548 Nuclear Energy Institute h t tp: / /w ww. nei. o rg / Nuclear Waste Technical Review Board h t t p ://w w w. n wtr b .gov / Phelps-Borrowman Martha C., What’s wrong with nuclear power, anyway? A student debate on

the pros and cons of generating nuclear power http://teachertech.rice.edu/participants/mborrow/Lessons/nuclear_.html

The NFHS Speech, Debate and Theatre Association (NFHS SDTA) http://www.nfhs.org/web/2006/08/speech_debate_theater_association.aspx

The Nuclear Energy Agency h tt p ://w ww . n ea .f r/ US Department of Energy; Office of Nuclear Energy htt p :// ww w.ne.do e .gov/ Using the Internet for Academic Research. University of New Mexico State University

h t tp: / /l i b . n m su .e du /ital/re s e a rch.ht m l

GRADE-LEVEL STANDARDSSpeaking and ListeningHigh SchoolSPEAKING Present and support a clear thesis statement and choose appropriate types of proof

(e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

Choose logical patterns of organization (e.g., chronological, topical, cause-and effect) to inform and to persuade, by seeking agreement or action, or uniting audiences behind a common belief or cause.

Analyze the occasion and the interests of the audience, and choose effective verbal techniques and language.

Use props, visual aids, graphs, and/or electronic media to enhance the appeal and accuracy of rehearsed presentations (not part of scoring guide criteria).

High SchoolLISTENING Formulate judgments about ideas under discussion, and support those judgments

with convincing evidence.

WritingHigh SchoolPERSUASIVE WRITING Structure ideas and arguments in a sustained and logical fashion. Use specific rhetorical (communication) devices to support assertions, such as



Address readers’ concerns, counter-claims, biases, and expectations.

PASSStandards, Criteria, and Descriptors of Proficient Performance. Conduct inquiry and research (PASS Standard D) Conduct inquiry and research, using a variety of primary and secondary sources

and informational resources to investigate questions and topics, gather and synthesize information, and create and communicate knowledge in written form.

http://lib.nmsu.edu/ital/research.html

http://www.ne.doe.gov/

http://www.nea.fr/

http://www.nfhs.org/web/2006/08/speech_debate_theater_association.aspx

http://teachertech.rice.edu/participants/mborrow/Lessons/nuclear_.html

http://www.nwtrb.gov/

http://www.nei.org/

http://www.rgu.ac.uk/celt/learning/page.cfm?pge=4548

http://www.rgu.ac.uk/celt/learning/page.cfm?pge=4548




Grades: 9-12 Page 3

Assessment Recommendation Assess debate using social sciences and communication scoring guides. Assess writing with a science scoring guide for content. Assess writing with a scoring guide for writing style. Use PASS standards or other existing scoring guides for written and oral

communication.

SOCIAL SCIENCESCOMMON CURRICULUM GOALS

GeographyUnderstand economic, cultural, and environmental factors that influence changes in population and evaluate the consequences of the resulting increases or decreases in population.

Understand how people and the environment are interrelated.

Social Science AnalysisDefine and clarify an issue so that its dimensions are well understood. Acquire and organize materials from primary and secondary sources.

Explain various perspectives on an event or issue and the reasoning behind them.Identify and analyze an issue.

Select a course of action to resolve the issue.

CONTENT STANDARDSGeographyUnderstand, analyze and evaluate the consequences of population changes resulting from economic, cultural, or environmental factors.Understand how humans affect the physical environment.

Social Science AnalysisIdentify, research and clarify an event, issue, problem, or phenomenon of significance to society.Gather, use, and evaluate researched information to support analysis and conclusions.Understand an event, issue, problem or phenomenon from multiple perspectives. Identify and analyze characteristics, causes, and consequences of an event, issue, problem or phenomenon.Identify, compare, and evaluate outcomes, response, or solutions, then reach a supported conclusion.

BENCHMARKSHigh School Define, research, and explain an event, issue, problem or phenomenon and its

significance to society. Gather, analyze, use and document information from various sources,

distinguishing facts, opinions, inferences, biases, stereotypes, and persuasive appeals. Analyze an event, issue, problem or phenomenon from varied or opposed

perspectives or point of view. Propose, compare, and judge multiple responses, alternatives, or solutions, then

reach a defensible, supported conclusion.

5





Grades: 9-12 Page 4

PASSSocial Science AnalysisDefine and explain a complex event, issue, problem, or phenomenon (historical or contemporary) of significance to society.

SCORING GUIDEDEBATE


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Present eloquent complex, elaborate arguments, supported with scientific evidence and examples.Refute, directly addressing each of the opponents’ arguments with accurate counter-evidence.Address directly the opponents’ arguments that built on the arguments of those that came earlier.


GRAPHIC ORGANIZER

ELEMENTS OF THOUGHT

Name Date

Question at Issue (Frame) Purpose

Inferences Assumptions

Concepts Consequences and Implications

Evidence; Data Point of View: Audience/Speaker

Elements of Thought Graphic Organizer from VanTassel-Baska, J, Curriculum Planning and Instructional Design for Gifted Learners, Denver, Love Publishing. Reprinted with permission.


ARTS TASK The Energy Debate Grades 9-12

Option 1: The student will research and produce images to support and communicate a point of view on a current controversial issue. The student uses images from the Internet, printed media or original creation.

Extensions: The student will use images as part of oral or written presentation.Implementation Time: One week.

Scoring Guide 6 5 4 3 2 1Images express the message of point of view.Images support point of view and engage the audience.


Option 2: The student will prepare and perform (for videotaping or for live audience) a newscast that covers different perspectives of a current, controversial science issue. The student should:

Employ techniques used in TV. newscasts such as clarifications by experts, opposing views by experts, opinions from viewers/citizens, interviews with politicians from different parties, explanatory graphics and reports from locations outside the studio.

Plan how the performance will be staged and arrange for props, costumes, and set pieces. Videotape and edit the performance for viewing. Include credits, titles, digital transitions and other video-graphics effects.Implementation Time: one week outside of class or four class periods

Scoring Guide 6 5 4 3 2 1Content covers perspectives organized into a coherent sequence.Clear articulation, adequate projection, controlled pacing, and appropriate non-verbal communication characterize performances.


Option 3: The student will write and illustrate a fable, in a format suitable for performance that develops a theme regarding a current controversial issue. The student should:

Establish the theme or main idea to be developed through characters actions, conflict, setting (illustrations) and dialogue. Include key events in a potential plot using standard plot structure as a guide (exposition, rising action, climax, falling action, conclusion). Include sections of dialogue.Implementation Time: Two weeks outside class or one week in class.

Scoring Guide 6 5 4 3 2 1The desired result of a fable with an obvious central theme is achieved through combination of the essential elements of plot, characterization and dialogue.Illustrations relevant to the theme contribute to the overall impact of the fable.



ARTS TASK The Energy Debate CONTINUED Grades 9-12


Create, Present and PerformCommon Curriculum Goals: Create, present and perform works of art.


performing works of art for a variety of purposes.PASS: Recognize the significance of experiences with the arts and reflect on the performance or creation of an artistic work.




Grades: 9-12

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED⌧ Advanced Critical

Reasoning⌧ Scholarly Interaction

Continuous Progress for Level and Rate*

⌧ Challenging ResourcesEffecting Change

⌧ Decision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal Setting

⌧ Regular Interaction with Intellectual PeersSocial-Emotional

Issues; Support; Coping Strategies

Advanced Academic Planning

⌧ Opportunity for Competition/Failures/Successes

Creative Problem Solving with Real Problems/Audiences⌧ Pursuit of Advanced Level Research⌧ Advanced Vocabulary Development

ADVANCED SCIENCE KNOWLEDGE/SKILLS

Advanced Critical Thinking in ScienceContinuous Progress/ Level and Rate* in Science

⌧ Challenging Science ResourcesCreative Problem Solving Strategies in Science

⌧ Science Advanced Vocabulary DevelopmentLeadership Training/Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented Science PeerRealistic Goal Setting

⌧ Opportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in Science

ACADEMICALLY TALENTED ENG/LAAdvanced Critical Thinking in LAContinuous Progress/Level and Rate* in LA

⌧ Challenging LA ResourcesCreative Problem Solving

Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal Setting

⌧ Opportunity for Competition/Failures/

SuccessesAdvanced Academic Planning in LA

ADVANCED SOCIAL SCIENCES

KNOWLEDGE/SKILLSAdvanced Critical Thinking in Social SciencesContinuous Progress/Level and Rate* in Social Sciences

⌧ Challenging Social Sciences ResourcesCreative Problem Solving Strategies in Social SciencesSocial Sciences Advanced Vocabulary DevelopmentLeadership Training/Career

⌧Decision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal Setting

⌧ Opportunity for Competition/Failures/SuccessesAdvanced Academic Planning in Social Sciences


STANDARDS FOR

GRADUATION REQUIREMENTS⌧ Personal

Management⌧ Problem Solving⌧ Communication⌧ Teamwork

Employment FoundationsCareer Development


STUDENT IS PURSUING









Student Grade

Teacher School






SCIENCE GIANTSSCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 9-12 Page 1

Acceleration ApproachThe standard has been accelerated by using the high school and PASS standards.

K 1 2 3 4 5 6 7 8 9 High School ⌧

PASS

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Models

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s: Evaluate, analyze, and infer.Paul’s: Concepts, evidence, consequences and implications

Differentiation Features:Students Study a concept in multiple applications Make cross-disciplinary applications Use advanced resources Make reasoning explicit

Archetypal ModelStudents research the great defining theories of a select group of “science giants” and evaluate, support, and criticize an accompanying statement that characterizes their work. Students will understand “cause and effect,” dependent and independent variables, and how changing one affects the other.

Sample Task ActivityStudents will

research the following physicists and specified theories using at least three resources including at least one advanced-level book and one electronic source.o Einstein – photoelectric effecto Rutherford – model of the atomo Newton – gravitational forceo Hawking – theory of origin of universe


H.3S.4 Identify examples from the history of science that illustrate modification of scientific knowledge in light of challenges to prevailing explanations.

H.3S.5 Explain how technological problems and advances create a demand for new scientific knowledge and how new knowledge enables the creation of new technologies.

H.4D.5 Describe how new technologies enable new lines of scientific inquiry and are largely responsible for changes in how people live and work.

H.4D.6 Evaluate ways that ethics, public opinion, and government policy influence the work of engineers and scientists, and how the results of their work impact human society and the environment.


WritingWrite narrative, expository, and persuasive texts, using a variety of written forms---including journals, essays, short stories, poems, research reports, research papers, business and technical writing---to express ideas appropriate to audience and purpose across the subject areas.


GRADE-LEVEL STANDARDSWritingHigh SchoolEXPOSITORY WRITING: RESEARCH REPORTS/MULTIMEDIA PRESENTATIONS Write analytical essays and research reports: Gather evidence in support of a thesis including information on all



specific data, facts, and ideas.




Grades: 9-12 Page 2

criticize in an essay the following statement: “Great scientific advances occur when an outstanding intellect looks at existing evidence through a lens that differs from the current paradigm.” The criticism should include specific references, evidence from the readings that support the conclusions.

create an alterative statement that better characterizes the nature of scientific breakthrough. exchange statements with other students, critiquing each other’s work.

Questions1. How does one design an experiment that can isolate and determine such a relationship

between variables?2. What prompts scientific discovery?3. What factors (personal, social, environmental) stimulate scientific discovery?

Implementation TimeSuggestion but teacher may want to expand time: 1-week research and prep (allow 2 days of class time. Make it due 1 week later so they

may work outside of class). 2-3 days create/exchange piece.

Internet ResourcesInternet Einstein ReferencesColumbia Encyclopedia h t t p : // w w w. b a r t l e b y.co m /6 5 / p h / p h o t ele f.h t m l Physics 2000 link http:/ / ww w . p h y sli n k . c o m / Educati o n/ As k E x perts/a e 24 . cfm University of Colorado Physics Dept.

h t t p : / / ww w.co l o ra d o.edu /p h y s i c s / 2000/qu a ntu m z one/photoe l ect r ic.ht m l University of Winnipeg h t t p: // t he or y . u w in n i pe g . c a / p hys i cs / q u a n t / n o de 3.h t m l

Internet Rutherford ReferencesThe New Zealand Edge h t t p: // w w w. nzed g e . c o m / heroes/rutherford.ht m l Office of Radiation, Chemical & Biological Safety, Michigan State University

http://www.orcbs.msu.edu/radiation/resources_links/historical_figures/rutherford.htm Science World http:/ /s cie n ce w o r l d . w olfra m .c o m / bi o graphy/ R utherford . ht m l University of Colorado Physics Dept.

http://www.colorado.edu/physics/2000/quantumzone/frequency.html

Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs.

Anticipate and address readers’ potential misunderstandings, biases, expectations.

Use technical terms and notations accurately.

PASSStandards, Criteria, and Descriptors of Proficient PerformanceWRITING:CONDUCT INQUIRY AND RESEARCH (PASS Standard D)Conduct inquiry and research, using a variety of primary and secondary sources and informational resources to investigate questions and topics, gather and synthesize information, and create and communicate knowledge in written form.


http://www.colorado.edu/physics/2000/quantumzone/frequency.html

http://scienceworld.wolfram.com/biography/Rutherford.html

http://www.orcbs.msu.edu/radiation/resources_links/historical_figures/rutherford.htm

http://www.nzedge.com/heroes/rutherford.html

http://theory.uwinnipeg.ca/physics/quant/node3.html

http://www.colorado.edu/physics/2000/quantumzone/photoelectric.html

http://www.physlink.com/Education/AskExperts/ae24.cfm

http://www.bartleby.com/65/ph/photelef.html




Grades: 9-12 Page

Newton ReferencesCaltech Particle Theory Group http://www.theory.caltech.edu/ Online Journey for Astronomy

h t tp: / /csep 1 0 . phys . u t k .edu / astr 1 61/lect/history/ne w tongra v . ht m l The Physics Classroom http://www.thephysicsclassroom.com/ University of Winnipeg http://theory.uwinnipeg.ca/physics/circ/node7.html

Internet Hawking ReferencesProfessor Stephen W. Hawking's web Page http:// w ww.ha w k ing . org .u k / Pomona College Astronomy Web Site www.astronomy.pomona.edu/projects.htmlUniversity of St Andrews http://www-grou p s. d c s .st-

a nd.ac.u k / ~ hist o ry/ M ath e matic i ans / H aw k ing.h t m l

SCORING GUIDE


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Write clear, coherent and focused essays exhibiting awareness of the audience and purpose.Provide supporting evidence. Support thesis or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons and similar devices.Demonstrate understanding of Einstein, photoelectric effect; Rutherford, model of the atom; Newton, gravitational force; Hawking, theory of origin of universe.


http://www-groups.dcs.st-and.ac.uk/~history/Mathematicians/Hawking.html

http://www-groups.dcs.st-and.ac.uk/~history/Mathematicians/Hawking.html

http://www.hawking.org.uk/

http://theory.uwinnipeg.ca/physics/circ/node7.html

http://www.thephysicsclassroom.com/

http://csep10.phys.utk.edu/astr161/lect/history/newtongrav.html

http://www.theory.caltech.edu/


ARTS TASK Science Giants Grades 9-12

Option 1: The student will write and perform a one-act comedy about a physicist and his “accidental” discovery of his/ her theory.Extensions: The student will write a percussive sound piece using (instruments and/or other) to accompany the play. The student will explain the correlation of the sound piece to the play either in oral or written form. The student will design and create costumes for the characters.Implementation Time: Basic task: varies: Extensions: Two weeks (performance time will vary and will be scheduled by the teacher.)

Scoring Guide 6 5 4 3 2 1The student completes a percussive composition.The student combines essential elements to achieve the desired effect.The student uses costumes of the correct historical and cultural period.The student’s critique, using self-selected criteria, reveals knowledge of the arts.



Create, Present and PerformCommon curriculum Goal: Create, present and perform works of art.

Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art for a variety of purposes.







ARTS TASK Science Giants CONTINUED Grades 9-12


High School: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.PASS Criteria: Use appropriate sound production, blend, and balance (in ensembles), and use accurate intonation. Use correct rhythms and pitches, execution (control) of dynamics, and articulation. Use an expression and style of interpretation that is appropriate to the composer’s intent, including tempo, phrasing, and dynamics. Recognize the significance of experiences with the arts and reflect on the performance or creation of an artistic work. Perform music for a public audience.

Historical and Cultural PerspectivesCommon Curriculum Goal: Understand how events and conditions influence the arts.

Content Standard: Explain the influence of events and conditions on works of art.High School: Explain the influence of events and conditions on an artist's work.

Common Curriculum Goal: Understand how the arts can reflect the environment and personal experiences within a society or culture, and apply to one's own work.

Content Standard: Explain how a work of art reflects the artist's environment and personal experience within a society or culture, and apply to one’s own work.

High School: Explain how works of art reflect the artist's personal experience, environment, society and culture and apply this knowledge to one's own work.




Grades: 9-12


GIFTED⌧ Advanced Critical Reasoning⌧ Scholarly Interaction⌧ Continuous Progress for

Level and Rate*⌧ Challenging Resources

Effecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues;

Support; Coping StrategiesAdvanced AcademicOpportunity for Competition/Failures/ SuccessesCreative Problem Solving

with Real Problems/AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary

Development

ADVANCED SCIENCE KNOWLEDGE/SKILL

SAdvanced Critical Thinking in Science

⌧ Continuous Progress/Level and Rate* in Science

⌧ Challenging Science ResourcesCreative Problem Solving Strategies in Science

⌧ Science Advanced Vocabulary DevelopmentLeadership Training/ CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Science PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in Science

ACADEMICALLY TALENTED ENG/LAAdvanced Critical Thinking in LAContinuous Progress/Level and Rate* in LA

⌧ Challenging LA ResourcesCreative Problem Solving Strategies in LA

⌧ Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in LA


STANDARDS FORGRADUATION

REQUIREMENTS⌧ Personal Management⌧ Problem Solving⌧ Communication



STUDENT IS PURSUING









Student Grade

Teacher School






CRITIQUING THE CRITICSENGLISH/LANGUAGE ARTS AND ARTS

Grades: 9-12 Page 1

Acceleration ApproachThe Standard has been accelerated by bringing to grade-level 9-12 the standard used for high school and PASS.

K 1 2 3 4 5 6 7 8 9 High School ⌧

PASS

Organizing Overarching ConceptsPatterns of Change

Organizing Higher Order SkillsBloom’s taxonomy

Differentiation Features:Students Use multiple higher-level skills Study a concept in multiple applications Develop a product Use advanced resources Use sophisticated content stimuli Make reasoning explicit Design and/or construct a model based on principles or criteria Choose alternatives for tasks, products, and assessments Present oral and written communication to a real world audience

Archetypal ModelStudents will be given world-class primary and secondary sources. Given a world-class piece of literature, they will read several professional critiques of it.They will synthesize an argument based on their interpretation of several sources. They will take one of the secondary sources and agree/disagree with it.The students will cogently present their arguments on observations to the class for a critical, knowledgeable audience.


ReadingDevelop an interpretation of grade-level informational text across the subject areas.

LiteratureDevelop an interpretation of a grade-level literary text.


Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and material


GRADE-LEVEL STANDARDSReadingHigh SchoolINFORMATIONAL TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text, including

foreshadowing clues. Infer an author’s unstated meaning and draw conclusions about an author’s

stated meaning based on facts, events, images, patterns or symbols found in text. Make reasoned assertions about an author’s arguments by using elements of

the text to defend and clarify interpretations. Analyze implicit relationships, such as cause-and-effect, sequence-time

relationships, comparisons, classifications, and generalizations. Infer the main idea when it is not explicitly stated, and support with evidence

from the text.




Grades: 9-12 Page 2

Sample Task ActivityStudents will read two Hemingway novels. read Baker’s critique of Hemingway’s treatment of women. read Counterpunch Paper Student Instruction read Sample Counterpunch Paper write an essay which synthesizes an argument on Hemingway based on an

interpretation of sources read. present this argument to the class.

Questions How do we come by our own opinions? How does one persuasively support an opinion? Are there right and wrong answers when analyzing literature? Is it possible in great literature to make new discoveries constantly?

Implementation Time3 – 9 weeks

Resources A teacher approved primary work. Copies of significant work of literary criticism (e.g., Twentieth Century

Interpretations).

Handouts: “The Point-Counterpoint Response to Literary Critics” Student Instructions for The

Counterpunch Paper Sample Counterpunch Paper A. P. English: Converting an Article Back into an Outline A.P. Model for “Criticism of Critics” Anchor Paper #1: Exceeds Standards Score 6 “View of Paranoia” Anchor Paper #2: Exceeds Standards Score 5 “The Black Stallion: A Review” Anchor Paper #4 : Meets Standards Score 4 “The Manchurian Candidate”

LiteratureHigh SchoolLITERARY TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text. Analyze interactions between characters in a literary text (e.g., internal and

external conflicts, motivations, relationships, influences) and how these interactions affect the plot.

Identify themes in literary works, and provide support for interpretations from the text.

Infer the main idea when it is not explicitly stated, and support with evidence from the text.

Identify and analyze unstated reasons for actions or beliefs based on explicitly stated information.

PASSPASS Standards, Criteria, and Descriptors of Proficient PerformanceANALYZE RELATIONSHIPS OF THE HUMANITIES AND HUMAN/SOCIL EXPERIENCE (PASS Standard E)

WritingHigh School

EXPOSITORY WRITING RESEARCH REPORTS/MULTIMEDIA PRESENTATIONSWrite analytical essays and research reports: Gather evidence in support of a thesis including information on all



specific data, facts, and ideas. Anticipate and address readers’ potential misunderstandings, biases,

expectations. Use technical terms and notations accurately.

PASSPASS Standards, Criteria, and Descriptors of Proficient PerformanceCONDUCT INQUIRY AND RESEARCH (PASS Standard D)Conduct inquiry and research, using a variety of primary and secondary sources and informational resources to investigate questions and topics, gather and synthesize information, and create and communicate knowledge in written form.




Grades: 9-12 Page 3

Speaking and ListeningHigh SchoolSPEAKING Present and support clear thesis statement and choose appropriate types of proof (

e.g., statistics, testimony, specific instances) that will meet standard tests for evidence, including credibility, validity, and relevance.

Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative resources.


PASS(Same as high school)PASS Standards, Criteria, and Descriptors of Proficient PerformanceCOMMUNICATE AND ANALYZE IN ORAL, VISUAL, AND WRITTEN FORMS(PASS Standard F)

SCORING GUIDEREADING/LITERATURE


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Demonstrate extending understanding Demonstrate reading critically – text analysis Demonstrate reading critically – content analysis Design maps according to given specifications. Articulate research findings through a visual presentation.SCORING GUIDE

WRITING: EXPOSITORYStudents are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Establish a focused thesis that conveys a clear perspective on a subject.Use descriptive language that clarifies and enhances ideas (e.g., establishes a tone and mood, uses figurative language, uses sensory images and comparisons).Use the writing process (e.g., prewriting, drafting, revising, editing successive versions).Use precise and descriptive language, action verbs, sensory details, and appropriate modifiers.



CRITIQUING THE CRITICSCOUNTERPUNCH PAPER STUDENT INSTRUCTIONS

Grades: 9-12 Page 4

“The Point-Counterpoint Response to Literary Critics”

Task Name: "The Point-Counterpoint Response to Literary Critics"

Ta s k Des c ript i o n : After reading a significant work of literature (i.e., a classic included in district-approved curriculum), the student will read a significant piece of literary criticism of the primary source then, using internal evidence (from the text) and external evidence (personal experience, historical insights, etc.), write a detailed response to several opinions raised by the critic, orally analyze issues raised in the paper, and respond to peer questions raised by the oral analysis. The project must include:

Identification and explanation of specific interpretive points raised by the critic: Formal essay (2-4 pages) that identifies (through quotes or paraphrases) key critical comments, analyzes the comments and, ultimately, agrees, disagrees or modifies those comments to suit the student's own interpretation: Reasoned responses (employing evidence and logic) to the critics' points.

Formal oral presentation (4 to 7 minutes) that presents the key parts of the paper Informal question and answer period during which the student attempts to answer peer question raised by the oral presentation.

Confused? Don't be. You do the same thing all the time after you've seen a Batman movie or attended a Hootie and the Blowfish concert. The first thing you do on the way to your car is pop off with some personal opinion about Hootie (the sound system was crummy; the warm-up group went on too long; Hootie only did one encore; he didn't play to his audience, etc.), only to have your friends agree or disagree with your opinion

And that's exactly what you're going to do here. React to someone else's opinion about a significant film. We call it the "counterpunch" opinion'; that is, your friend (or, in this case, the critic) throws the first punch (opinion), then you punch (give your opinion) back! After trading about half a dozen serious punches, the bout will be over and we'll judge how well you stood your ground against these professional pugilists, a.k.a. critics.

To enter this little intellectual slugfest, you need to get in shape by doing several important things:

1. First, watch the film carefully and jot down a few serious comments about anything you find impressive, unimpressive, odd, intriguing, etc.(Can't fight if you don't know your stuff.)

2. Second, READ the critic's opinions about the film and feel free to highlight about half a dozen comments that you find AGREEABLE OR DISAGREEABLE.(Can't score if you don't know your opponent.)

3. Finally, WRITE AN ORGANIZED REACTION TO THE CRITIC of 1-2 pages and includes the following:(Can't score if you don't have a plan.)A brief introduction and conclusion. A sense of or d er (some kind of organizational structure –see following).A sense of b a lance (don't expend al your energy, for example, on plot credibility).A sense of coherence (wholeness and connectedness; not just random comments).

STUDENT INSTRUCTIONS

THE COUNTER PUNCH PAPERExplanationOn most English writing assignments, you are asked to read a piece of literature or watch a movie, then react intelligently to it. But this assignment throws you a curve by asking you not to react to the movie you are about to see, but rather to react to someone else's (a professional critic's) reaction to the movie. In short, you are going to criticize the critic; counterpunch a puncher!



CRITIQUING THE CRITICSCOUNTERPUNCH PAPER STUDENT INSTRUCTIONS

Grades: 9-12 Page 5

Generic Sample: Please don’t feel limited to following this particular outline, but it does reveal one way of meshing movie qualities with critical reactions.

I. Introduction

II. ReactionsA. To the quality of the plot or storyline:

1. Critic's opinions: 2-3 (punches)2. My opinion of the critic's points (counter punches)

B. To the quality of the acting:1. Critic's opinions: 2-3 comments2. My opinion of the critic's comments

C. To the quality of the cinematography:

D. To the directing, special effects, music, themes, etc.1. Critic's opinions: 2-3 comments2. My opinion of the critic's comments

III. Conclusion: (perhaps a recommendation)

PRECAUTION:Before you respond to the critic, make sure that you have accurately represented his/her comments; that is, either quote the comments or accurately paraphrase them. Anything less than accuracy in this fight is the equivalent of a “low punch,” resulting in a penalty.



CRITIQUING THE CRITICSSAMPLE COUNTERPUNCH PAPER

INTRODUCTION:

CRITIQUE:

CONCLUSION:

I owe Mom and Dad an apology. Until three days ago, I told them I disagreed with them more than anybody this side of Neptune. But that was until I ran into Roger Ebert’s opinion of my favorite flick, Schlockbuster II with Schwartzenagger and Devito. In fact, because of this man’s (?) warped views, I shall hereby refer to him as “Egbert.” At times I wonder if we really saw the same film!

For starters, Egbert ripped Schlockbuster for its “been-there-done-that plot,” and for “exposing “credibility holes big enough to drive a truck through.”

Get real, Egbert! First there are no new plots in the film or book world. From romances to road movies, all plots, like sun- rises and sunsets, get repeated. But only a clod would turn away from a gorgeous sunset and say … “been-there-seen that!”

Second, criticizing an intentional comic book-type movie for credibility holes is like ripping “Roadrunner” during a reality check or expecting a toddler to dress himself in a tux. I’ve got news for you, Roger: this movie is just for fun!

MORE POINTS / COUNTERPOINTS …

I thoroughly enjoyed this film and would recommend it to all my friends. As for Roger Ebert, I disagree with him so muchI’m beginning to wonder if he’s my dad in a bad disguise!



CRITIQUING THE CRITICS

MOVIE TITLE DATES VIEWED

NOTES: Day One NOTES: Day Two NOTES: Day Three



CRITIQUING THE CRITICSA. P. ENGLISH: CONVERTING AN ARTICLE BACK INTO AN OUTLINE

Almost all good writers begin with a skeletal outline before “fleshing out” their thoughts/ A serious reader’s attempt to remember the article’s key points, and key sub-points, is aided by converting the full prose back into outline form.

Your task as a group (limit three) is to complete an outline, understand the key points and sub-points, and be able to orally explain/comment on all three myths, refutations, and “anchor” observation.

Following your oral discussion, you will write a brief summary of your outlined oral points.

Sample Task: Read “X-Ray” E. R. Dodd’s article, “On Misunderstanding the Oedipus Rex.” Covert the author’s refutation of the three myths—misunderstandings— typically believed by his students into an outline. For example:

I. Introduction: posing of the key question:

II. Background Observations:

A. Listing of the three myths

B. “Anchor” observations running counter to all three mythsIII. Explanation and Refutation of all three myths:

A. Explanation of Myth #1:

1.2.3.

B. Refutation of Myth #1:1.2.3.

C. Explanation of Myth #2

OBSERVATION:

ASSIGNMENT:


1.2.3.

D. Refutation of Myth #2:1.2.3.

AND SO ON … MYTH #3



CRITIQUING THE CRITICSA. P. MODEL FOR “CRITICISM OF CRTICS”

A. P. Model for “Criticism of Critics”

DirectionsYou must comment on two of the many highlighted excerpts from the colored analytical articles on a Streetcar Named Desire. Just make sure that you …• Clearly refer to the passage on which you are going to comment.• Explain, paraphrase, or in some way clarify what you perceive to be

the meaning of your chosen passage.• Agree or disagree with the critic’s comments.• Use several references to the play to support your position. That is,

do not make sweeping generalizations or posit specific opinions without textual proof. I suggest using the following format.

Agree/DisagreeBut Szeliski's criticism is slightly off target, first, because he assumes that the Williams' hero resides in an earthly hell (comment, support)...and second, because he fails to recognize the completeness with which two of Williams' major characters in other plays do, indeed, slip the bonds of Stanley-type slavery (more comment--with text, proof).

Concluding PointsNonetheless, in spite of major exceptions, Szeliski's perceptions are accurate. The Blanches of Williams’ worlds are condemned to the stark, psychological waste- lands of all bankrupted idealists.

Evaluation Criteria• Apparent understanding of the play’s theme, and characters.• Quality of written expression, including the adequacy of the responses.

(Answers should be “meaty” and substantial.)• Appropriateness of style with special consideration given to those

responses which attempt to use the imagery and symbols of the play in the criticism of the play.

EXAMPLE

Identify PassageSzeliski's 4th paragraph on Page 60 would have us believe that the Williams' protagonist is not “... equipped to lift himself out of hell on earth."

Explain PassageSzeliski's point is a clear and serious statement of what he believes to be a critical limitation of Williams' tragic hero; namely, that...

(Additional clarification/explanation/paraphrase)



CRITIQUING THE CRITICSTEACHER’S REVISION SUGGESTIONS/COMMENTS

Teacher’s experiences lead to the following comments and suggestions:

I. Task StimulusTo accommodate kids' varying artistic tastes (from music to drama to literature, we initially assumed that the variety would cause few problems. We were wrong! The various art forms demanded enormously different amounts of time and degrees of difficulty. For example, watching an Academy Award-winning film (such as The Black Stallion) took about four days; reviewing the structure of reviews and the nature of the task, a couple more days; the actual writing, one day, for a total of se v en . Reading Hamlet, reviewing even one article from 20th Century Interpretations, and reviewing that article could take a m onth because of the degree of difficulty of the play and the critiques of the play.

When we considered preparing kids to review a given genre of television show (from talk shows to cop shows) we soon discovered that we would need 5-10 tapes of past episodes over an extended period of time because the critics tend to compare segments over time.

II. Task FormatSince most kids have never been asked to review a secondary work, it occurred to us that they would not know how to interweave their opinions with those of selected critics; consequently, we decided to provide a model for them to follow, primarily because, as one teacher pointed out, if kids just wrote an A-B-A-B format (on professional critical opinion followed by a student reaction), the papers would feel episodic and lack the coherence of good essays.

III. Task Results Kids generally liked reacting to the critics because they were surprised and ea g er to a g ree with their older counterparts or they were irritated and just as ea g er to disa g r ee with the critics. However, students ran into a host of fixable problems which hurt the quality of their papers, including:

• Not knowing how to seamlessly interweave quoted or paraphrased material with their own opinions.

• Not staying on the topic. Many kids would start out by scolding Roger Ebert for ripping a scene they liked, but then q uic k ly g e t side t rac k ed and finish the paper with a flurry of their own opinions without once getting back to the critic's

opinions! Consequently, though many students enthusiastically expressed worthwhile, even insightful opinions and in a convincing, personal voice, they were committing accidental "evasions"; lapsing into a criticism of the primary work rather than the secondary work.

• Not using enough references to the critics• Not using enough specific primary evidence to argue with the secondary source.

Still, we guessed right on a few things:• First, the kids truly enjoyed the chance to see a work of art that they otherwise(by their own admissions) would not have chosen to see.• Second, the students' natural energetic reactiveness contributed enormously to the

colorful "voices" in their papers.• Third, as we had hoped, the specific nature of the reviews forced most kids back to

specific points in the original work to argue or agree with a critic's opinion.• Finally, the review helped open the critical eyes of all students by forcing them to

look beyond the superficial (e.g., note the number of kids who agreed with Ebert's view the The Black Stallion was two movies). Consequently, the movie critics acted as surrogate discussion starters (and convenient whipping posts) for teachers who normally take a beating for "analyzing everything!"

Conclusion:The counterpunch thesis is a worthwhile adaptable assignment that could be applied not only to works of art, but also to other subject areas. For example, after doing his/her own investigation of a local business or product, a student could react to a state audit of that business or a Wall Street journal review of why that business or product failed. In short, reviews provide a second set of eyes for kids normally forced to see only with their own-a terrific tool to promote critical thinking.

NOTE:Scoring: Those of us who assessed this writing assignment found ourselves focusing almost exclusively on CONTENT; that is, did the students truly understand the primary work and the criticism enough to react intelligently and did they pair enough critical material with their own supported observations to meet the spirit of the assignment? If they did not, then items such as conventions mattered little. In short, the assignment made them think but it didn't fix their punctuation!



CRITIQUING THE CRITICSANCHOR PAPER #1 – “VIEW OF PARANOIA”

Grades: 9-12 Exceeds Standards Score 6 Page 11NOTE: The following text has been retyped for readability and has in no other way been altered

The Manchurian Candidate leaves the viewer with a feeling of

uneasiness and uncertainty. The plot seems so fantastic and unreal

in one sense, but exists just enough on the edge of reality that there

is a distant, yet too uncomfortable clumsiness, in possibility of

something like this happening in our day-to-day life. The movie

challenges viewers to take a scrutinizing look at their own routine

lives, which they have fallen into familiarity with, and forces them to

view things in a different light, as improbable or possible as the

subject may seem. Many have conned themselves into believing

that anything that doesn’t fit in with their comfortable routine or

thinking is simply wrong.

Peter Biskind is right when he says “The Manchurian Candidate is

considerably more paranoid about us than it is about them”. But I

can’t help feeling that he is the one coming across as paranoid. He

complains in a detached, flippant manner that “in addition to its loony

promise” The Manchurian Candidate “is a mix of 1950s movie

mannerisms and over-the-top touches that apparently made this film

too weird to work when it first came out”. He refuses to review

thoroughly the subject matter, instead opting to criticize the way the

movie brings the subject matter across to viewers.

Sometimes it is only the seemingly unbelieving and weird that

catches our attention and forces us to consciously contemplate

certain issues. It’s only when something is either completely out of

lengths with our routine thinking or in complete accordance that we

ponder issues intensely. When Biskind jeers about events in The

Manchurian Candidate that reach us as weird and disturbing, he is

refusing to accept the real issues because they simply don’t fit into

his familiarity of thinking. He has a paranoia of searching deeper into

the perplexing subject matter of this movie, though it is necessary to

do just that with a movie like this in order to answer the nagging

questions that come to mind.

Peter Biskind makes a good point when he says “The Manchurian

Candidate is considerably more paranoid about us than it is about

them”, but he is following through that paranoia himself when he

scratches only the surface of the movie, refusing to discuss further

anything deeper than the “juicy kiss” Raymond Shaw’s mother

planted on him or the shape of Janet Leigh’s breasts. But if he

where to look deeper, Biskind just might find the movie as it really is

—a challenge to its viewers to take a scrutinizing look at their

comfortable way of thinking.



CRITIQUING THE CRITICSANCHOR PAPER #2 “THE BLACK STALLION: A REVIEW”

Grades: 9-12 Exceeds Standards Score 5 Page 12NOTE: The following text has been retyped for readability and has in no other way been altered

I remember watching The Black Stallion as a child, revisiting the isle of

enchantment it brought me to viewing after viewing. As I become older, and

more aware of the technical side of producing the magic which has

entranced viewers for years, I revere this movie even more, but have

become more critical of some aspects too. Roger Ebert gave this movie a

review which I agree with one hundred percent. His praise of the special

effects, cinematography, the performance of Cass-ole (the Black himself)

and the beauty of the filming on Sardinia, and his acknowledgement of the

redundance of Mickey Rooney’s character, and the story line of the second

half of the movie, is exactly how I feel.

Ebert said that the first half of this movie “belongs among the great

filmgoing experiences”. The sequence in which the storm rises up, the ship

catches on fire and sinks, and the boy and horse make their way through

troubled waters was brilliantly filmed in a huge water tank, looking amazingly

real. While watching this scene, the stomach churns with the movement of

the heaving ship, nails are bitten as viewers anxiously await to see if Alec

and the Black will make it all right.

The scene of the night’s storm ends as Alec awakens to the shores of a

deserted and unfamiliar beach. Ballard and his cinematographer

established the mood of the island with “gigantic, quiet, natural panoramas”.

The best scene, in Ebert’s opinion, was “a single shot held for a long

time….one uninterrupted shot, with the horse at one edge of the screen and

the boy at the other, the boy’s slow approach, and the horse’s skittish

advances and retreats”. The stallion accepts food from the boy’s hand and

a trusting friendship begins. There are other scenes shot in unusual and

entertaining ways. One of the most delightful is a scene in which Alec and

the Black are swimming and the camera is angled underneath them,

underwater.

Cass-ole, the horse who plays the Black, “has been required to perform

as few movie horses ever have”. Ebert is completely right on this. You can

sense his caution at getting to know Alex. The times when he is frightened,

and how much he loves the boy who has become his soul mate.

The second half of the movie, as Ebert said, “seems merely routine, but still

keeps our interest” compared to the first half. The story of a child, a horse,

the love they share, and wanting to win some kind of race has become

commonplace. So has Mickey Rooney’s character, the washed out old

jockey/horse trainer who takes up the reins once again to help them along. If

no one had seen National Velvet or any of the like characters that he has

played, Rooney’s presence on the screen has a completely different feel to it,

not one of familiarity but of welcome. But as movie goers like myself and

Ebert are concerned, Rooney “seems to be visiting from another movie”.

Although the enchantment of the movie declines as it goes on, the

melodrama is effective. As Ebert said, “everything depends on the big

race”, and everyone knows it. The excitement grips viewers of all ages and

that’s what this movie is for. Ebert feels that “G-rated movies are sometimes

dismissed as being too innocuous”, but this movie is rated G simply because

it is entertaining without using nudity, profanity, or violence.

This movie has been a favorite of mine for years, and will continue to

be. Although I have become a little critical of some elements, and as Ebert

said, “The Black Stallion is a wonderful experience”. And as for Ebert, he

can review this movie any time, and it will be right on the nose.



CRITIQUING THE CRITICSANCHOR PAPER #4 “THE Manchurian Candidate”

Grades: 9-12 Meets Standards Score 4 Page 13NOTE: The following text has been retyped for readability and has in no other way been altered

I want to start off by saying that the Manchurian Candidate was

the best black and white movie I have ever seen. This movie had

everything suspense, humor, and incest. Although I don’t think I

would have liked it when it first came out because no one knew that

sort of brainwashing was actually possible. I think if I were to sit

down with William Bayer and talk movies I think we would have

very similar taste in what we like to see. Although I can’t say the

same for Peter Biskind.

When Biskind said that the Manchurian Candidate was a

wonderful piece of cold war kitsch. He must have been on drugs.

He must have missed the brainwashing demonstration scene. The

way the camera flowed around the room and the switching from

what was happening and what the men thought was happening.

That was pure genius. At first I didn’t pick up on what was going

on, but once I did I paid more attention to the little details.

I can’t believe Biskind said that Frank Sinatra did a poor job with

the role he portrayed. I was fully convinced by his performance. I

think the best job was done by Angela Lansbury. She was the perfect

choice to play the role of the evil mother. The kiss she gave her son

made me have nightmares for three nights.

I think I agree with the review William Bayer wrote. I believe he

had his head on straight when he wrote this, unlike Biskind. The

scenes he put in his review were all of my favorite scenes from the

movie.

As you might be able to see from this essay that I thoroughly

enjoyed the movie The Manchurian Candidate. I think it had all the

right parts for a great movie. If this didn’t when best picture for the

year it came out the Oscars are rigged.


ARTS TASK Critiquing the Critics Grades 9-12

Option 1: The student will storyboard a TV advertisement or "trailer" for a movie adaptation of Hemingway's novel in which the key persuasive points of the critique are incorporated. The student should:

Plan for a thirty- to sixty-second spot. Break down the actions and images into segments averaging approximately five-seconds to be used in the individual shots represented in the storyboard

(or about 6–12 storyboard frames) Determine angles (high, low, profile) and types of shots (long shot, close-up) to be use in each approximately five-second shot. Create images and dialogue for each.

Scoring Guide 6 5 4 3 2 1Drawings reflect potential camera angles and types of shots that will artfully present the subject of each shot (frame on the storyboard).Shots will average about five seconds, totaling 6–12.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = BeginningThe ArtsStandards Addressed:



performing works of art for variety of purposes.




Grades: 9-12

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED⌧ Advanced Critical Reasoning

Scholarly Interaction⌧ Continuous Progress for Level and

Rate*⌧ Challenging Resources

Effecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level Research

⌧ Advanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LAAdvanced Creative Thinking in LAContinuous Progress/Level and Rate* in LA

⌧ Challenging LA ResourcesCreative Problem Solving Strategies in LA

⌧ Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in LA

CAREER-RELATED LEARNING STANDARDS

FORGRADUATION





STUDENT IS PURSUING



Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

Student Grade

Teacher School






SUPREME COURT DECISIONSSOCIAL SCIENCES, ENGLISH/LANGAUGE ARTS, AND ARTS

Grades: 9-12 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 9 up to the standard used for high school and PASS.

K 1 2 3 4 5 6 7 8 9 High School ⌧

PASS

Overarching Concept(e.g., systems, patterns of change, models, scales):Justice as a reflection of the social/societal values of the time period (cause/effect; patterns of change)

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model ofReasoning):Taba’s model of Conceptual Development: History as the study of change over timePaul’s model of Reasoning: Historical Analysis

Differentiation Features:Students Are clustered by higher order thinking Have additional variables to study

Diagnostic/Prescriptive: Students should already have a basic understanding of: judicial review how the Supreme Court operates how Supreme Court justices are appointed the checks and balances of government

Archetypal ModelUse primary and secondary sources to analyze Supreme Court decisions.

Sample Task ActivityStudents will read, listen to and/or discuss sections of the following Supreme Court decisions: “Dred

Scott,” “Plessy v. Ferguson,” “Brown v. the Board of Education.” Each of these decisions deals with segregation/civil rights.

SOCIAL SCIENCESCOMMON CURRICULUM GOAL

Civics and GovernmentUnderstand the origins, purposes and functions of U.S. government, including the structure and meaning of the U.S. Constitution.

Historical SkillsInterpret and reconstruct chronological relationships.Social Science AnalysisExplain various perspectives on an event or issue and the reasoning behind it.Identify and analyze an issue.

CONTENT STANDARDSCivics and GovernmentUnderstand the purpose of government and the basic constitutional principles of the United States republican form of government.Historical SkillsUnderstand, represent, and interpret chronological relationships in history.Social Science AnalysisIdentify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.

Understand an event, issue, problem, or phenomenon from multiple perspectives.

BENCHMARKSCivics and GovernmentHigh School Understand the purpose of laws and government, provisions to limit power, and the

ability to meet changing needs as essential ideas of the Constitution.Historical SkillsHigh School Reconstruct, interpret, and represent the chronology of significant events,

developments, and narratives from the U.S. history.U.S. HistoryPASS Analyze cause and effect relationships, multiple causation, and patterns of change or

continuity through U.S. history.Social Science AnalysisHigh School Analyze an event, issue, problem, or phenomenon, identifying characteristics,

influences, causes, and both short-and-long term effects.




Grades: 9-12 Page 2

view films such as: “Gone with the Wind,” “To Kill a Mockingbird,” and “Mississippi Burning.”

focus on a societal attitude towards race. write on the changing face of justice. Their opinions must be supported by their

readings. They do not have to agree with the statement, but they must support their conclusions.

Questions1. Is the Supreme Court immune from the influences of current/changing societal values?2. Discuss the Dred Scott decision as a reflection of values of the time-period. Would the

current Supreme Court make a similar decision? What values, if any, have changed over time?

3. Based on your knowledge of the current political climate, how would these cases have been decided? What influences would drive these decisions? What were the driving forces behind the actual decisions?

4. One could argue that these decisions are conservative and/or liberal for the times. What would make the difference? (Think of how Justices are appointed and who appoints them.)

5. Based on the study of the court cases, how would you define justice?6. What affects our society’s concept of justice as reflected in United States Supreme Court

decisions on the following: Segregation Civil Rights Judicial review Abortion/family planning Church and state/school prayer States rights

Assessment Scoring GuideThe six-point writing-scoring guide will be used to assess the manner in which students are able to present their ideas in essay form. See Assessments Section for Writing Scoring Guide.

Implementation Time3 weeks

Analyze an event, issue, problem, or phenomenon from a varied or opposed perspectives or points of view.


ReadingDevelop an interpretation of grade-level informational text across the subject areas.LiteratureDevelop an interpretation of a grade-level literary text.



GRADE-LEVEL STANDARDSReadingHigh SchoolINFORMATIONAL TEXT: DEVELOP AN INTERPRETATION

Predict probable future outcomes supported by the text, including foreshadowing clues.

Infer an author’s unstated meaning and draw conclusions about an author’s stated meaning based on facts, events, images, patterns or symbols found in text.

Make reasoned assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.

Analyze implicit relationships, such as cause-and-effect, sequence-time relationships, comparisons, classifications, and generalizations.





Grades: 9-12 Page 3

ResourcesFind Magazine Articles at http:// ww w .find a rt ic les. c om Oregon School Library http:// w ww . o s l is. k 1 2.or.us Social Studies Resources h t tp://www . ed.gov/ f ree/s-so c i al .h t m l Social Studies Government Resources h tt p :/ / w w w.e d . g o v/ f ree/s- so c ial 2. ht m l#usgov Textbook: Adopted social studies textbook.

LiteratureHigh SchoolLITERARY TEXT: DEVELOP AN INTERPRETATION

Analyze interactions between characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and how these interactions affect the plot.

Identify themes in literary works, and provide support for interpretations from the text.


Identify and analyze unstated reasons for actions or beliefs based on explicitly stated information.

PASS Standards, Criteria, and Descriptors of Proficient Performance.ANALYZE RELATIONSHIPS OF THE HUMANITIES AND HUMAN/SOCIAL EXPERIENCE (PASS Standard E)

WritingHigh SchoolPERSUASIVE WRITING

Structure ideas and arguments in a sustained and logical fashion. Use specific rhetorical (communication) devices to support assertions, such as



Address readers’ concerns, counter-claims, biases, and expectations.

PASS Standards, Criteria, and Descriptors of Proficient Performance.CONDUCT INQUIRY AND RESEARCH

(PASS Standard D)


http://www.ed.gov/free/s-social2.html#usgov

http://www.ed.gov/free/s-social.html

http://www.oslis.k12.or.us/

http://www.findarticles.com/


ARTS TASK Supreme Court Decisions Grades 9-12

Option: The student will create a small two- or three-dimensional artwork reflecting changing American attitudes toward racial justice in the19th and 20 th centuries.Extensions: The student will develop plans, including preliminary drawings, models, site selection, budget, etc. to install a larger scale version of the artwork in a

school or other public place. The student will present his or her plan to the appropriate authority seeking permission to install the artwork. The student will install the finished piece in the selected and approved site.Implementation Time: Basic Task: One to two weeks. Extensions: One to twelve months

SCORING GUIDE 6 5 4 3 2 1The student selected and employed appropriate media.The student used visual elements, settings, etc. creatively.The student established an appropriate mood in the work.The student explained choices made in preparing the presentation, e.g., color and language.The purpose of the work is made clear to appropriate audiences.The student addressed the role of public art in a community.The student’s critique of his/her work reveals knowledge of the arts.


Option 2: The student will compose music and write lyrics tracing the history of American concepts of justice for racial minorities.Extensions: The student will compose three songs about the effects of the Supreme Court decisions, each song in a popular musical style of the time period of the

Court’s decision. The student will compose a three-movement suite for band or orchestra evoking the emotion of the time and the style of the music of the time for each

decision of the Court.Implementation Time: Basic Task: One to two weeks: Enhancements One to twelve months

SCORING GUIDE 6 5 4 3 2 1Appropriate instrumentation is selected and used.The purpose of the work is made clear.Appropriate mood is established in the work.The student evaluates the audience reaction to the mood of the work.The student explains the historical/cultural influences on the musical style of the periods.



ARTS TASK Supreme Court Decisions CONTINUED Grades 9-12


Create, Present and PerformCommon Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the

resultContent Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium, choice

of tools, analysis and revision) and identify the impact of choices made.High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and

identify the impact that different choices might have made.




High School: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.PASS Criteria: Recognize the significance of experiences with the arts and reflect on the performance or creation of an artistic work.

Historical and Cultural PerspectivesCommon Curriculum Goal: Understand how the arts can reflect the environment and personal experiences within a society or culture, and apply to one's own

work.Content Standard: Explain how a work of art reflects the artist's environment and personal experience within a society or culture, and apply to one’s own

work.High School: Explain how works of art reflect the artist's personal experience, environment, society and culture and apply this knowledge to one's own

work.

Common Curriculum Goal: Understand the place of the arts within, and their influences on, society.Content Standard: Explain how the arts serve a variety of personal, professional, practical, economic, community and cultural needs. Describe how the arts can influence individuals, communities and cultures.

High School: Explain the connections among the arts, career opportunities, and quality of life in the context of personal, practical, community and cultural needs. Explain the influence of the arts on human behavior, community life and cultural traditions.PASS Criteria Understand the roles of the arts in empowering people and enriching their lives. Understand how assumptions, values, organizations, and conditions of societies influence artistic creations. Understand how the arts influence, shape, and are used to change or preserve societies.




Grades: 9-12


Scholarly Interaction⌧ Continuous Progress for Level

and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development


⌧ Continuous Progress/Level and Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in LA

ADVANCED SOCIAL SCIENCES

KNOWLEDGE/SKILLS⌧ Advanced Critical Thinking in Social

Sciences⌧ Continuous Progress/Level and Rate* in

Social SciencesChallenging Social Sciences ResourcesCreative Problem Solving Strategies in Social SciencesSocial Sciences Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/ Failures/Successes

ˆ Advanced Academic Planning in Social Studies







STUDENT IS PURSUING









Student Grade

Teacher School






WHOSE JOB IS IT?SOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 9-12 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 9 up to the standard used for high school and PASS.

K 1 2 3 4 5 6 7 8 9 High School ⌧

PASS

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Responsibility/Systems

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul's Model of Reasoning: “Multiple Perspectives” and Model of Concept Development: “Government Systems”

Differentiation Features:Students Have additional variables to study Are clustered by higher order thinking skills Present oral and written communication to a real world audience

Diagnostic/Prescriptive:(What TAG students should already know) The three branches of government and their responsibilities The concept of Federalism The relationship to the Constitution The balance of power

Archetypal Model (Research)Students will research a topic and present their findings on how the responsibilities of local, state, and national governments are interrelated.

Students will analyze the role of the citizen and the media.

Sample Task ActivityThe TAG students will analyze the need for a balance of power in a democracy and the interrelated

responsibilities of each and understand the responsibility of citizens and the media to insure the balance of power.

SOCIAL SCIENCESCOMMON CURRICULUM GOAL

Civics and GovernmentUnderstand the origins, purposes, and functions of U. S. government, including the structure and meaning of the U. S. Constitution.

Understand the organization responsibilities and interrelationships between federal, state, and local governments in United States.

Understand the roles of the three branches of government and explain how their powers are distributed and shared.

Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/ initiatives).

Analyze major political systems of the world.

CONTENT STANDARDSCivics and GovernmentUnderstand the purposes of government and the basic constitutional principles of the United States republican form of government.

Understand the responsibilities and interrelationships of local, state, and national government of the United States.

Understand the roles and powers of the executive, legislative, and judicial branches.

Understand the participatory obligations of U.S. citizens.

Understand that there are different ways for governments to be organized and to hold power.

BENCHMARKSCivics and GovernmentHigh School Understand the purpose of laws and government, provisions to limit power and the

ability to meet changing needs as essential ideas of the Constitution. Understand how the branches of government have powers and limitations. Understand the civic responsibilities of U.S. citizens and how they are met. Understand how various forms of government function in different situations.

PASS Understand the interrelationships of the government under the U.S.

Constitution.




Grades: 9-12 Page 2

The regular education students will make the center of the web more concrete using the responsibility spokes from Benchmark III.

The center of the wheel, for example, becomes “defense,” “crime,” or “education” instead of “responsibility.”

Lesson PlanBefore students begin the research phase of this lesson, students need to know how to ask

good questions, how to take notes, and how to interview people. There are several ways to accomplish this goal, including asking a professional newspaper reporter to talk to the students about the skills he/she uses in his/her job. Regardless of how the teacher chooses to make students aware of the skills needed for this assignment, students will need practice in asking good questions, taking notes, and interviewing people. If the teacher invites a reporter to the room, the students could have the opportunity to ask questions and take notes about the media’s roles in a democracy.

The teacher will also need to pre-test students about the concepts of checks and balances and federalism. The students must possess a good working understanding of both concepts before proceeding with the assignment. The regular students will need some direct instruction about both concepts. TAG students may just need to be reminded.

Teacher will proceed with the whole class, including TAG students with Graphic Organizers: Government’s Responsibilities: Health; Media and Individual’s Responsibility: Health; Responsibility to Other Agencies. Let the students brainstorm how each entity is responsible for each issue, urging the students to complete the worksheet for homework by asking parents, searching the Internet, calling their mayor. It is possible that the response might be “NONE.” For example, if the local hospital is a privately-owned, for profit entity, then the local government might not have responsibility in the area of cancer prevention. However, it could also be pointed out that even the local government must obey federal and state laws about the disposal of hazardous, cancer-causing materials. For the media section, students should be encouraged to think beyond the media’s responsibility for accurate reporting.



Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multimedia communications across the subject areas.

Listen critically and respond appropriately across the subject areas

GRADE-LEVEL STANDARDSSpeaking and ListeningHigh SchoolSPEAKING

Present and support clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that will meet standard tests for evidence, including credibility, validity, and relevance.

Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative resources).



LISTENING: Formulate judgments about ideas under discussion and support

those judgments with convincing.ANALYSIS

Evaluate the clarity, quality, and effectiveness of a speaker’s important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

Identify and analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.




Grades: 9-12 Page 3

Give regular students another worksheet with another topic (education, defense, crime, etc.) and ask them to complete it. Let TAG students choose their own topics. The goal for the high-end learners is to become an expert in the issue so that he/she can share with the rest of the TAG students about the workings of the government, citizens, and media regarding a particular issue. Students’ projects should focus on the ethical implications and be rich with specific details and examples. Students will sign a Graphic Organizer Project Contract on which they will plan their projects, and the completed plan will address the following:

What pages will you follow to complete the project? Whom will you interview? How will you show mastery of each of the learning objectives (CCGs)? What final format will your project take? What is your timeline for completing each step?

Possible product format Create a chart Create a learning center for teachers to use Create a radio, television, or theater production Create a time line, including historical, social, political events Create a web site Create an invention Get something published Make a model Make a PowerPoint series of slides Organize a panel discussion Organize a symposium Write a song or poem Write a speech from the point of view of a person of the era Write an editorial Write an essay Write a play Write a research paper

PASS COMMUNICATE AND ANALYZE IN ORAL, VISUAL, AND WRITTEN FORMS (PASS Standard F)

Criterion F1: Use of Oral, Visual, and Written Forms Criterion F2: Organization and Presentation Criterion F4: Analysis of Oral, Visual, Written, and Multimedia Communications




Grades: 9-12 Page 4

Questions Why do we need government? What are the responsibilities of citizens in a democracy? Does the media have a responsibility to provide accurate information and a variety of

points of view? How do the role of the media, role of citizens, and role of levels of government change

in a theocracy or autocracy? Should the newspaper carry a story about an individual person’s common cold?

cancer? drug use (or abuse)?

Should the newspaper carry a story about the national government’s efforts for find a cure for the common cold? cancer?

What responsibility does the government have for providing the newspaper with information?

What responsibility does the citizen have to read the newspaper? to provide the newspaper with information?

Implementation Time Regular education: 1-3 weeks. TAG: 3-6 weeks.

Translation to Regular Education Delineate the type of responsibility, i.e., health, and discuss the responsibilities of the

various parts/aspects of government

Scoring GuideProduct Evaluation Guide.

Resourceslibrary materialsinterviewstextbook

InternetOregon School Library Information System http://www.oslis.k12.or.us Social Studies Resources http://www.free.ed.gov/HandSS.cfmSocial Studies Government Resources http://www.free.ed.gov/subjects.cfm?

subject_id=173&toplvl=178&res_feature_request=0


http://www.free.ed.gov/subjects.cfm?subject_id=173&toplvl=178&res_feature_request=0

http://www.free.ed.gov/subjects.cfm?subject_id=173&toplvl=178&res_feature_request=0

http://www.free.ed.gov/HandSS.cfm

http://www.oslis.k12.or.us/


GRAPHIC ORGANIZER

PRODUCT EVALUATION GUIDE

Name of Presenter Project Name 1. Presenter was well-organized and made a strong impact with craftsmanship. Impact refers to the success of the work given the

purposes and goals. Was the desired effect achieved? Was the problem solved? Was the audience engaged and informed? Did the presentation persuade? Did the presentation open minds to new possibilities? Was new knowledge created? Was the work effective?

Craftsmanship refers to the overall polish and rigor of the work’s form or appearance. Was the presentation organized? Was the argument justified? Was the product clear? Did the presentation build and flow smoothly? Was the performance or product of high quality?

1 2 3 4 5 6

2. Presenter used effective multimedia and kept me interested and focused with the process and products of the presentation. Process and products refer to the quality of the procedures and manner of presentation, prior to and during performance. Was the student careful? Was the speaker using apt tools of engagement? Was the proper procedure followed? Was the speaker mindful of and responsive to the audience in preparation and delivery?

1 2 3 4 5 6

3. Presenter used material not already taught in class and/or textbook and showed a degree of mastery learning. Degree of mastery refers to the relative complexity or maturity of the knowledge employed. Was the student’s approach insightful? Did the work display unusual or mature expertise? Did the student avoid naive misconceptions? Was the work sophisticated?

1 2 3 4 5 6

4. Presenter’s content was accurate and meaningful. Appropriateness of content refers to the correctness of the ideas, skills, or materials used. Was the work accurate? Was the product on the topic? Were the proposals supported by appropriate data? Was the content valid?

1 2 3 4 5 6

5. One thing that might have improved this presentation:

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003


GRAPHIC ORGANIZER

Government’s Responsibilities: Health

Name How are the local, state, and federal levels of government responsible for health?

Issue Cancer Cold Drugs Seat Belts

Enti t y

LOCAL

STATE

FEDERAL



GRAPHIC ORGANIZER

MEDIA AND INDIVIDUAL’S RESPONSIBILITY: HEALTH

Name Date PERSONAL, ETHICAL, AND HUMANITARIAN RESPONSIBILITIES

How is the media responsible for health? How are you responsible for your health and that of others?CANCER COLD D R UGS SE A T BE L TS

MEDIAEthical

Journalism

SELFPersonal and

Social

MEDIAEthical

Journalism

SELFPersonal and

Social

MEDIAEthical

Journalism

SELFPersonal and

Social

MEDIAEthical

Journalism

SELFPersonal and

Social



GRAPHIC ORGANIZER

Responsibility to Other Agencies

Name Date How is each entity responsible to the other entity for the issue of drugs?

LOCAL STATE NATIONAL CITIZEN MEDIADRUGS


LOCAL

STATE

FEDERAL

CITIZEN

MEDIA



GRAPHIC ORGANIZER

PROJECT CONTRACT

Describe the proposed project: Proposed due dates for each part of the project, which must include at least two deadlines prior to the overall due date:

___ I will identify tasks that need to be done and initiate action to complete the tasks.___ I agree to keep a complete bibliography of works consulted and works cited.___ I will meet the learning objectives of the unit.___ I will plan, organize, and complete assigned tasks on time, meeting agreed upon standards of quality.___ I will maintain appropriate interactions within the classroom.___ I will consult with the teacher at least _________ times.___ I will participate in class activities when required.___ Other ____________________________________________



ARTS TASK Whose Job Is It? Grades 9-12

Option 1: The student will create a chart showing findings of local state and national governments’ response to a recent event/disaster. The chart will use images to symbolize the event.

Extensions: The student will create a timeline showing events / disasters over a period of years with local, state, and national response.Implementation Time: One week.

Scoring Guide 6 5 4 3 2 1Images show originality and understanding of the event.The timeline is well organized and expresses themes of events.




Content standards: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing

works of art for a variety of purposes.




Grades: 9-12


Scholarly InteractionContinuous Progress for Level and RateChallenging ResourcesEffecting Change

⌧ Decision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real ProblemsPursuit of Advanced Level ResearchAdvanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LAAdvanced Critical Thinking in LAContinuous Progress/Level and Rate in LAChallenging LA Resources

⌧ Creative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in LA

ADVANCED SOCIAL SCIENCES KNOWLEDGE/SKILLS

Advanced Critical Thinking in Social SciencesContinuous Progress/Level and Rate in Social SciencesChallenging Social Sciences Resources

⌧ Creative Problem Solving Strategies in Social SciencesSocial Sciences Advanced Vocabulary DevelopmentLeadership Training/Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in Social Studies



REQUIREMENTS⌧ Personal Management⌧ Problem Solving⌧ Communication

TeamworkEmployment Foundations

ˆ Career Development


STUDENT IS PURSUING









Student Grade

Teacher School






CHARACTER PRESS CONFERENCEENGLISH/LANGUAGE ARTS AND ARTS

Grades: 9-12 Page 1

Acceleration ApproachThe standards for grade-level 9-12 have been moved to the standards for high school and PASS.

K 1 2 3 4 5 6 7 8 9 High School ⌧

PASS

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy

Differentiation Features:Students Use multiple higher-level skills Have additional variables to study Use multiple resources Study a concept in multiple applications Conduct original research Use advanced resources Use sophisticated content stimuli

Archetypal ModelStudents will role-play a character they have analyzed from a novel. They will respond in character and answer questions from the audience. To assist students’ understanding in historical context, they will answer questions within the novel’s time period as well as present day.


LiteratureDevelop an interpretation of grade-level literary text.

WritingWrite narrative, expository, and persuasive text, using a variety of written forms---including journals, essays, short stories, poems, research reports, research papers, business and technical writing---to express ideas appropriate to audience and purpose across the subject areas.


GRADE-LEVEL STANDARDSLiteratureHigh School Analyze interactions between characters in a literary text (e.g., internal and

external conflicts, motivations, relationships, influences) and how these interactions affect the plot.


Identify and analyze unstated reasons for actions ore beliefs based on explicitly stated information.

PASS Standards, criteria, and descriptors of proficient performanceANALYZE RELATIONSHIPS OF HUMAN/SOCIAL EXPERIENCE (PASS Standard E)




Grades 9-12 PAGE 2

Sample Task ActivityStudents will read the Scarlet Letter. analyze Hester Prynne. Example of a question within time period: “Why have you done

this and damned yourself?” Use Graphic Organizer Character Analysis. write a paper about her character. prepare for a press conference where he/she plays the role of Hester and the class will

ask questions. participate in a Meeting of the Minds discussion with characters from other novels,

responding in character to an impromptu topic/questions provided by teacher.

Questions What were the significant events in your character’s life? What were the beliefs, values, and thoughts of your character? What is your character’s background? What was your character’s age, gender, education, family life? Describe your character’s facial expressions, mannerisms.

Implementation TimeTo be determined by teacher, possibly 1-3 weeks.

Resources for Selecting Novels IB Reading List AP Reading List College Approved Reading List Public Library College LibrariesResources Allen, S. (1989) Meeting of minds: The complete scripts, with illustrations, of the

amazingly successful pbs-tv series. Prometheus Books.

WritingHigh SchoolPERSUASIVE WRITINGWrite persuasive compositions: Structure ideas and arguments in a sustained and logical fashion. Use specific rhetorical (communication) devices to support assertions, such as



Address readers’ concerns, counter-claims, biases, and expectations.PASS Standards, Criteria, and Descriptors of Proficient Performance. Criterion A5: Modes, Purposes, and Forms

o Writes in, uses, and adjusts writing for a variety of modes (expository, persuasive, narrative, imaginative)

o Writes effectively for a variety of purposes (to discover and work out ideas, express self, inform, report, persuade, narrate, entertain)

Criterion A6: Writing Processo Employs writing processes and strategies that fit purpose,

context, audience, and personal style.o Uses effective processes to organize and order ideas, either

before composing or in revising early drafts.

Speaking and ListeningHigh SchoolSPEAKING Present and support clear thesis statement and choose appropriate types of proof

(e.g., statistics, testimony, specific instances) that will meet standard tests for evidence, including credibility, validity, and relevance.

Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative resources).






Grades 9-12 PAGE 3

PASS Standards, Criteria, and Descriptors of Proficient PerformanceCOMMUNICATE AND ANALYZE IN ORAL, VISUAL, AND WRITTEN FORMS. (PASS Standard F) Criterion F1: Use of Oral, Visual, and Written Forms Criterion F2: Organization and Presentation

SCORING GUIDELiterature


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.Determine characters’ traits by what the characters say in narration, dialogue, dramatic monologue, and soliloquy.

SCORING GUIDEWriting


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Persuasive: Establish a focused thesis that conveys a clear perspective on a subject.Use descriptive language that clarifies and enhances ideas (e.g., establish a tone and mood, uses figurative languages, uses sensory images and comparisons).Develop a variety of sentence structures by expanding and embedding ideas to enhance clarity and meaning (e.g., complex sentences, sentences with parallel structure).Use correct and varied sentence types and sentence openings to present a lively and effective personal style.Use the writing process (i.e., prewriting, drafting, revising, editing successive versions).Use precise and descriptive language, action verbs, sensory details, and appropriate modifiers.Use a variety of sentence beginnings, (e.g., introductory words, phrases, or clauses that begin with prepositions, adverbs, participles) and a variety of sentence lengths.Identify and use parallelism, including similar grammatical forms to represent items in a series and items grouped together for emphasis.




Grades 9-12 PAGE 4

SCORING GUIDEPresentation of Scene


6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Move in character.Speak clearly in character.Articulate research findings through a visual presentation.Display character involvement.Demonstrate character credibility. Respond effectively to audience questions


GRAPHIC ORGANIZER

CHARACTER ANALYSIS

Name Title

Beliefs, Values, Background (Age, Gender,Thoughts Education, Family)

Character’s Name

Significant Events in Life 3-5 Words to DescribeCharacter (i.e., intense)

Mannerisms Characteristic Expressions (i.e., smiling,

frowning, serious)



ARTS TASK Character Press Conference Grades 9-12

Option 1: The student will role-play a character he/she has analyzed from The Scarlet Letter or another novel.Extensions: The student will design historically accurate costumes for Hester (the selected character) and the interviewer. The student will construct the costumes and wear them during the interview.Implementation Time: Enhanced task: One to four weeks

Option 2: The student will prepare an illustrated biography of Hester for an 8th grade reader, reflecting important influences and choices in her life.Extension: The student will animate and record the biography using actors for the voices of the characters.Implementation Time: Basic Task: Two to four weeks: Enhanced Task: One to four months

Option 3: The student will write a short play in which they re-set The Scarlet Letter in 21st century America, changing Hester’s violation of community values to one appropriate to the time and place of the play.

Extensions: The student will design and draw costumes and sets for the play. The student will stage the production for a public performance.Implementation Time: Basic Task: Two to four weeks: Enhanced Task: One to six months

Scoring Guide (Appropriate for Options 1, 2, and 3.) 6 5 4 3 2 1The dialogue is historically appropriate.Characters, costumes, settings, etc. are imaginatively created.Choices made in preparing the presentation—including color, language, etc.—are explained.Choices made in organizing the elements of the performance are explained.Artistic elements are combined to achieve a goalCultural, geographic and socio-economic influences on the arts of the period are explained.



Create, Present and PerformCommon Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the

result.


ARTS TASK Character Press Conference CONTINUED Grades 9-12





Historical and Cultural PerspectivesCommon Curriculum Goal: Understand how events and conditions influence the arts.

Content Standard: Explain the influence of events and conditions on works of art.High School: Explain the influence of events and conditions on an artist's work.

Common Curriculum Goal: Understand how the arts can reflect the environment and personal experiences within a society or culture, and apply to one's own work.

Content Standard: Explain how a work of art reflects the artist's environment and personal experience within a society or culture, and apply to one’s own work.

High School: Explain how works of art reflect the artist's personal experience, environment, society and culture and apply this knowledge to one's own work.

Common Curriculum Goal: Understand the place of the arts within, and their influences on, society.Content Standard: Explain how the arts serve a variety of personal, professional, practical, economic, community and cultural needs. Describe how the arts can influence individuals, communities and cultures.

High School Explain the connections among the arts, career opportunities, and quality of life in the context of personal, practical, community and cultural needs. Explain the influence of the arts on human behavior, community life and cultural traditions.PASS Criteria Analyze social/cultural perspectives in the arts, within a work of art, or in varied responses to a specific work. Understand the roles of the arts in empowering people and enriching their lives. Understand how assumptions, values, organizations, and conditions of societies influence artistic creations. Understand how the arts influence, shape, and are used to change or preserve societies.




Grades 9-12

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED⌧ Advanced Critical Reasoning⌧ Scholarly Interaction⌧ Continuous Progress for Level

and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Sup- port; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level Research

⌧ Advanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LA⌧ Advanced Critical Thinking in LA⌧ Continuous Progress/Level and Rate* in LA

Challenging LA ResourcesCreative Problem Solving Strategies in LA

⌧ Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in LA

CAREER-RELATED LEARNING STANDARDS FOR


⌧ Personal ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development


STUDENT IS PURSUING









Student Grade

Teacher School






WRITING FOR A PUBLICATIONENGLISH/LANGUAGE ARTS AND ARTS

Grades 9-12 PAGE 1

Acceleration ApproachThe standards for grade-level 9-12 have been moved to the standards for high school and PASS.

K 1 2 3 4 5 6 7 8 9 High School ⌧

PASS

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Models

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy—analysis, synthesis and evaluation

Differentiation Features:Students Use multiple higher-level skills Study a concept in multiple applications Conduct original research Develop a product Make cross-disciplinary applications Make reasoning explicit Design/construct a model based on principles or criteria Present oral and written communication to real world audience

Archetypal ModelComplex Models inherent in the applicable content standards:Example: Writing Modes requires students to understand both simple and complex models o f writing (e.g., the patterned impact of 1st versus 3rd person in narrative writing), and sophisticated patterns of audience analysis.

Complex Models d i c t a t e d by topic choice:Example: writing protocol for documented research or original research articles

Note: Because publications solicit all kinds of writing, from playful Halloween poems for Jack and Jill magazine to short stories for The New Yorker, to personal essays in Newsweek and Guide Posts, virtually any of the Common Curriculum Goals may apply. However, the following will apply to all writing intended for publication. Pre-write, draft, revise, edit, and publish across the subject areas.


WritingCommunicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support

Write narrative, expository, and persuasive texts, using a variety of written forms---including journals, essays, short stories, poems, research reports, research papers, business and technical writing--to express ideas appropriate to audience and purpose across the subject areas.


GRADE-LEVEL STANDARDSWritingHigh School Establish a coherent and clearly supported thesis that engages the reader,

conveys a clear and distinctive perspective on the subject, maintains a consistent tone and focus throughout the piece of writing, and ends with a well supported conclusion.

Create and organizational structure that logically and effectively presents information using transitional elements that unify paragraphs and the work as a whole.

Use precise language, action verbs, sensory details, and appropriate modifiers. Demonstrate an understanding of sentence construction---including parallel

structure and subordination---to achieve clarity of meaning, vary sentence types, and enhance flow and rhythm.




Grades 9-12 PAGE 2

Unfamiliar Models related to publishing:Example: models of professional-level communication (oral and written) with editors, models governing article format and submission: perhaps even contractual models involving securing copyrights and contractual models involving agents.

Sample Task Activity Journeying Through Journals: Planned Serendipity Following their own areas of

interest and expertise, students will review 15-30 magazine Pre c i s in Writer's Guide to determine editors' philosophies, target audiences, article criteria--including article angles, lengths, etc.-- and payment details.

Settling on a Magazine Site: Publication Preference. After narrowing their magazine "target list" to 2-3 magazines, students will review articles in 6-12 past issues of the selected magazines to fine tune their sensibilities of the match between editors' philosophies and actual articles.

Determining the Literary Destination: Choosing an article Type, Topic, and Title. After reviewing the targeted magazine's "literary menu” (short, stories, essays, advice columns, etc.) the student will choose the specific writing target (magazine /article type/topic), research target topics, then write a publishable (photo-ready) article exactly suited to the target magazine's general and specific "criteria for publication.”

ExampleA recent issue of Seventeen magazine contains an article called “The Real Deal: How an idyllic study-abroad program turned into a nightmare.”

A TAG student writes a similar article on a summer work-study dinosaur vacation, for example, that unearthed more facts-of-life than prehistoric bones.

Questions What can I write that an audience would want to hear? Can I find a legitimate

creative niche suitable for my topic/audience? (Can I find an "opposite-of-the-obvious" angle for my article)?

Is all writing for publication inherently arrogant? That is, doesn't the author automatically take the self-appointed role of expert? If so, how does a writer defend his conscience against accusations of arrogance?

Do writers commit ethical compromises by massaging a message to attract an audience? Should writers be able to simply tell the truth and trust audiences to understand it unadorned?

High SchoolNARRATIVE WRITING Relate a sequence of events, and communicate the significance of the events

to the audience. Locate scenes and incidents in specific places. Describe with concrete sensory details the sights, sounds, and smells of a

scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters’ feelings.

Pace the presentation of actions to accommodate changes in time and mood. Make effective use of descriptions of appearance, images, shifting

perspectives, and sensory details.EXPOSITORY WRITING: RESPONSE TO LITERARY TEXT Demonstrate an understanding of the significant ideas of literary works. Support important ideas and viewpoints through accurate and detailed

references to the text or to other works. Demonstrate an awareness of the author’s use of stylistic devices and an

appreciation of the effects created.EXPOSITORY WRITING: RESEARCH REPORTS/MULTIMEDIA PRESENTATIONS Gather evidence in support of a thesis, including information on all relevant

perspectives. Convey information and ideas from primary and secondary sources accurately

and coherently. Make distinctions between the relative value and significance of specific data,

facts, and ideas. Include visual aids by employing appropriate technology to organize and

record information on charts, maps, and graphs. Anticipate and address readers’ potential misunderstandings, biases, and

expectations. Use technical terms and notations accurately. Document sources.




Grades 9-12 PAGE 3

Since great writing may be unpopular while poor writing may be highly popular, what writing traits/models win audiences? Is it justifiable to write for popularity rather than critical acclaim?

What characteristics of great-but-unpopular-writing turn audiences off? Am I prepared for "rejection" if my article does not meet the magazine's standards

for publication?

Scoring GuidesHighest levels of two rubrics required to complete the task: (See Standards andAssessments Section VII.) State of Oregon Writing Scoring Guide Attached Level 6 required: anything less

would sabotage chances for publication, including zero-tolerant so-called, and oft-tolerated "minor" flaws in conventions.

Specific Magazine Criteria for Publication Compliance with expressed and intuitive criteria: In addition to observing and complying with such obvious criteria as word limits and

submission deadlines, student writers must also exercise sensitivity to more intuitive criteria such as "voice." An article "voice" suited for Seventeen's teen readers would not work in Newsweek’s “My Turn” column.

Resources:Holm, Kirsten. Editor. (2001). 2002 writer's market: 8,000 editors who buy what you write. Cincinnati, OH: Writer’s Digest Books, F&W Publications, Inc. Primary Source: The Writer's Market (preferably 10 per room) The Writer's Market

o 2000 magazine profileso 1200 book publisherso 4500 publication opportunitieso 500 literary agentso 800 contests/awardso 7,000 e-mail addressesInformation on pay rates, royalties, and advance:--e-mail: http://www.writersmarket.com/ContactUs.aspx

PERSUASIVE WRITING Structure ideas and arguments in a sustained and logical fashion. Use specific rhetorical (communication) devices to support assertions, such

as appealing to logic through reasoning; appealing to emotions or ethical beliefs; or relating a personal anecdote, case study, or analogy.


Address readers’ concerns, counter-claims, biases, and expectations.TECHNICAL WRITING Report information and convey ideas logically and correctly. Offer detailed and accurate specifications. Include scenarios, definitions, and examples to aid comprehension. Anticipate reader’s problems, mistakes, and misunderstandings.

RESEARCH REPORT WRITING Use clear research questions and suitable research sources, including the

library, electronic media, and personal interviews, to gather and present evidence from primary and secondary print or internet sources.

Use effective note-taking techniques to ensure appropriate documentation of quoted as well as paraphrased material.

Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.

Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents.

Integrate quotations and citations into a written text while maintaining the flow of ideas.

Use appropriate conventions for documentation in text, notes, and works cited, following the formats in specific style manuals (e.g., Works Cited Entries---MLA, Reference Entries---APA).

Design and publish documents by using publishing software and graphics programs.

Reflect manuscript requirements, including title Page presentation, pagination, spacing and margins, and integration of source and support material, such as citing sources within the text, using direct quotations, and paraphrasing.Teachers should review and evaluate the

listed books and Internet sites before recommending them for student use.

http://www.writersmarket.com/ContactUs.aspx




Grades 9-12 PAGE 4

Writers Digest Books h tt p ://w ww. wri t ersdige s t.co m / Multiple recent/back issues of major/minor magazines for class perusal Assorted specialty handbooks on everything from writing fiction to narrative poetry School writing texts and handbooks Guest speakers: local authors Attendance at/membership in local writers' clubs

PASS Standards, Criteria, and Descriptors of Proficient PerformanceWRITE FOR VARIED PURPOSES (PASS Standard A) Criterion A 1:Quality of Thinking (Ideas and Content) Criterion A2: Organization and Coherence (Organization) Criterion A3: Style and Technique (Sentence Fluency and Word Choice) Criterion A4: Conventions and Format (Conventions and Citing Sources) Criterion A5: Modes, Purposes, and Forms Criterion A6: Writing ProcessCONDUCT INQUIRY AND RESSEARCH (PASS Standard D) Criterion D1: Research Process Criterion D2: Analysis of Information Sources Criterion D3: Use of Researched Information


http://www.writersdigest.com/


ARTS TASK WRITING FOR A PUBLICATION Grades 9-12

Option 1: The student will create a contemporary page design for a magazine and incorporate an original article into the design. The student should:

Include a page heading or banner, cartoon and/or illustration related to the topic of the article. Include captions, credits, and a headline for the story. Use consistent spacing between elements. Refer to magazine and newspaper page designs for examples. Arrange the elements to achieve balance and focus.Extensions: Prepare a written or oral critique of the essential elements of the created page design.Implementation Time: Two to three class periods

Scoring Guide 6 5 4 3 2 1Essential elements of page design combine to make a cohesive, aesthetic design.The relative merit and impact of the artistic choices are analyzed and explained.




Content Standard: Uses essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes. Evaluate one’s own work, orally and in writing.High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works

of art for a variety of purposes. Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.




Grades 9-12

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED

Advanced Critical ReasoningScholarly InteractionContinuous Progress for Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic Planning

⌧ Opportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LA⌧ Advanced Critical Thinking in LA

Continuous Progress/Level and Rate* in LAChallenging LA Resources

⌧ Creative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal Setting

⌧ Opportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in LA



⌧ Personal Management⌧ Problem Solving⌧ Communication



STUDENT IS PURSUING









Student Grade

Teacher School






TRIGONOMETRY PROBLEM SOLVINGMATHEMATICS

Grades 9-12 PAGE 1

Acceleration ApproachStandard has been accelerated by moving grade-level 9 up to the standard used for high school and PASS.

K 1 2 3 4 5 6 7 8 9 High School ⌧

PASS

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Models: Indirect Measurement

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Analyzing and Evaluation

Differentiation Features:Students Use advanced resources Use sophisticated content stimuli Make reasoning explicit

Implementation Time1 week

Archetypal ModelAdvanced problem solving using trigonometryAlthough the Earth is not a sphere, it can be treated as though it were spherical for many purposes.

Questions1. Show that the length of any parallel of latitude around the Earth is equal to the

equatorial distance around the Earth (its circumferences) times the cosine of the latitude angle q.

2. The radius of the Earth is about 6400 km. What is the length of the 30o parallel, north or south latitude?

3. Two tracking stations S mile apart measure the elevation angle of a weather balloon to be a and b. What is a formula for the altitude h of the balloon in terms of a, b, S and the cotangent function (Ignore Earth’s curvature)?

4. A satellite traveling in a circular orbit 1600 km above the Earth is due to pass directly over the tracking station at noon. Assume that the satellite takes two hours to make an orbit and that the Earth’s radius is 6400 km.

MATHEMATICSCOMMON CURRICULUM GOALS

GeometryAnalyze characteristics and properties of two and three dimensional geometric shapes and develop mathematical arguments about geometric shapes.

GRADE-LEVEL STANDARDS

High SchoolUse trigonometric functions and angle and side relationships of special triangles (30-60-90 right triangles and isosceles right triangles) to solve for an unknown length and determine distances and solve problems




Grades 9-12 PAGE 2

a. If the tracking antenna is aimed 30o above the horizon, at what time will the satellite pass through the beam of the antenna?

b. Find the distance between the satellite and the tracking station at 12:03 pm.c. At what angle above the horizon should the antenna be pointed so that its beam

will intercept the satellite at 12:03 pm?5. Two NASA tracking stations are located near the equator; one is in Ethiopia at

40o east longitude, another near Quito, Ecuador at 78o west longitude. Assume that both stations, denoted E and Q are on the equator and that the radius of the Earth is 6400 km. A satellite in orbit over the equator is observed at the same instant from both tracking stations.

The angles of elevation above the horizon are 5o from Quito and 10o from Ethiopia. Find the distance of the satellite from Earth at the instant of observation.




Sample Task Activity #11. Show that the length of any parallel of latitude around the

Earth is equal to the equatorial distance around the Earth (its circumferences) times the cosine of the latitude angle q:

2. The radius of the Earth is about 6400 km. Find the length

of the 30o parallel, north or south latitude.

Sample Task Activity #21. Two tracking stations S mile apart measure the

elevation angle of a weather balloon to be a and b. Derive a formula for the altitude h of the balloon in terms of a, b, S. Can you write your answer in terms of a, b, S and the cotangent function only?

R 0

b

a b

S




2. A satellite traveling in a circular orbit 1600 km above the Earth is due to pass directly over the tracking station at noon. Assume that the satellite takes two hours to make an orbit and that the Earth’s radius is 6400 km.

a. If the tracking antenna is aimed 30o above the horizon, at what time will the satellite pass through the beam of the antenna?

b. Find the distance between the satellite and the tracking station at 12:03 pm.

c. At what angle above the horizon should the antenna be pointed so that its beam will intercept the satellite at 12:03 pm?

3. Two NASA tracking stations are located near the

equator; one is in Ethiopia at 40o east longitude, another near Quito,

Ecuador at 78o west longitude. Assume that both stations, denoted E and Q are on the equator and that the radius of the Earth is 6400 km. A satellite in orbit over the equator is observed at the same instant from both tracking stations. The angles of elevation above the horizon

are 5o from Quito and 10o from Ethiopia. Find the distance of the satellite from Earth at the instant of observation.

Noon SatelliteStation

30

8000 6400

B

S

? ?

118

?

5 10

P




Solutions




Grades 9-12


Scholarly Interaction⌧ Continuous Progress for Level

and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic Planning Opportunity for Competition/Failures/SuccessesCreative Problem Solving with Real Problems/AudiencePursuit of Advanced Level ResearchAdvanced Vocabulary Development

ACADEMICALLY TALENTED MATH⌧ Advanced Creative Thinking in Math⌧ Continuous Progress/Level and Rate* in Math

Challenging Math ResourcesCreative Problem Solving Strategies in MathMath Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Math Peers Realistic Goal Setting Opportunity for Competition/ Failures/ SuccessesAdvanced Academic Planning in Math


GRADUATION REQUIREMENTSPersonal Management

⌧ Problem SolvingCommunicationTeamworkOrganizations and SystemsEmployment FoundationsCareer Development


STUDENT IS PURSUING









Student Grade

Teacher School





This Page intentionally blank.

7 · web viewproject wild federal department of fish and wildlife (games to illustrate carrying...

Documents