POCS 2019-2024 Renewal Application Complete Package.pdf

DELAWARECHARTERSCHOOL

RENEWALAPPLICATION

October1,2018

POSITIVEOUTCOMESCHARTER

3337SDuPontHwy,Camden,DE19934

Phone:(302)697-8805

http://www.positiveoutcomescs.org

PositiveOutcomesCharterSchool

2018-2019RenewalApplication

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TableofContents

Appendices.......................................................................................................................................................3

I.INTRODUCTIONANDRENEWALAPPLICATIONGUIDANCE..............................................................................4

II.RENEWALPROCESS.......................................................................................................................................5

I.OVERVIEW......................................................................................................................................................71.1BasicInformation.....................................................................................................................................................71.2EnrollmentandDemographics:................................................................................................................................81.3ApprovedMinorandMajorModifications:..............................................................................................................91.4EnrollmentTrends:.................................................................................................................................................101.5ReenrollmentTrends..............................................................................................................................................12

II.ACADEMICPERFORMANCE...................................................................................................................142.1DelawareAlternativeAcademicPerformanceFramework......................................................................................14PerformanceAgreement..............................................................................................................................................21AcademicPerformanceExpectations...........................................................................................................................212.2AcademicAchievement/ProficiencyData...............................................................................................................232.3GrowthData..........................................................................................................................................................282.4OnTrackGraduationData......................................................................................................................................322.5College&CareerPreparationData.........................................................................................................................37

III.ORGANIZATIONALPERFORMANCE.........................................................................................................413.1MissionSpecificGoal(s).........................................................................................................................................413.2OrganizationalPerformance..................................................................................................................................43PerformanceAgreement..............................................................................................................................................47OrganizationalPerformanceExpectations....................................................................................................................473.3EducationalProgram..............................................................................................................................................483.4At-riskstudents,StudentswithDisabilities,andEnglishLanguageLearners...........................................................493.5FinancialManagementandOversight,GovernanceandReportingRequirements..................................................52BoardFinancialandGovernanceMembersandTraining..............................................................................................54CitizenBudgetOversightCommitteeMembership&Trainings....................................................................................553.6Students,EmployeesandSchoolEnvironment......................................................................................................563.6TeacherRetention..................................................................................................................................................583.8ClosureRequirements............................................................................................................................................63

IV.FINANCIALPERFORMANCE.....................................................................................................................644.1FinancialPerformance............................................................................................................................................64PerformanceAgreement..............................................................................................................................................69FinancialPerformanceExpectations.............................................................................................................................69

V.INNOVATION...........................................................................................................................................71AcademicPracticesthatotherschoolscouldreplicate:................................................................................................74

VI.Five-YearPlanning......................................................................................................................................776.1ProjectedEnrollment.............................................................................................................................................776.2Theschool'splansforthenextfiveyearsofthecharter.........................................................................................78

VII.Compliancecertificationstatement...........................................................................................................87

VIII.RENEWALAPPLICATIONCERTIFICATIONSTATEMENT...............................................................................88

IX.PERFORMANCEAgreementTemplate.........................................................................................................89AcademicPerformanceExpectations...........................................................................................................................91References...................................................................................................................................................................94

AppendicesSection.........................................................................................................................................95



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Appendices Appendix1 2017-2018MissionSpecificGoalDataSource

Appendix2A ELACurriculumDocuments

Appendix2B MathematicsCurriculumDocuments

Appendix2C SocialStudiesCoalitionMOU

Appendix2D ScienceCoalitionMOA

Appendix3 CurrentOrganizationChart

Appendix4 BoardGovernanceTrainingCertificates/Documents

Appendix5 Up-to-dateCertificateofOccupancy

Appendix6 Up-to-dateFireInspectionCertificate

Appendix7 Up-to-dateInsuranceCertificate(s)

Appendix8 ERIPReportingSY16/17andSY17/18

Appendix9 SummaryofFindingsfromIndependentAudits(N/A)

Appendix10 FinalFiscalYear2018RevenueandExpenditureBudgetReport

Appendix11 ApprovedPreliminaryFiscalYear2019Budget

Appendix12 FiscalYear2018AuditedFinancialStatements

Appendix13A 100%EnrollmentFive-YearFiscalProjections

Appendix13B 80%EnrollmentFive-YearFiscalProjections



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I.INTRODUCTIONANDRENEWALAPPLICATIONGUIDANCEInaccordancewith14Del.C.§514A(c),nolaterthanApril30,theDepartmentwillissueacharterschoolrenewalreportandcharterrenewalapplicationguidancetoanycharterschoolwhosecharterwillexpirethefollowingyear.Therenewalreportwillsummarizethecharterschool'sperformancerecordtodateinaccordancewiththeschool’sPerformanceAgreement,andasmeasuredbythePerformanceFramework,andwillprovidenoticeofanyweaknessesorconcernsperceivedbytheDepartmentconcerningthecharterschoolthatmayjeopardizeitspositioninseekingrenewalifnottimelyrectified.Thecharterschoolwillhave10workingdaystorespondtotherenewalreportandsubmitanycorrectionsorclarifications.

Asstatedin14Del.C.Ch.5§514A(g),inmakingcharterrenewaldecisionseveryapprovingauthorityshall:

1.Grounditsdecisionsinevidenceoftheschool'sperformanceoverthetermofthechartercontractinaccordancewiththeperformanceagreementsetforthinthechartercontract; 2.Ensurethatdatausedinmakingrenewaldecisionsareavailabletotheschoolandthepublic;and 3.Provideapublicreportsummarizingtheevidencebasisforeachdecision.

Inadditiontotherenewalguidanceprovidedin14Del.C.§514A(g),thefollowingrenewalguidanceisstatedin14DEAdmin.Code275.10:

10.1Chartersaregrantedforaninitialperiodof4yearsofoperationandarerenewableevery5yearsthereafter. 10.2RenewalsareonlyavailabletothecurrentCharterHolderandmaynotbeusedtotransferachartertoadifferentlegalentity. 10.3Chartersshallberenewedonlyiftheschoolreceivesasatisfactoryperformancereview.PerformancereviewsshallbeconductedbytheDepartmentusingthePerformanceFrameworkapprovedbytheDepartmentwiththeassentoftheStateBoard. 10.4TheDepartmentshallconductannualperformancereviewsbasedonthePerformanceFramework.TheDepartmentshallprovidetheresultsofthePerformanceReviewtotheschool.

TherenewalapplicationhasbeenalignedwiththemeasuresandtargetswithinthePerformanceFramework.Thedecisiontorenewacharterwillbebasedonacomprehensivereview,guided,inpart,bythefollowingthreequestions:

1. Istheacademicprogrammeetingorexceedingacademicstandards? 2. Istheschoolfinanciallyviable? 3. Istheschoolorganizationallysound?

Applicationswillallowtheapplicanttoincludeananalysisoftheschool’sperformancereviewandprovideadditionalevidence,beyondthedatacontainedintheRenewalReport,supportingitscaseforcharterrenewal.Therenewalapplicationalsogivesaschooltheopportunitytoexamineitsprogresstowardsmeetingitsmission,goalsandobjectives,assessitsstrengthsandneeds,andplanitscourseforthefuture.Thecharterschoolmayalsodescribeimprovementsundertakenorplannedfortheschoolanddetailtheplansforthenextcharterterm. Asdefinedin14DEAdmin.C.275,thePerformanceFrameworkisusedbytheDepartmenttoassesscompliancewiththePerformanceAgreementintheareasofacademicperformance,



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economicviability,organizationalresponsibilitiesandaccountabilityoftheCharterSchool.ThecompletedframeworkwillbeprovidedtotheCharterSchoolAccountabilityCommittee(“AccountabilityCommittee”),SecretaryofEducationandStateBoardofEducationtoinformtheirdecisionmaking.GuidanceDocumentsfortheDelawareSchoolSuccessFramework(DSSF),OrganizationalPerformanceFrameworkandFinancialPerformancemaybefoundhere. Pursuantto14Del.C.§514A(b),whereacharterschoolhasdemonstratedanoutstandingrecordofperformance,anapprovingauthoritymaygrantitarenewaltermof10years.An“outstandingrecordofperformance”isdefinedbytheDepartmentasaschoolthatisenteringatleastits4threnewaltermandhasearnedoverallratingsofmeetsorexceedseveryyearinalloftheacademic,financial,andorganizationperformanceframeworks.Notethatanycharterschoolreceivingsuchanextendedrenewaltermshall,atthemidpointofthe10-yearcharter,besubjecttoanannualperformanceandprogramevaluationthatincludesacademic,financialandoperationsdatathatlooksbacktoalloftheyearsofthecharteruptothatpoint.If,uponthisevaluation,theapprovingauthoritydeterminesthatthecharterschool'slevelofperformanceisdeficientbyrenewalstandards,theapprovingauthoritymayinitiatetheformalrenewalandnonrenewalprocess. II.RENEWALPROCESS

ApplicationSubmission:AcompletedapplicationmustbereceivedbytheDepartmentofEducation’sCharterSchoolOfficeonorbeforeSeptember30inorderfortheapplicationtobeconsidered.Applicationsmustbesubmittedelectronically.PleaserefertotheRenewalApplicationSubmissionGuidelinesandChecklistforfurtherguidance.Incompleteapplications,orapplicationsreceivedafterthedeadline,willnotbeconsidered.

ApplicationReview:Allapplicationsmustbecompleteinordertobeevaluated.Theapplicationforrenewalwillbereviewedandevaluatedbytheapprovingauthorityasoutlinedin14Del.C.Ch.5andapplicableprovisionsof14DEAdmin.Code275.ThereviewprocesswillincludeameetingwiththeapplicantandtheCharterSchoolAccountabilityCommittee(CSAC)todiscussthecomponentsoftheapplicationanditsalignmentwiththerenewalcriteria.TheprocesswillalsoincludeatleastonepublishedreportbytheAccountabilityCommitteeonitsrecommendationandapublichearingtoassistinthedecision.



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RenewalDetermination:TheSecretaryofEducationwillpresentthedecisiononcharterrenewalwithinsixty(60)workingdaysofreceiptoftherenewalapplication.

Date Item DocumentReference

April30 CharterschoolrenewalreportandguidancedocumentissuedbyDepartmentofEducationforthosecharterswhichwillexpirethefollowingyear;charterschoolrenewalmeetingsheld.

CHARTER 14Del.C.514(A)(c)Renewalsandnon-renewals

June Renewalapplicationpublishedforcharterschoolsrenewingtheircharter.

CHARTER RenewalTimeline (DOEwebsite)

July TheCharterSchoolOfficeshallprovidetechnicalassistancetorenewingcharterschools.

CHARTER 14Del.C.510(c)

September CharterschoolboardshallsubmittotheDepartmentofEducation(approvingauthority)arenewalapplicationandannualreportduebySeptember30.

CHARTER 14Del.C.514A(f)RenewalsandNon-renewals

October Initialpublichearingsheld;InitialCharterSchoolAccountabilityCommittee(CSAC)Meetingheld;CSACInitialReportsIssuedonrenewingapplications.


November–early

ResponsestoCSACinitialreportsdue. CHARTER RenewalTimeline (DOEwebsite)

November–mid

FinalCSACmeetingheld;CSACFinalReportsissued. CHARTER RenewalTimeline (DOEwebsite)

Decemberearlytomid

Publichearingsheldforrenewals;commentperiodends. CHARTER RenewalTimeline (DOEwebsite)

December–mid

TheStateBoardofEducationMeetingisheldandadecisionismadeonapplications.




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V.CHARTERSCHOOLRENEWALAPPLICATIONQUESTIONS Pleaseindicatebelowiftheschoolisapplyingfora5-yearor10-yearcharter: Ä 5-yearcharter � 10-yearcharter

Note:Tobeeligiblefora10-yearcharter,theschoolmustbeenteringatleastitsfourthrenewaltermandearnedoverallratingsofMeetsorExceedseveryyearinallperformanceframeworks. Pleaseprovideclear,complete,andaccurateinformationinresponsetoeachquestion.

I.OVERVIEW

1.1BasicInformation:Pleasereviewthefollowingtableforaccuracy.Pleasefillin“CurrentEnrollment”attimeofapplicationsubmission.

BASICINFORMATION

NameofSchool PositiveOutcomesCharterSchool

YearSchoolOpened 1996

CurrentEnrollment 120

ApprovedEnrollment 120(SY2018-19)

SchoolAddress 3337SDuPontHwy,Camden,DE19934

District(s)ofResidence CaesarRodneySchoolDistrict

WebsiteAddress http://www.positiveoutcomescs.org/

NameofSchoolLeader EdwardJ.Emmett,Jr.

SchoolLeaderEmailand PhoneNumber

[email protected]

(302)697-8805

NameofBoardPresident SusanWills

BoardPresidentEmail [email protected]

MissionStatement:Ourmissionistoprovideanopportunityforstudentstolearninasafe,caring,respectfulenvironment,wheretheirindividualityisvaluedandtheirindividualneedsareaddressed.



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1.2EnrollmentandDemographics:Pleasereviewthefollowingtable.

2014-2015¹ 2015-2016¹ 2016-2017¹ 2017-2018¹ 2018-2019¹*

TotalEnrollment 126 126 125 126 120

Gender

%Male 69.05% 67.46% 59.20% 60.32% 58.33%

%Female 30.95% 32.54% 40.80% 39.68% 41.67%

Ethnicity/Race

%AfricanAmerican 23.81% 23.81% 30.40% 32.54% 32.50%

%AmericanIndian 0.80% 0.79% 0.83%

%Asian 0.79% 0.79% 1.60% 1.59% 0.83%

%Hispanic/Latino 3.97% 3.97% 6.40% 5.56% 9.17%

%White 70.63% 70.63% 60.80% 59.52% 56.67%

%Multiracial 0.79% 0.79%

SpecialPopulations

%SpecialEducation³ 65.87% 62.70% 66.40% 69.05% 65.83%

%EnglishLanguageLearners

%Low-Income 31.75% 27.78% 33.60% 30.16% 37.65%

* To be completed by the school

SchoolComments 2016-2017

ThisdataelementwasaddedintheSY16/17.Theschoolwasnotrequiredtoprovidearesponsetothisinformation


ThisdataelementwasaddedintheSY16/17.Theschoolwasnotrequiredtoprovidearesponsearesponsetothisinformation



Schoolsareinvitedbutnotrequiredtocommentonanyaspectofthedemographicdataaboveintable1.2.



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1.3ApprovedMinorandMajorModifications:Thetablelistsanyapprovedminorand/ormajormodificationsoverthecourseoftheschool’scurrentcharterterm.

Date ModificationRequested Outcome

Sep2015 Minor-educatorevaluationprocess Approved

Jan2017 Minor-changetermsofcurrentsitefacilitiesarrangements

Approved


PositiveOutcomesCharterSchoolwaspresentedwithanexceptionalopportunitytochangeourcurrentfacilitiesarrangementinDecember2016.Wehadtheopportunitytopurchaseourcurrentproperties.Thispurchaseenabledourschooltoexperienceanoverallfinancialresponsibilitiesreductionofabout$100,000.Theabilitytomovefromaleasedtoanownedpropertywillhavelonglastingfinancialbenefitsforourschoolandthusalsoforourstudents.





Schoolsareinvitedbutnotrequiredtocommentonanyaspectofthemodificationdataaboveintable1.3.



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1.4EnrollmentTrends:Pleasereviewthefollowingtablewiththeschool’senrollmenttrendsduringthecurrenttermofthecharterandcompletethelastcolumn(“CurrentWaitlistfor2017-18”).

SchoolEnrollmentTrends

Cellshighlightedingrayweregradelevelsnotservicedbythisschool.

2014-2015 2015-2016 2016-2017 2017-2018

ApprovedEnrollment

30-Sep Enrollment

Count

ApprovedEnrollment

30-Sep Enrollment

Count

ApprovedEnrollment

30-Sep Enrollment

Count

ApprovedEnrollment

30-Sep Enrollment

Count

CurrentWaitlist

for 2018-2019*

K

Grade1

Grade2

Grade3

Grade4

Grade5

Grade6

Grade7 26 10 14 9 26 16 26 13 0

Grade8 14 18 26 20 14 12 26 25 0

Grade9 14 32 14 19 26 30 14 16 0

Grade10 26 31 14 41 14 25 26 30 3

Grade11 26 29 26 20 14 24 14 23 2

Grade12 14 6 26 17 26 18 14 19 2

Total 120 126 120 126 120 125 120 126 7

* To be completed by the school

DOESummary:

PositiveOutcomesCharterSchoolhashadconsistentenrollmentoverthepastfouryears.Theschoolhasachieved100%oftheauthorizedenrollmentof120studentseachyear.


Asasmallschool,PositiveOutcomesCharterSchool,canneveralignourstudentnumberstotheapprovedenrollmentpergrade.Ourultimategoalistohaveclasssizesascloseto13studentsaspossible.Thenumbersreflectedaboveillustratethevariouscohortsofstudentsthatmovethroughourschools.



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Schoolsareinvitedbutnotrequiredtocommentonanyaspectofthedemographicdataaboveintable1.4.Asasmallschool,PositiveOutcomesCharterSchoolcanneveralignourstudentnumberstotheapprovedenrollmentpergrade.Ourultimategoalistohaveclasssizesascloseto13studentsaspossible.Thenumbersreflectedaboveillustratethevariouscohortsofstudentsthatmovethroughourschools.Thesenumbersalsoshiftovertimeasweacceptstudentsatallgradelevelswhenspacebecomesavailable.Therearenodefinitivenumbersofstudentsthatareenrolledinanyparticulargrade.Overtime,thenumbersarejustdemonstrativeofouracceptanceofstudentsinneedofourschool.



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1.5ReenrollmentTrends:Pleasereviewthefollowingtablewiththeschool’sreenrollmenttrendsduringthecurrenttermofthecharter.

SchoolReenrollmentTrends 2014-2015 2015-2016 2016-2017 2017-2018

NumberofStudentsReenrolled

Count

PercentageofStudentsReenrolled

%


Count

30-Sep Enrollment

Count


Count


%


Count


%

Total/Avg 93 86.92% 100 83.33% 86 78.90% 97 90.65%

DOESummary:

InSY15/16PositiveOutcomesCharterSchoolreenrolled83.33%ofthe120studentseligibleforreenrollment.InSY16/17theschoolreenrolled83.49%ofthe103studentseligibleforreenrollment.InSY17/18theschoolreenrolled90.65%ofthe107studentseligibleforreenrollment.






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Describetheschool’splanstomonitorandminimizeattritionrates.Provideinformationaboutwhystudentsarechoosingtoenrollindifferentschools.

POCStypicallyhashadstrongretentionratesforourstudents.Ingeneral,onceastudentattendsourschoolhenormallyremainswithus.Ourgoalistoalwayshaveourstudentsreenrollinourprogram.WeanalyzethesmallnumbersoffamilieswhoareleavePOCSandfindthatalargepercentageofthedeparturesareduetoafamilymove,changeinplacementorlossofhousing.Asmallnumberoffamiliesaremovingbacktotheirhomeschooldistrictoranotherschooldistrict.Somestudentswhoattendourschoolfeelthattheyhavemadeprogressanddesiretoreturntoatraditionalschoolenvironment.Asaresult,wehavestudentsleavebeforegraduation.Wealsohaveseveralstudentswhoattendschoolwithusforgrades7and8andthentransitiontoatraditionalhighschoolenvironment.Wedonotviewtheseasstudentsleavingourprogram,butstudentswhowehavehelpedtofeelthattheywillbesuccessfulinatraditionalschoolenvironment.WhilePOCSdoesnothavespecificplansatthistimetoaddressadditionalretentionconcerns,weregularlymaintainpersonalcontactwitheachfamilytoidentifyissuesorconcerns.Wealsosurveyalloffamiliestoensuresatisfactionwithourprogrammingandidentifyanyissuesorconcernsthatourfamiliesmayhave.



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II.ACADEMICPERFORMANCE

2.1DelawareAlternativeAcademicPerformanceFramework

ChangesintheAcademicFramework FromSchoolYear(SY)2014-15throughSY2017-18,theacademicperformanceofallcharterschoolswasevaluatedusingtheDelawareSchoolSuccessFrameworkthatwerepublishingannually.InDecember2015,CongressreauthorizedtheElementaryandSecondaryEducationAct,themainfederallawgoverningpubliceducation.TheEveryStudentSucceedsAct(ESSA)replacedtheNoChildLeftBehindAct(NCLB).ESSAimplementationbeganin2017-18schoolyear.Becausethedatacomparedisnotthesame,theframeworksarereportedseparatelybelow.

OverallAcademicRatings

Metrics DelawareAlternativeAcademicPerformanceFramework

2014-2015 2015-2016 2016-2017 2017-2018

AcademicAchievement

4Stars (105.32/137.5pts) MeetsStandard

3Stars (80.65/137.5pts) Approaching

3Stars(66.15/137.5pts) Approaching

2Stars(28.19/137.5pts)

NeedsImprovement

Growth 3Stars (110.57/212.5pts)

Approaching

3Stars (119.17/212.5pts)

Approaching

5Stars(212.5/212.5pts)

Exceeds

5Stars(148.39/212.5pts)

Exceeds

OnTracktoGraduation

4Stars (57.23/75pts) MeetsStandard

5Stars (61.24/75pts)

Exceeds

5Stars(68/75pts) Exceeds

5Stars(69.39/75pts)

Exceeds

CollegeandCareerPreparation

n/a (/75pts)

1Stars (12.10/75pts) FarBelow

4Stars(44.89/75pts) MeetsStandard

2Stars(21.23/75pts)

NeedsImprovement

Note:PleaseutilizethehyperlinksinthissentenceformoreinformationabouttheDelawareSchoolSuccessFramework(DSSF)ortheRevisedDelawareSchoolSuccessFramework(DSSF)



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DOESummary:

PositiveOutcomesCharterSchoolwasrated“Meets”inSY14/15and“Approaching”inSY15/16andSY16/17inacademicachievementmetric.Theschoolwasrated“Approaching”inSY14/15andSY15/16andimprovedto“Exceeds”inSY16/17inthegrowthmetric.Theschoolwasrated“Meets”inSY14/15andimprovedto“Exceeds”inSY15/16andSY16/17intheontracktograduationmetric.Theschoolwasrated“FarBelow”inSY15/16andimprovedto“Meets”inSY16/17inthecollegeandcareerpreparationmetric.




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Note:SchoolcommentsforSY15/16andSY14/15canbefoundat:https://www.doe.k12.de.us/Page/2654

a.Basedonthetableabovediscusstheschool’sacademicachievementresults,majorchallengesandaccomplishmentsoverthecourseofthecharterterm.Evidenceshouldreflectperformanceduringthecourseofthecharterterm.

PositiveOutcomesCharterSchool(POCS)isaschooldesignedtoworkwithstudentswhohaveexperiencedacademicchallengesinatraditionalschoolsetting.StudentswhoenrollinourschooltypicallyarrivewithsignificantdeficienciesinELAandMathematicsskills.Consequently,lookingatourhistoricaldatahasalwaysbeenachallengeforusbecausetheaveragelevelsofperformancegreatlyvarywitheachcohortofstudents.EachofourstudentshasadifferentstoryofstruggleandadversitythatbroughtthemtoPOCS.ThesestoriesareoftenoftremendousgrowthandanindividualjourneythatmayormaynotshowupinSBACdataandresults.Whenviewingourdata,itisbesttorememberthestudentpopulationthatweserveis100%at-risk.Inaddition,itisalsoimportanttonotethatinmanyofourtestedareasthenumberofstudentsineachtestinggradeorsubgroup(Nsize)isverysmall.WithsmallN-sizegroups,asinglestudentscorecanhaveasignificantimpactonoverallgroupoutcomes.BecauseofsmallN-sizegroups,thescoresfromourschoolcanhavesignificantvariancesfromyeartoyear.Itisalsoveryimportanttorememberthatwerefertodifferentcohortsofstudents(withvaryingdeficiencies)whenwepresentyearoveryeardatachanges.



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Finally,itisalsosignificanttonotethatthedatapresentedandanalyzedbytheAcademicFrameworkcoversasmallpercentageoftheoverallpopulationofourschool.Forthe2017-2018schoolyear,ourtestedstudentgroupcomprised27.7%ofourtotalschoolpopulation.POCS’academicperformanceisevaluatedusinganAlternativeAcademicFramework.ThisAlternativeAcademicPerformanceFrameworkisutilizedasitdirectlycorrelateswiththeuniquemissionofourschool.TheAlternativeAcademicFrameworkmeasuresouracademicperformancewithsimilarpopulationsandschools.TheDelawareDepartmentofEducation,withassistancebyPublicImpact,developedtheAlternativeAcademicPerformanceFramework.ThisAlternativeFrameworkwasimplementedduringthe2011-12schoolyearwithDCAStesting.ThecurrentversionhasbeenmodifiedfromtheoriginaltoallowitsusewiththecurrentSBACtesting.OurAlternativeAcademicFrameworkwasnotutilizedduringthe2014-15and2015-16schoolyearsduetoincompatibilitywithSBACtesting.KeyFindingsaboutourAcademicAchievementDataOverall,theresultsofexaminingfouryearsoftestingdataillustratesomesuccessandsomechallenges.AreviewofoverallproficiencyshowsthedifficultyourstudentshavedemonstratingtheiroverallabilitiesusingtheSBACtestingsystem.Rawtestingscoresdemonstratethatmanyofourstudentsstruggletomeetproficiencyexpectations.TheseproficiencychallengesdemonstratethebenefitsofevaluatingourschoolusingtheAlternativeAcademicFramework.Thisalternativeframeworkenablesourstudentstobecomparedwithsimilargroupings.Oneareathatdemonstratesthesuccessofourschooloverthelastfouryearsisourgrowthindicators.HistoricallyourELAscoreshavebeenhigherthanourMathematicsscoresinbothproficiencyandscalescores.Inaddition,our8thgradestudentscoresaretypicallyhigherthanour7thgradescores.TheSBACdataforELAandMathematicslistedbelowareforthe“All”studentgroupcomparing2016-17datato2017-18.Areviewofthisdataillustratesthatourstudentperformancedecreasedmoderatelyorremainedsimilartopreviousperformance.Unlikeprevioustestingcycles,thestudentsinourschoolhadhigherproficiencyratesintheareaofMathematicscomparedwithELA.

SBAC 7thGradeELA 8thGradeELA 2016-17 2017-18 Change 2016-17 2017-18 Change

%MeetingStandard

19% 8% -11% 33% 4% -29%

N 16 12 12 23 AverageScale

Score2486 2457 -29 2503 2471 -32

SBAC 7thGradeMathematics 8thGradeMathematics

2016-17 2017-18 Change 2016-17 2017-18 Change%MeetingStandard

13% 8% -5% 8% 9% +1%

N 16 12 12 23 AverageScale

Score2450 2456 +6 2437 2437 0



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TheSBACdatapresentedbelowcoversproficiencydataforthepreviousfourtestingyears.Thisdatadoesnotincludetheyear2013-14asthiswasatransitionyearaswemovedfromDCAStoSBACtestingsystems.

EnglishLanguageArts Mathematics 14-15 15-16 16-17 17-18 14-15 15-16 16-17 17-18

7thGrade 11% 22% 19% 8% 0% 0% 13% 8%8thGrade 13% 12% 33% 4% 0% 0% 8% 9%

SBACSubgroupPerformanceAspreviouslydiscussed,smallNsizegroupscanhaveadramaticimpactonoveralldata.Asaresult,the“All”groupdatacanpresentdatathatdoesnotillustratetheoverallperformanceofeachsubgroup.AlargepercentageofthePOCSstudentpopulationisidentifiedasstudentswithdisabilities(69.05%).AnimportantdatapointtoreviewistheoverallperformanceoftheStudentwithDisabilities(SWD)groupandtheremainingpopulation(Non-SWD)groupincomparisontoStateaverageperformanceofthesegroups.

SBAC 7thGradeELA 8thGradeELA POCS

SWDStateSWD Diff. POCS

SWDStateSWD Diff.

%MeetingStandard

0% 11% -11% 0% 10% -10%

AverageScaleScore

2408 2446 -38 2447 2463 -16

POCSNon-SWD

StateNon-SWD

Diff. POCSNon-SWD

StateNon-SWD

Diff.

%MeetingStandard

25% 62% -37% 13% 61% -48%

AverageScaleScore

2554 2573 -19 2517 2586 -69

SBAC 7thGradeMathematics 8thGradeMathematics

POCSSWD

StateSWD Diff. POCSSWD

StateSWD Diff.

%MeetingStandard

0% 5% -5% 0% 5% -5%

AverageScaleScore

2414 2416 -2 2406 2424 -18

POCSNon-SWD

StateNon-SWD

Diff. POCSNon-SWD

StateNon-SWD

Diff.

%MeetingStandard

25% 45% -20% 25% 45% -20%

AverageScaleScore

2540 2552 -12 2496 2566 -70



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IncomparisontotheirNon-SWDpeers,thedataaboveshowsthattheoverallperformanceoftheSWDgroupisperformingclosertoorexceedingtheoverallstateaveragemeanscalescoreofsimilarstatewidecompositegroupsincomparisontotheirNon-SWDpeers.ThisdataalsoillustratesthatsomeofourgreatestchallengesexistswithinourworkwithourNon-SWDgroup.Thisisrepresentedbysignificantscalescoregapsandproficiencygaps.Thisisnotanewtrendinourdataanalysis.Wefindthatthesestudents(Non-SWD)enterourschoolwiththehighestlevelsofdeficiencyinbothReadingandMath.Wealsorecognizethatthisgrouphassomeofthegreaterlevelsofbehavioralchallengesthatareimpactingtheirachievement.Inadditiontoourtraditionalacademicsupports,wearededicatingincreasedbehavioralandmentalhealthsupportsforthisgroupofstudents.



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PerformanceAgreement

AcademicPerformanceExpectations

PositiveOutcomesCharterSchool'soverallacademicratingisDoesNotMeetStandard.By2018,ourexpectationistoachievetheoverallratingof""Meets""or""Exceeds""standardasmeasuredbytheAlternativeAcademicPerformanceFramework.Eachyear,wewillshowgrowthwithinouroverallratingputtingusontracktoachieveouracademicperformanceexpectations.Thisprogresswillbemonitoredthroughourannualperformancereview.MissionSpecificGoal1-Asaschoolthatfocusesonhighneedsstudents,ourgoalistohavestudentsincreaseperformanceinReadingskills.Mission-SpecificGoal2-Asaschoolthatfocusesonhighneedsstudents,ourgoalistohavestudentsincreaseperformanceinMathematicsskills.

DOESummary:

InSY16/17,PositiveOutcomesCharterSchoolmetorexceededthestandardin3of4metricareasoftheDelawareAlternativeAcademicPerformanceFramework.Theschoolwasrated“Approaching”inacademicachievement,theonlymetricareathatwasbelowstandard.InSY15/16theschoolonlymet1of4metricareas(ontracktograduation)oftheDelawareAlternativeAcademicPerformanceFramework.InSY14/15,theschoolmet2of4metricareas(academicachievementandontracktograduation).Theschoolwasrated“Approaching”onthegrowthmetricandthecollegeandcareermetricwasnotrated.


POCShasdemonstratedconsiderablegrowthoverthepastsevenyears.Theacademicframeworkisnowbrokendownintofourratedcategories.Thisiscomparedtoonesingleratedcategorythatexistedwhenthisperformanceagreementwascreated.Ourgoalwastoreceivearatingof“meets”.Atthistime,POCSbelievesthatwehavemetthisgoallistedabove.Wenowreceiveratingsforacademicsinfourareas:AcademicAchievement,Growth,On-tracktoGraduationandCollegeandCareerPreparation.OurschoolreceivedoneratingasApproaching,oneratingasMeetsandtworatingsofExceeds.Furtheranalysisoftheseareasfollowsinthisreport.

Note:ThisdataelementwasincludedinSY16/17fordirectschoolreporting.SchoolinformationregardingtheperformanceagreementforSY14/15andSY15/16canbefoundintheiroverallannualreportathttps://www.doe.k12.de.us/Page/2654

b. Discusstheschool’sacademicperformancebasedonitsapprovedPerformanceAgreement(seeabove).

PositiveOutcomesCharterSchoolhasshownsuccessovertimeandhassteadilyimproved.OurschoolisevaluatedusinganAlternativeAcademicFrameworkthattakesintoconsiderationourschool’stargetpopulation.Ananalysisofourassessmentdatacanbefoundinthepreviousquestion.



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PositiveOutcomesCharterSchoolisauniqueschoolthatisfoundedonthebasisofprovidingasafe,caringlearningenvironmentforourstudentsthatmeetseachstudent’sindividualneeds.Theacademicframeworkiscurrentlybrokendownintofourratedcategories.Thisiscomparedtoonesingleratedcategorythatexistedwhenthisperformanceagreementwascreated.Ourgoalwastoreceivearatingof“meets”.Atthistime,POCSbelievesthatwehavemetthegoallistedabove.Wenowreceiveratingsforacademicsinfourareas:AcademicAchievement,Growth,On-tracktoGraduationandCollegeandCareerPreparation.OurschoolreceivedtworatingasNeedsImprovementandtworatingsofExceeds.Furtheranalysisoftheseareasfollowsinthisreport.



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2.2AcademicAchievement/ProficiencyData

Academic Achievement

DelawareAlternativeAcademicPerformanceFramework

2014-2015 2015-2016 2016-2017 2017-18

Rating 4Stars (105.32/137.5pts) MeetsStandard

3Stars (80.65/137.5pts) Approaching

3Stars(66.15/137.5pts) Approaching

2Stars(28.19/137.5pts)

NeedsImprovement

School State School State School State School State

ELA 19.20% 19.30% 22.56% 26.80% 31.19% 41.00% 11.54% 50.53%

Math 5.80% 15.00% 7.52% 21.40% 5.85% 35.03% 7.69% 42.32%

Science 24.90% 14.60% 25.49% 22.40% 20.53% 38.45% ** **

SocialStudies

n/a 22.30% 13.33% 32.20% n/a n/a ** **

**ScienceandSocialStudieswerenotassessedbytheStatein2017-2018

Note:PleaseutilizethehyperlinksinthissentenceformoreinformationabouttheAcademicPerformanceFrameworkortheDelawareSchoolSuccessFramework(DSSF).

DOESummary:

PositiveOutcomesCharterSchoolwasrated“Meets”inSY14/15andrated“Approaching”inbothSY15/16andSY16/17foracademicachievement.ProficiencyratesinELAhavebeenbelowthestateaveragebuthaveincreasedoverthepastthreeyears.Proficiencyratesinmathhavebeenbelowthestateaverageforthepastthreeyears.ProficiencyratesinsciencehaveexceededthestateaverageinSY14/15andSY16/17butwasbelowthestateaverageinSY16/17.SocialstudiesproficiencydatawasonlyavailableforSY15/16andtheschool’sproficiencywasbelowthestateaverage.

a)AcademicAchievementratingsoverthecourseofthecharterterm




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b)ExpectedoutcomesforAcademicAchievement


POCSanticipatesthatwewillcontinuetoincreasethenumbersofstudentswhoaremeetingorexceedingthestatestandardinallareas.Weareseeingeachsubsequenttestingcycleyieldinghigherlevelsofgrowthforeachofourstudents.Wearealsocontinuingtoimplementthekeyelementsofourschoolmodelwithourstudents.Theseelementsarealldesignedtohelpstudentsachievethehighestlevelsofsuccessandachievement.KeyComponentsofourEducationalProgram:•IntegrationofBigPictureLearningModel•Studentsfindhowtheirpassionsconnectwithrequiredlearningskills•Connectionofskilltorealworldlearningenvironments•Studentspartofaconnectedadvisorywithadedicatedadvisor•PersonalizedLearningPlans•IntegratedSupportsinallclassroomsettings•ConnectedReadingandMathIntervention•Smallclassroomsettings•SmallStudenttoTeacherRatio•IntensiveBehavioral,SocialandEmotionalSupports

c)ProgressmeasurestotrackexpectedAcademicAchievementoutcomes



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POCShasastrongbeliefindatadrivensupportsandanalysis.Ourschoolteamsallworktogethertoreviewandthinkthroughwhatourdataissayingandwhatwecanlearnfromit.Becauseofthiscommitmenttodata,youwillfinddatabeingusedinallareasofourschool.Listedbelowareafewoftheareasdataisusedandcollected.•POCSusesRTI,SMIandSRIdatatoreviewandidentifyneedsofourstudentsintheareasofreadingandmathematics.•POCSusestheSmarterInterimAssessmentstoreviewstudentprogress.•POCScollectsclassroomleveldatafromalignedandblueprintedassessmentstoidentifystudentdeficiencies.•POCSusestimeinPLCstoreviewdataandidentifyareasinneedorwork•POCSusestimeinPLCstoreviewstudentneedsandidentifysolutions•POCSusesdatainLeadershipTeammeetingstoreviewallfacetsofschooloperation.


Thetableaboveliststheschool’savailableDSSFAcademicAchievementratings.Respondtothefollowingquestions.

a. Basedontheschool’sAcademicAchievementratingsoverthecourseofthecharterterm,discusstheschool’scurrentperformanceandprovideexplanations/rootcauses(positiveandnegative)fortheresults.

2014-15 2015-16 2016-17 2017-18AcademicPerformance ★ ★ ★★★ ★★ProficiencyELA 19.20% 22.60% 31.19% 11.54%ProficiencyMathematics 5.80% 7.50% 5.85% 7.69%ProficiencyScience 24.90% 25.50% 20.53% **ProficiencySocialStudies n/a 13.33% n/a **

Thechartlistedaboveshowsourschoolprogressinthismetricoverthepastfouryears.Ourschool,usingtheAlternativeAcademicFramework,hasreceivedaratingofNeedsImprovement(★★)whichisadeclinethisyearvsthepasttwoyears.ThedatalistedaboveshowsthatourProficiencyintheareaofELAdecreased19.65%.Thedataalsoshowsanincreaseof1.84%intheareasofMathematics.Weareawarethatourschoolstillhassignificantworktoimproveontheoverallproficiencypercentageinallareasofourschool.WearefindingthatourstudentsarestrugglingwiththeSBACtestingprogram.Ourstudentsreportgreatdifficultyandchallengeswiththetestingmechanismaswellastheincreasedifficultyofthetestedcontent.Toassistwiththisissue,ourschoolwillutilizethe



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SmarterICAassessmentstogatherdataandalsoprovideadditionalinsystemtestingtakingtimeforourstudents.Noticeably,weseethatmanyofourstudentsperformexceptionallystrongerthelongertheyareenrolledinourschool.Pasttestingprovidedfouryearsoftestingingrades7,8,9and10.Thesepreviousresultsshowedthatstudentsstruggledtomeetstandardsingrades7and8;however,scoresdramaticallyincreasedingrades9and10.Ournewtestingsystemdoesnotcapturethisgrowth.Thedataalsodemonstratestheinconsistencythatweseefromcohorttocohort.Areviewoflongitudinaldataforourstudentsdoesshowlongtermproficiencydeficitsforamajorityofourstudents.Thislongitudinalreviewofdatademonstratesthatmanyofourstudentshavenevermetproficiencyexpectations.Inaddition,ourcohortsarriveatPOCSwithvaryinglevelsofneedsandchallenges.TheareaofMathematicsisonethathasthegreatestbarrierstohelpingstudentsfindsuccessasmanyofourstudentsaremissingkeyskillsthatarerequiredtoallowthemtoaccessgradelevelcontent.

b. Lookingahead,whataretheschool’sexpectedoutcomesforAcademicAchievementandwhatstepswilltheschooltaketoachievethem?

PositiveOutcomesCharterSchoolwillcontinueworkingtoincreasethenumberofchildrenwhoaremeetingorexceedingthestatestandardinallareas.Historicaltrackingofourstudentachievementdataillustratesthatthelongerastudentremainsenrolledinourprogram,themorelikelytheyaretomeetorexceedthestatestandardsanddemonstratecontinuousgrowth.Thisclearlyshowsthatwemustcontinuetheworkthatwearedoinginorderforourchildrentocontinuetosucceedattheincreasingrateswehaveseenthusfar.Webelievethatourmission,visionandbeliefsarekeycomponentsofourprogramthatcontributestooursuccessovertime.Wearealsocontinuingtoimplementthekeyelementsofourschoolmodelwithourstudents.Theseelementsarealldesignedtohelpstudentsachievethehighestlevelsofsuccessandachievement.KeyComponentsofourEducationalProgram:

• IntegrationofBigPictureLearningModel• Studentsfindhowtheirpassionsconnectwithrequiredlearningskills• Connectionofskilltorealworldlearningenvironments• Studentspartofaconnectedadvisorywithadedicatedadvisor• PersonalizedLearningPlans• IntegratedSupportsinallclassroomsettings• ConnectedReadingandMathIntervention• Smallclassroomsettings• SmallStudenttoTeacherRatio• IntensiveBehavioral,SocialandEmotionalSupports

c. Describehowtheschoolwillmeasureprogresstodeterminewhethertheschoolisontracktomeettheschool’sexpectedAcademicAchievementoutcomes.



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PositiveOutcomesCharterSchoolhasastrongbeliefindatadrivensupportsandanalysis.Ourschoolteamsworktogethertoreviewandworkthroughwhatourdatarevealsandwhatwecanlearnfromit.Becauseofthiscommitmenttodata,youwillfindthatdataisbeingusedinallaspectsofourschool.Listedbelowareafewoftheareasdataisusedandcollected.

• POCSutilizesRTI,SMIandSRIdatatoreviewandidentifyneedsofourstudentsintheareasofreadingandmathematics.

• POCSusestheSmarterInterimAssessmentstoreviewstudentprogress.• POCScollectsclassroomleveldatafromalignedandblueprintedassessmentstoidentify

studentdeficiencies.• POCSusestimeinPLCstoreviewdataandidentifyareasinneedorwork• POCSusestimeinPLCstoreviewstudentneedsandidentifysolutions• POCSusesdatainLeadershipTeammeetingstoreviewallfacetsofschooloperation.



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2.3GrowthData

Growth DelawareAlternativeAcademicPerformanceFramework

2014-2015 2015-2016 2016-2017 2017-2018

Rating 3Stars(110.57/212.5pts)

Approaching

3Stars(119.17/212.5pts)

Approaching

5Stars(212.5/212.5pts)

Exceeds

5Stars(148.39/212.5pts)

Exceeds School State School State School State School State

ELA 7.00% 21.00% 20.00% 32.00% 50.00% 41.00% 27.00% 41.00%

Math 29.00% 41.00% 25.00% 34.00% 44.00% 46.00% 31.00% 42.00%


DOESummary:

PositiveOutcomesCharterSchool’shasimprovedsignificantlyonthegrowthmetric.Theschoolwasrated“Approaching”inSY14/15andSY15/16andwasrated“Exceeds”inSY16/17.TheschoolexceededtheStateaverageinELA.TheschoolnearlymettheStateaverageinmath.

a)School'sGrowthratingsforallstudentsoverthecourseofthecharterterm




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b)ExpectedoutcomesforGrowthforallstudents


POCSexpectstocontinuetomeetorexceedtheexpectedoutcomesforGrowth.Weknowthatthisisakeyindicatorforourschoolandwewillcontinuetohavepositiveresults.Ourschoolwillcontinuetohelpstudentsfindsuccessforthefirsttimeinschool.Inaddition,ourteachersaregettingbetterandbetterattheworkwearedoing.Wewillcontinuetoprovidepositivesupportsforourclassroomsandwillcontinuetohavesmallclasssizeswithlowstudenttostaffratios.

c)ProgressmeasurestotrackGrowthforallstudents


POCStracksgrowthonallassessments,notjustthestaterequirementassessments.OurRTIprogramusestheScholasticReadingInventory(SRI)andScholasticMathematicsInventory(SMI)toprovidediagnosticdataforourinterventionists.OurteamsthenusetheRead180andMath180programstoprovideinterventionforourstudents.Theseassessmentsaregivenfourtimesayeartomonitorandtrackprogress.Ourspecialistscollectandmonitorthisdataeachquarter.Ifastudentisnotmakingprogress,theirinterventionprogramcanbemodifiedtohelpfindsuccess.



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Thetableaboveliststheschool’savailableDSSFGrowthratings.Respondtothefollowingquestions.

a. Basedontheschool’sGrowthratingsforallstudentsoverthecourseofthecharterterm,discusstheschool’scurrentperformanceandprovideatleastthreeexplanations/rootcauses(positiveandnegative)fortheresults.(Note:Weinvitetheschooltoprovideinformationaboutallstudentsincludingthosebelow,atandaboveproficiency.)

2014-15 2015-16 2016-17 2017-18Growth ★★ ★★ ★★★★★ ★★★★★ELA 30.50% 20.70% 50.00% 27.00%Mathematics 34.10% 36.20% 44.00% 31.00%

Thechartlistedaboveshowsourschoolprogressinthismetricoverthepastfouryears.WearepleasedtoreportthatusingtheAlternativeAcademicFrameworkourschoolhasreceivedaratingofExceedingStandard(★★★★★)whichisacontinuationofourperformancelastyearandasignificantimprovementofthefirsttwoyearsofdataprovided.POCSbelievesthatgrowthisthemostimportantmeasureofthesuccessofourschool.Aspreviouslystated,almost100%ofourstudentsarriveatourschoolwithsignificantlevelsofdeficienciesandchallenges.Asaresult,ourpriorityistohelpstudentsclosethegapsintheirachievement.Growthisthenumberoneindicatorofthis.Webelievethatthesuccessinthisareaistheresultofthethreeitemsbelow.Explanation#1:Thestaffandfacultyatourschoolisoneofthetopexplanationsforthesuccessofourstudents.POCSstronglyencouragesourstafftoreallyunderstandandconnectwiththeirstudents.Studentsareassignedtoadvisoriesandeachteacherisalsoanadvisorforagroupofstudents.Eachadvisorworkscloselywithhisgroupofstudentsandformspersonalizedrelationshipswitheachadvisee.Assuch,eachstudentworkscloselywithhisorheradvisortoidentifyinterestsandpersonalizelearning.

Thisconnectionwithstudentsiswhatdrivesthemostimportantcomponentforsuccessofourschoolandstudents’growthandrelationships.Theserelationshipswithcaringadultsthatarevestedintheirsuccessyieldshighachievementoutcomesforourstudents.Eachstudentremainsconnectedwithadultsinourbuildingonadailybasis.

Explanation#2:Anotherexplanationofthesuccessofourstudentsisthelevelofbehavioralandmentalhealthsupportsthatareprovidedintheschoolenvironment.POCSemployeesaPBISSpecialist,aLCSWMentalHealthTherapistandalsoSpecialEducationInstructionalSpecialists.Thesethreeteammembersaretaskedtoprovideintensivesupportsforallstudentsinneed.Ourschoolcanprovidedirectsupporttoourstudentswithoutrequiringoutsideassistance.Weareabletosupportourstudentsimmediatelyandremediateproblemssothattheycanreturntothelearningenvironmentwithasminimalanimpactaspossible.



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Explanation#3:OurfinalexplanationforoursuccesswouldbetheimpactofourRTIandDiagnosticReadingandMathInterventionProgram.Ourprogramsenableourteachersandstafftocoordinateallinterventionandtutoringprogramsforidentifiedstudents.Wealsoseeaconnectionofallofsupportservicesworkingtogethertosupportstudentsuccessintheacademicenvironmentsthatarematchedtotheirneeds.

b. Lookingahead,whataretheschool’sexpectedoutcomesforGrowthforallstudentsandwhatstepswilltheschooltaketoachievethem?

POCSexpectstocontinuetomeetorexceedtheexpectedoutcomesforGrowth.Weknowthatthisisakeyindicatorforourschoolandwewillcontinuetodemonstratepositiveresults.Ourschoolwillcontinuetohelpstudentsfindsuccessforthefirsttimeinschool.Inaddition,ourteachersaregettingbetterattheworkwearedoing.Wewillcontinuetoprovidepositivesupportsforourclassroomsandwillcontinuetohavesmallclasssizeswithlowstudenttostaffratios.WearealsoimplementingsomesmallerclassroomsettingsfortheareasofELAandMathematics.Thisenablesustoprovideclassroominstructiontosmallergroupsofstudentswiththemaximumlevelofsupports.

c. DescribehowtheschoolwillmeasureprogresstodeterminewhethertheschoolisontracktomeetexpectedGrowthoutcomesforallstudents.

POCStracksgrowthonallassessments,notjustthestaterequirementassessments.OurRTIprogramusestheScholasticReadingInventory(SRI)andScholasticMathematicsInventory(SMI)toprovidediagnosticdataforourinterventionist.OurteamsthenusetheRead180andMath180programstoprovideinterventionsupportsforourstudents.Theseassessmentsaregivenfourtimesayeartomonitorandtrackprogress.Ourinterventionistcollectsandmonitorsthisdataeachquarter.Ifastudentisnotmakingprogress,theirinterventionprogramcanbemodifiedquicklytohelpfindsuccess.WewillalsobeintroducingITrackerProthisyeartoenablequickerdatatodatasourcestohelpidentifyissuesandchallengesthatstudentsareexperiencinginourschool.



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2.4OnTrackGraduationData

**ThenewDSSFdoesnotmeasurethismetricinasimilarfashion.ThisnewDSSFdataforSchoolQualityandStudentSuccessisincludedafterCollegeandCareerPreparationDatainSection2.5.

OnTracktoGraduation


2014-2015 2015-2016 2016-2017 2017-2018

Rating 4Stars(57.23/75pts) MeetsStandard

5Stars(61.24/75pts)

Exceeds

5Stars(68/75pts) Exceeds

5Stars(69.39/75pts)

Exceeds School State School State School State School State

Attendance 94.20% 94.70% 92.00% 94.40% 94.61% 94.75% 95.71% **

On-Trackinthe9thgrade

100.00% 89.90% 94.40% 84.80% 95.20% 89.45% 98.46% 92.92%

4-yearCohortGraduationRate²

54.55% 84.40% 73.68% 84.35% 91.30% 84.66% 90.48% 85.75%

5-yearCohortGraduationRate

60.00% 81.10% 54.55% 85.84% 73.68% 85.60% 91.3% 85.63%

6-yearCohortGraduationRate

60.90% 81.30% ** *Notcalculatedatthestatelevel

** *Notcalculatedatthestatelevel

73.68% 85.72%


DOESummary:

PositiveOutcomesCharterSchoolwasrated“Meets”inSY14/15and“Exceeds”inSY15/16andSY16/17ontheontracktograduationmetric.Theschool’scharterwasapprovedwithanattendanceratetargetof90%andtheschoolhasexceededthatthresholdforthepastthreeyears.TheschoolhasalsoexceededtheStateaverageforthepercentageofstudentson-tracktograduationinthe9thgrade.TheschoolfellbelowtheStateaverageonthe4-yearcohortgraduationratemetricinSY14/15andSY15/16butexceededtheStateaverageinSY16/17.TheschoolfellbelowtheStateaverageonthe5-yearcohortgraduationratemetricforthepastthreeyears.

a)OnTracktoGraduationratingsoverthecourseofthecharterterm



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b)ExpectedoutcomesforOnTracktoGraduation


POCSexpectedoutcomesforOn-TracktoGraduationwillmeetorexceedthestate’sannualexpectations.Wewillcontinuetoimplementallofourprogramswithfidelityaswehaveinthepast.Alltheworkwedoisaroundsupportingthismeasure.Attendance,remainingontrackandgraduatingfromschoolareallcornerstonesofourwork.Wewillcontinuetoprovidesupporttostudentswhoarefallingbehindandworkingtohelpstudentscatchup.Wewillprovidetutoring,one-on-onesupportandsummerenrichmentprograming.Wewillcontinuetoprovideremediationandinterventiontohelpstudentsfindsuccess.

c)ProgressmeasurestomonitorOnTracktoGraduationoutcomes


POCSwillcontinuetoreviewalldatapointsandcontinuetomonitorwhatstudentsneedtoremainontrack.Wewillprovideanysupportsneededforstudentswhoarriveofftrackordriftofftrackwhileenrolledwithourschool.Aslistedabove,thesesupportscanbetutoring,one-on-onesupport,extraclassroomassistance,summerenrichmentoranyotherneededsupport.


Thetableaboveliststheschool’savailableDSSFOnTracktoGraduationratings.Respondtothefollowingquestions.

a. Basedontheschool’sOnTracktoGraduationratingsoverthecourseofthecharterterm,discusstheschool’scurrentperformanceandprovideexplanations/rootcauses(positiveandnegative)fortheresults.

2014-15 2015-16 2016-17 2017-18OnTracktoGraduation ★★★★ ★★★★★ ★★★★★ ★★★★★Attendance 94.20% 92.00% 94.61% 95.71%OnTrack9thGrade 100.00% 94.40% 95.50% 98.46%4YRCohortGradRate 54.55% 73.68% 91.30% 90.48%5YRCohortGradRate 60.00% 54.55% 73.68% 91.30%6YRCohortGradRate 60.90% ** ** 73.68%Thechartlistedaboveshowsourschoolprogressinthismetricoverthepastfouryears.OurschoolispleasedtoreportthatusingtheAlternativeAcademicFrameworkourschoolhasreceivedaratingofExceedingStandard(★★★★★)whichisacontinuationofoursuccessofthepastfewyears.



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Ourschoolbelievesthatthedatapointsofthisindicatoraresomeofthemostimportantitemsonourframeworks.Thechartaboveillustratesourprogressonthesedatapoints.POCS’performanceforthe2017-2018schoolyearshowsthatwearemeetingallexpectationsforourschool.Attendanceinschoolisoneofthefirstareasthatourschoolfocussesonforourstudents.Ourstudentsarenotabletolearniftheyarenotinattendanceatschool.Manyofourincomingstudentsenrollinourschoolwithunsatisfactoryschoolattendance.Recognizingthis,ourschoolcharteridentifiedanattendancetargetof90%.Westriveeachyeartoexceedthistarget.Webelievethatthegreatestwaytoimproveschoolattendanceistohaveastrongschoolculture.Ourattendancerateof95.71%isrepresentativeofourschoolculture.Thisdataisalsoconsistentoverourcurrentcharterterm.Thenextindicator,OnTrack9thGrade,illustratesthatourschoolworkstoprovidequalityoutcomesforourstudentsandstrivestokeepstudentsontrackorhelpsstudentstogetbackontracktoensurethatallstudentsgraduateasclosetoontimeaspossible.Again,thisdatapointisconsistentforthecurrentcharterterm.Thesuccessivedatapointsalldemonstratethatourschoolishavingsuccesswithourtargetpopulation.Ourschoolexperiencedadramaticincreaseinourgraduationratefromthe2014-2015schoolyeartothe2017-2018schoolyear.Anareaofimprovementisdecreasingthenumberofourstudents,thosewhodonotgraduateontime,finishandcompletehighschool.

b. Lookingahead,whataretheschool’sexpectedoutcomesforOnTracktoGraduationandwhatstepswilltheschooltaketoachievethem?

PositiveOutcomesCharterSchoolexpectsoutcomesforOn-TracktoGraduationwillcontinuetomeetorexceedthestate’sannualexpectations.Wewillcontinuetoimplementallofourprogramswithfidelityaswehaveinthepast.Alltheworkwedoisaroundsupportingthismeasure.Attendance,remainingontrackandgraduatingfromschoolareallcornerstonesofourwork.Wewillcontinuetoprovidesupporttostudentswhoarefallingbehindandwillworktohelpstudentscatchup.Wewillprovidetutoring,one-on-onesupportandsummerenrichmentprograming.Wewillcontinuetoprovideremediationandinterventiontohelpstudentsfindsuccess.

c. Describehowtheschoolwillmeasureprogresstodeterminewhethertheschoolisontracktomeettheschool’sexpectedOnTracktoGraduationoutcomes.



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POCSwillcontinuetoreviewalldatapointsandcontinuetomonitorwhatstudentsneedtoremainontrack.Wewillprovideanysupportsneededforstudentswhoarriveofftrackordriftofftrackwhileenrolledinourschool.Aslistedabove,thesesupportscanbetutoring,one-on-onesupport,extraclassroomassistance,summerenrichmentoranyotherneededsupport.



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2.5College&CareerPreparationData

College&CareerPreparation


2014-2015 2015-2016 2016-2017 2017-2018

Rating Stars(/75pts)

1Stars(12.10/75pts) FarBelow

4Stars(44.89/75pts) MeetsStandard

2Stars(21.23/75pts)

NeedsImprovement

School SimilarSchoolsMetricValue




GrowthtoProficiencyELA

n/a 49.90% 6.00% 22.00% 23.00% 33.00% 15.00% 38.00%

GrowthtoProficiencyMath

n/a 23.80% 2.00% 34.00% 7.00% 14.00% 11.00% 30.00%

College&CareerPreparation

n/a 69.40% 5.88% 38.60% n/a ** 5.26% 60.00%

**Theschool’sN-sizeforthismetricwaslessthan20.


DOESummary:

PositiveOutcomesCharterSchoolwasrated“FarBelow”inSY15/16andimprovedto“Meets”inSY16/17onthecollegeandcareerpreparationmetric.GrowthtoproficiencyinELAimprovedfrom6%to23%fromSY15/16toSY16/17butfellbelowStateaverages.Growthtoproficiencyinmathimprovedfrom2%to7%butfellbelowStateaverages.

a)CollegeandCareerPreparationratingsoverthecourseofthecharterterm




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b)ExpectedoutcomesforCollegeandCareerPreparation


Lookingahead,ourschoolexpectstocontinuetomeetexpectationsforthismeasure.However,itisourexpectationthatourperformanceinthisareawillimprove.Weintendtostaythepathonourcurrentprogramandwilldedicateourtimeandefforttocontinuetoimproveourteacherskills,curricularassessmentandacademicandstudentsupports.

c)ProgressmeasurestotrackCollegeandCareerPreparationoutcomes


POCSwillmeasureprogressontheseoutcomesbycontinuingworkonimprovingproficiencyandgrowthrates.


Thetableaboveliststheschool’savailableDSSFCollegeandCareerPreparationratings.Respondtothefollowingquestions.

a. Basedontheschool’sCollegeandCareerPreparationratingsoverthecourseofthecharterterm,discusstheschool’scurrentperformanceandprovideexplanations/rootcauses(positiveandnegative)fortheresults.(Note:Weinvitetheschooltoprovideinformationaboutallstudentsincludingthosebelow,atandaboveproficiency.)



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2014-15 2015-16 2016-17 2017-18

CollegeandCareer NotReported ★ ★★★★ ★★

GrowthtoProficiencyELA 6.00% 23.00% 15.00%GrowthtoProficiencyMath 2.00% 7.00% 11.00%College&CareerPreparation 5.88% n/a 5.26%

Thechartlistedaboveshowsourschoolprogressinthismetricoverthepastfouryears.ForthismetricontheAlternativeAcademicFrameworkourschoolhasreceivedaratingofNeedsImprovement(★★).Thisscoreisadecreasefromthepreviousyear.AslistedintheAlternativeAcademicPerformanceFrameworkandtheDSSF,POCShasnotmetthemetricsforCollege&CareerPreparation.Thisindicatorisbasedonourstudents’growthtoproficiencyindicators.Thechartsaboveillustratethatourschoolhasworktodotoimproveourstudents’outcomes.Theoutcomesforthismetricarealsoimpactedbythesameimpactsthatwereidentifiedinsection2.2.WedidseeagrowthinourMathematicsGrowthtoProficiencydata;however,theoveralldecreaseinELAscoresisreflectedherealso.Ourstudents’performanceisreflectiveofthechallengesthatmanyofthemfaceeachday.Whilethesechallengesimpacttheirsuccess,itisnotarootcauseforthescores.Ourschoolmustworktofindwaysandpathstohelpourstudentsfindsuccess.Ourentireprogramisdesignedtodojustthis.

b. Lookingahead,whataretheschool’sexpectedoutcomesforCollegeandCareerPreparationandwhatstepswilltheschooltaketoachievethem?

Inlookingforward,ourschoolexpectstoworktoincreaseperformanceinordertomeetexpectationsforthismeasure.Performanceinthismetricisnotdirectlyconnectedtoproficiencyexpectationsitistiedtothelong-termgrowthofstudentsandiftheyareontracktomeetproficiencyexpectations.Whilethiscouldprovechallengingwedoplantocontinueworkinthisarea.WealsointendtocontinuetoworkwithourstudentstoimproveSATperformance.Tothisendwewillcontinuetodothefollowing:

• ProvidecontinuedaccesstoSATandPSATtestingatnochargetostudents• AdministerPSATtestingtostudentsingrades8,9and10• Provideaccesstodualenrollmentcoursesforstudentsingrade12whoexpressinterestand

arecurrentoncreditrequirements

c. Describehowtheschoolwillmeasureprogresstodeterminewhethertheschoolisontracktomeettheschool’sexpectedCollegeandCareerPreparationoutcomes.



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PositiveOutcomesCharterSchoolwillimproveprogressontheseoutcomesbycontinuingworkonimprovingproficiencyandgrowthrates.WewillanalyzethisprogressusingmetricoutcomesdescribedintheDelawareSchoolSuccessFramework(DSSF).ThiswillbefocusedonSBAC,SAT,PSATanddualenrollmentdata.



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III.ORGANIZATIONALPERFORMANCE

TheOrganizationalPerformanceFrameworkreflectsexpectationsthecharterschoolisrequiredtomeetthroughstateandfederallawandthecharterperformanceagreement,andseekstoprovideinformationregardingthesekeyquestions:

• Istheschoolorganizationallysoundandwelloperated? • Istheschoolfulfillingitslegalobligationsandsoundpublicstewardship? • Istheschoolmeetingitsobligationsandexpectationsforappropriateaccess,education,

supportservices,andoutcomesforstudentswithdisabilities?

3.1MissionSpecificGoal(s)

Istheschoolfaithfultoitsmissionasdefinedinitscurrentcharter,includingapprovedmission-specificacademicgoalsifapplicable?

DOESummary:

PositiveOutcomesCharterSchoolhastwomissionspecificgoals(readingandmath).Theschoolwasrated“Meets”onbothofitsmissionspecificgoals.

a) 2016-2017missionspecificgoal(s).


POCShasmetthestandardforourmissionspecificgoals.DocumentationofthesegoalshavebeenpreviouslysubmittedtotheCharterSchoolOffice.Inaddition,thebasedataresultsisincludedinAppendix1.

Note:ThisdataelementwasaddedintheSY16/17.Theschoolwasnotrequiredtoprovidearesponsetothisinformation.



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a. Ratetheschool’sperformanceaccordingtothecriteriaestablishedbytheschoolforitsmissionspecificgoal(s).

2014-15 2015-16 2016-17 2017-18

MissionSpecificGoals MeetsStandard

MeetsStandard

MeetsStandard

MeetsStandard

MeetingSRIGrowthTargets 74.38% 66.13% 78.68% 70.33%MeetingSMIGrowthTargets 63.33% 73.81% 82.26% 87.39%PositiveOutcomesCharterSchoolhasmeetourMissionSpecificgoalsfromtheinceptionofthismetric.Theseassessmentsareadministeredtostudentsfourtimesperyeartotrackandmonitorprogressandgrowth.

b. ProvideasAppendix1theresults(datasource)oftheschool’smissionspecificgoal(s).Remembernottoincludeanypersonallyidentifiableinformation(PII).



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3.2OrganizationalPerformance

Note:PleaseutilizethehyperlinkinthissentenceformoreinformationabouttheOrganizationalPerformanceFramework.

Year

EducationProgram Fi

nancial

Managem

ent Governanceand

Reporting StudentsandEmployees SchoolEnvironment

Additional

Obligations

OVERALL RATING

1a

1b 2* 3a 3b 3c 4a 4b 4c 4d 5a 5b 6

CharterTerm

s

Stud

ents

with

D

isab

ilitie

s

FinancialM

anagem

ent

andOversight

Governance

Managem

ent

Accountability

ReportingRequirem

ents

ProtectingStudentRights

AttendanceGoal

StaffCredentialing

EmployeeRights

Facilityand

Transportation

Requirem

ents

HealthandSafety

Requirem

ents

AdditionalObligations

2014-2015

M M * M M M M M D N/R M M M MeetsStandard

2015-2016 M M * M M M M M M N/R M M M MeetsStandard

*DataforthismeasureisnowincludedintheFinancialPerformanceFramework

EducationProgram Governance&Reporting Students&Staff

Mission

Fidelity

Applicab

leState&Fed

eral

Requ

iremen

ts

Stud

entswith

Disab

ilitie

s

Englishlearne

rs

Gov

erna

nce&Pub

lic

Stew

ardship

OversightofS

choo

lMan

agem

ent

Repo

rtingRe

quire

men

ts

Stud

entsRights

Req.onTeache

rCertification

&Hiring

Staff

Facilities,Transpo

rtation,

Health&Safety

Year

1a

1b 1c 1d 2a 2b 2c 3a 3b

4a

OVERALL RATING

2016-2017

M M M M M M M M M M MeetsStandard

2017-2018 M M M M M M M M M M MeetsStandard

DOESummary:



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PositiveOutcomesCharterSchoolhasmetallstandardsmeasuredbytheOrganizationalPerformanceFrameworkannuallyforthelastthreeyears.TheschoolhasmaintainedanoverallratingofmeetsstandardsincetheimplementationoftheOrganizationalPerformanceFrameworksinSY12/13.

a) School'sorganizationalperformanceoverthecurrentcharterterm


POCShasalwaysstrivedfororganizationalexcellenceandcomplianceinallfacetsofourschool’soperations.Asnotedinthechartabove,POCShasexceptionalpracticesinplacetoremainincompliancewithallregulatoryrequirementsandexpectations.

b) Changestoorganizationalpracticesthattheschoolhasimplementedtoimprovetheschool'sorganizationaloutcomes


POCShasalwaysstrivedtobeincompliancewithallrequirementsandexpectations.Weplantocontinuethispractice.Wehavestronginternalcapacitytocontinuetomeetallorganizationexpectations.Ourleadershipteam,schoolboardandstaffstrivetoensurethatweareconsideredanexceptionalorganization.Ourschoolhasalwaysbeenmeasuredascompliantorweimmediatelyworktocorrectanyareasofnoncompliancethatareidentified.TheDelawareDepartmentofEducation’sCharterSchoolOfficeconductsmonthlyauditsofidentifiedareas.POCShasbeenoneofthemostconsistentschoolsinmeetingexpectations.



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c)Indicatormeasurewhereschooldidnotmeetstandardorisapproachingstandard


SchoolcommentsforSY15/16canbefoundat:https://www.doe.k12.de.us/Page/2654



a. Describetheschool’sorganizationalperformanceoverthecurrentcharterterm.(Thissectionisfortheschooltoaddressanyoverallratingwheretheschoolhasnotmetstandards.Theschoolwillbeabletoaddressindividualmetricsinthesectionsbelow.)

PositiveOutcomesCharterSchoolhasalwaysstrivedfororganizationalexcellenceandcomplianceinallfacetsofourschool’soperationsduringourcurrentcharterperiod.Asnotedinthechartabove,POCShasexceptionalpracticesinplacetoremainincompliancewithallregulatoryrequirementsandexpectations.Thisdataindicatesthatourschoolisorganizationallysoundandwell-runanditismateriallymeetingandcomplyingwithapplicablelaws,rules,regulationsandprovisionsofourCharter.Ourschoolhasalwaysbeenfaithfultoourmission,requirementsforinstructionalminutes,graduationandpromotion,contentstandardsandstateprograms,administeringstateassessments,implementingRTI,implementingmandatedprogramminginaccordancewithstateandfederalgrantsandinaccordancewiththeconditionsandassurancesforfederalfunds.ComplianceismonitoredthroughtheDDOE.Additionally,theschoolisfulfillinglegalresponsibilitiesforstudentswithdisabilitiesandEnglishLearnersasdocumentedthroughDDOEaudits.TheschoolmeetstheBoardcompositionrequirements,theboardpoliciesforoversightinclusiveofbylaws,stateopenmeetinglaws,articlesofincorporation,andStateCodeofConduct.TheBoardiscomprisedofcommunity,parentsandstaffmembersandhasawell-functioningCBOC.TheBoardcomplieswithconflictofinterestprocessesandconductsmeetingsinaccordancewiththeregulationsandrequirementsofthelaw.Agendas,minutesandmeetingaudiorecordingsarepostedtotheschool’swebsite(www.positiveoutcomescs.org).TheBoardofDirectorscomplieswithoversiteandevaluationofschoolmanagement.Theschoolprotectsthelegalrightsofallstudentsasperpoliciesandpracticesrelatedtoapplication,admissions,recruitmentandenrollment.TheschoolcomplieswithFERPA,FOIA,dueprocess,civilrightsandcodeofconduct.Theschoolfollowsrequirementsrelativetocertification,hiringandallHRpoliciesandprocedures.Finally,theschoolcomplieswithfireinspectionsandothersafetydrills,certificateofbuildingoccupancy,requirednursingservicesanddispensingofpharmaceuticals,andprovidesfoodservicesasrequiredunderfederalandstateregulations.SafetyandcrisisdrillsarefiledandreportedonlinewithintheERIPsystem.StudenthealthinformationishandledbytheschoolnurseandisdocumentedinstudenthealthfilesandonlineinEschool+.



Page46

b. Identifychangestoorganizationalpracticesthattheschoolhasimplementedtoimprovetheschool’sorganizationaloutcomes.

PositiveOutcomesCharterSchoolhasalwaysstrivedtobeincompliancewithallrequirementsandexpectations.WeplantocontinuethispracticethroughoutournextCharterterm.Wehavestronginternalcapacitytocontinuetomeetallorganizationexpectations.Ourleadershipteam,schoolboardandstaffstrivetoensurethatweareconsideredanexceptionalorganization.Ourschoolhasalwaysbeenmeasuredascompliantorweimmediatelyworktocorrectanyareasofnoncompliancethatareidentified.TheDelawareDepartmentofEducation’sCharterSchoolOfficeconductsmonthlyauditsofidentifiedareas.

c. Addressanymeasurewhereschooldidnotmeetstandardorisapproachingstandard.

PositiveOutcomesCharterSchoolhasreceivedaratingofmeetsonallrequiredmeasuresoftheOrganizationalPerformanceFramework.WecanalwaysbeabetterorganizationandPOCScontinuestoidentifymethodstocontinuetogrow.Asaschool,wetakeallinputforimprovementtodrivesystematicandorganizationalimprovementseachyear.Weseekoutsideadvicewheneveranissuemayimpactourschool.



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OrganizationalPerformanceExpectations

PositiveOutcomesCharterSchool'soverallorganizationalratingisMeetsStandard.Duringournextrenewalperiod,ourexpectationistomaintaintheoverallratingof""Meets,""asmeasuredbytheAlternativeOrganizationalPerformanceFramework.Eachyear,wewillbeontracktodemonstrateperformancealignedwiththosealternativeorganizationalperformanceexpectations.Thisprogresswillbemonitoredthroughourannualperformancereview.

DOESummary:

PositiveOutcomesCharterSchoolhasmetallstandardsmeasuredbytheOrganizationalPerformanceFrameworkannuallyforthelastthreeyears.TheschoolhasmaintainedanoverallratingofmeetsstandardsincetheimplementationoftheOrganizationalPerformanceFrameworksinSY12/13.


POCShasmetthegoaltoreceivea“MeetsStandard”foreachofthemeasuredareas.Asmentionedabove,ourcomplianceratingisduetoanorganizationalfocusoncompliance.Wealsoalwaysstrivetoensurethatourorganizationisensuringthatweprovidethebestenvironmentsforourstaff,studentsandfamilies.


d. Discusstheschool’sorganizationalperformancebasedonitsapprovedPerformanceAgreement.

Duringourcurrentcharterterm(2014-present)ourschoolhasconsistentlyachievedanoverallratingof“MeetstheStandard”inOrganizationalPerformance.Asmentionedabove,ourcomplianceratingisduetoanorganizationalfocusoncompliance.Wealsoalwaysstrivetoensurethatourorganizationisensuringthatweprovidethebestenvironmentsforourstaff,studentsandfamilies.



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3.3EducationalProgram

a.DescribeanychangestotheeducationprogramorcurriculatheBoardplanstomakepriorto

therenewal.

PositiveOutcomesCharterSchooldoesnotplananychangestooureducationalprogramorcurricula

atthistime.

b. Asappendices,providethefollowingdocumentsasevidenceofcurriculumalignmenttotheCommonCoreStateStandardsandtheNextGenerationScienceStandards:

Appendix2Provideanelectroniccopyofcurriculaincludingscopeandsequencedocuments,units,assessmentsandcontentcoveredpercorecontentarea(Mathematics,EnglishLanguageArts,SocialStudiesandScience)foreachgradeleveltheschoolserves(Note:Curriculaisonlyrequiredifithaschangedsinceitwaslastapproved).ThedocumentsshoulddemonstrateclearalignmentwiththeDelawareContentStandards(includingCommonCoreStateStandardsinEnglishLanguageArtsandMathematics,andNextGenerationScienceStandards)incorecontentareas.IftheschoolplanstojointheScienceCoalition,thenasignedMOUwouldreplacethescopeandsequencerequirementforScience.IftheschoolplanstojointheSocialStudiesCoalition,thenasignedMOUwouldreplacethescopeandsequencerequirementforSocialStudies.



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3.4At-riskstudents,StudentswithDisabilities,andEnglishLanguageLearners

Year

EducationProgram

1b

Students with Disabilities

2014-2015

M

2015-2016 M

EducationProgram

ApplicableState&FederalRequirements

StudentswithDisabilities Englishlearners

Year

1b 1c 1d

2016-2017

M M M

2017-2018 M M M

*DataisanexcerptfromtheoverallOrganizationalPerformanceFrameworkdataincludedinsection3.2.

Note:Eachitembelowmustbeaddressedseparately.

a. Ifapplicable,describeanychangesorenhancementstheschoolhasmadebasedonfindingsfromaudits,investigations,orotheradministrativeproceedingsrelatedtoat-riskstudents,studentswithdisabilities,orEnglishLanguageLearners.

DuringthelastauditconductedbytheDelawareDepartmentofEducation’sDivisionofSpecialEducation,PositiveOutcomeswasfoundnon-compliantwithitsuseofthedepartment’sEducationalRepresentativeafterAttainmentofAge18.TheLEAhascorrectedthisactionitembyimplementingtheuseoftheEducationalRepresentativeafterAttainmentofAge18asalocalformpresentedattheIEPmeetinginwhichthestudentisseventeenyearsold.PositiveOutcomesCharterSchoolshalldiscussthetransferofrightsatageofmajority.Beginningnotlaterthanoneyearbeforethechildreachestheageof18,theIEPshallincludeastatementthatthechildhasbeeninformedthatthechild'srightsunder14Del.C.§3132willtransfertothechild,oraneducationalrepresentativeoreducationalsurrogateparentonreachingtheageof18under14DEAdmin.Code926.20.0.

b. Describeanychangesorenhancementstotheprocessbywhichat-riskstudentsareidentifiedandtheevidencethattheschoolwasabletoprovidetherightresourcesandservicesforthesestudents.



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PositiveOutcomesCharterSchoolfollowsamulti-tieredsystemofsupport(MTSS)providesidentificationoflearningandbehavioralneedsandtimelyinterventionsforstudentswhoareat-riskforlong-termlearningorbehavioralchallenges.Thissystemincludesthreelevelsortiersofintensityorthreelevelsortiersofpreventionwhichrepresentacontinuumofsupports.Anystaffmember,familymember,orstudentcanmakeareferralforservices.Staffmembersmakereferralsforindividualstudentsbycompletingthesupportreferralformlocatedontheschoolwebsite.PositiveOutcomesCharterSchoolutilizesScholasticReadingInventoryandScholasticMathInventoryinadditiontostandardizedassessments,commoncoreassessments,andobservationstodeterminesupportsforindividualtests.Studentsscoringinthebottomtwenty-fivepercentwillbeconsideredforamorerestrictiveacademictier.IncollaborationwithDevereuxCenterforEffectiveSchools,aschoolwidepositivebehavioralinterventionsandsupportsweredeveloped.Theprogramisabroadrangeofsystemicandindividualizedstrategiesforachievingimportantsocialandlearningoutcomeswhilepreventingproblembehaviorwithallstudents.TheWolfPackProgramisaschoolwidepreventionprogramforstudentswhorequireadditionalinterventionsinordertoimprovetheirbehavior.Theprogramistoidentifystudentsthatarenotrespondingtogeneralpositivebehavioralinterventionsandprovidethemwithmorefrequentfeedbackinordertoimprovetheirbehavior.If,after6schoolweeksofTier3interventions(oruptoatotalof18schoolweeksofintervention),achildhasmadeprogresstowardbenchmarks,butisnotonatrajectorytomeetend-of-yearbenchmarks,theinstructionalsupportteamshallmeettoreviewthechild’sprogramandprogress,toassurethatthechildisreceivingdifferentiatedneeds-basedinstruction.Inaddition,theinstructionalsupportteam’sreviewshallincludefidelityofprogramimplementation,pacing,andappropriatenessofinstructionalgroupings.Basedonitsreview,theinstructionalsupportteamshalldeterminewhether:additionalassessmentsarerequired;additionalchangestoinstructionalorbehavioralmethodsarerequired;orthechildshouldbereferredforaninitialevaluationforspecialeducationservices.

c. DescribeanychangesorenhancementstotheprocessbywhichEnglishLanguageLearnersareidentifiedandtheevidencethattheschoolwasabletoprovidetherightresourcesandservicesforthesestudents.

Ahomelanguagesurveyorthequestionscontainedinthesurveyshallbeadministeredaspartoftheregistrationprocessforallregisteringstudentsandshallelicitfromthestudent'sparent,guardianorRelativeCaregiverthestudent'sfirstacquiredlanguageandthelanguage(s)spokeninthestudent'shomeorbythestudent.AnystudentforwhomalanguageotherthanEnglishisreportedonthehomelanguagesurveyorontheregistrationformasthestudent'sfirstacquiredlanguageorasalanguageusedinthestudent'shomeorbythestudentshallbeadministeredanEnglishlanguageproficiencyassessment.Theassessmentshallbeconductedassoonaspracticable,butnotlaterthantwenty-five(25)schooldaysafterenrollmentandshallbeconductedbyqualifiedpersonneltrainedintheadministrationoftheassessmentinstrument.ProgramsofinstructionforELLsshallincludeformalinstructioninEnglishlanguagedevelopment;andinstructioninacademicsubjectswhichisdesignedtoprovideELLswithaccesstotheregular



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curriculum.Inselectingaprogram(s),PositiveOutcomesCharterSchoolshallchooseprogramsthatareresearchbasedandthathavebeendemonstratedtobeeffectiveintheeducationofELLs.ProgramsshallbeimplementedconsistentwiththegoalofpromptacquisitionoffullEnglishproficiency.ProgramsshallincludeinstructioninacademicsubjectswhichisequivalentinscopetotheinstructionthatisprovidedtostudentswhoarenotlimitedinEnglishproficiency.InstructionshallbedeliveredbyindividualswhomeetDepartmentofEducationlicensureandcertificationrequirementsandwhoaretrainedinthedeliveryofinstructiontoELLsCurrently,PositiveOutcomesCharterSchooldoesnothavestudentswhoqualifyasEnglishLanguageLearners.

d. Describeanychangesorenhancementstotheprocessbywhichstudentswithdisabilitiesareidentifiedandtheevidencethattheschoolwasabletoprovidetherightresourcesandservicesforthesestudents.

Inconductingtheevaluation,PositiveOutcomesCharterSchoolshalluseavarietyofassessmenttoolsandstrategiestogatherrelevantfunctional,developmental,andacademicinformationaboutthechild,includinginformationprovidedbytheparent,thatmayassistindeterminingwhetherthechildisachildwithadisabilityasdefinedunder14DEAdmin.Code922.3.0,andthecontentofthechild'sIEP,includinginformationrelatedtoenablingthechildtobeinvolvedinandprogressinthegeneraleducationcurriculum.Uponcompletionoftheadministrationofassessmentsandotherevaluationmeasures,agroupofqualifiedprofessionalsandtheparentofthechildshalldeterminewhetherthechildisachildwithadisability,asdefinedin14DEAdmin.Code922.3.0,inaccordancewith6.2andtheeducationalneedsofthechild;andthepublicagencyshallprovideacopyoftheevaluationreportandthedocumentationofdeterminationofeligibilityatnocosttotheparent.TheevaluationreportshalldocumenttheIEPteam’sdiscussionoftheeligibilitydeterminationincluding,whereappropriate,theadditionalrequirementsforstudentswithalearningdisability.TheIEPteamshalldrawuponinformationfromavarietyofsources,including,asappropriate,aptitudeandachievementtests,informationacquiredfromresponsetointerventionprocesses,parentinput,andteacherrecommendations,aswellasinformationaboutthechild'sphysicalcondition,socialorculturalbackground,andadaptivebehavior;andensurethatinformationobtainedfromallofthesesourcesisdocumentedandcarefullyconsidered.Ifadeterminationismadethatachildhasadisabilityandneedsspecialeducationandrelatedservices,anIEPshallbedevelopedforthechildinaccordancewith20.0through24.0.Inaddition,PositiveOutcomesCharterSchoolhasimplementedadditionalclassroomsinordertoprovideallstudentswiththeopportunitytobesuccessfulintheleastrestrictiveenvironment.



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3.5FinancialManagementandOversight,GovernanceandReportingRequirements

Year

FinancialManagement GovernanceandReporting

2* 3a 3b 3c

FinancialManagementandOversight

Governance ManagementAccountability

ReportingRequirements

2014-2015

* M M M

2015-2016 * M M M

Governance&Reporting

Governance&PublicStewardship

OversightofSchoolManagement

ReportingRequirements

Year

2a 2b 2c

2016-2017

M M M

2017-2018 M M M

Note:DataisanexcerptfromtheoverallOrganizationalPerformanceFrameworkdataincludedinsection3.2. *Measure2:FinancialManagementandOversightwasmovedtotheFinancialPerformanceFrameworkbeginninginschoolyear2016-17.

a.ProvideinformationregardinghowtheBoardofTrusteeseffectivelyevaluatestheSchoolLeader(s),includinganypoliciesorproceduresrelatedtosuchevaluation(s).

ThePositiveOutcomesCharterSchoolBoardofDirectorsmeetsannuallytodiscusstheoverallprogressandoutcomesfromourschool.Duringthistime,theydiscusstheeffectivenessoftheschool’sdirectorandadministrativeteam.TheyusetheCharterSchoolPerformanceFrameworksforthebasisofconversationsanddecisions.Theythenprovideregularfeedbacktothedirectorandmakeadecisiontorenewtheemploymentcontract.

b.ProvideinformationregardinghowtheBoardofTrusteeseffectivelyevaluatesitsownsuccess.Includeexamplesofanycorrectiveactions,ifapplicable,theBoardofTrusteesimplementedasaresultofitsevaluation.

ThePositiveOutcomesCharterSchoolBoardofDirectorsreviewsandevaluatestheirsuccessusingmultiplemeasures.OnewaytheschooldoesthisisbyreviewingoutcomesofeachoftheCharterSchoolPerformanceFrameworks.ReviewingtheAcademic,OrganizationandFinancialFrameworks,theBoardisabletoidentifyareasinneedofimprovementandrevision.Asecondmethodofevaluationisareviewofinternalstrategicgoalsthataresetfortheoverallperformanceoftheschool.Thesereviewsareconductedregularlyandareaportionofmanyofourmeetings.



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Overthenextfiveyears,ourboardhastheopportunitytoimprovegovernancefunctionsandcontinueddevelopmentasaboard.Theboardwillcontinuetoworktoexploretrainingopportunitiesandotherprogrammingthatwillcontinuetoimproveoutcomesforourstudents.

c.Identifytheschool’splantoensuretheeffectivenessofitsBoardofTrustees,includinggovernancetrainingandnewmemberinduction.

ThePositiveOutcomesCharterSchoolBoardofDirectorsiscognizantoftheuniqueneedsandsupportsrequiredtoeffectivelyoperateourschool.Tothisend,ourschoolregularlyrecruitsBoardmemberswhobringdiversesetsofskillsandtalentstoourmeetings.AllnewboardmembersarerequiredtocompletetherequiredfinancialtrainingthatisprovidedthroughtheDelawareDepartmentofEducationandalsocompleteBoardGovernanceTrainingprovidedthroughtheDelawareAllianceforNonprofitAdvancementinrequiredtimelines.Inaddition,theentireboardcompletesBoardGovernanceTrainingeverythreeyears.

d. Describetheschool’sprocessforsuccessionplanningincludingidentification,developmentandretentionofschoolleaders.

ThePositiveOutcomesCharterSchoolBoardofDirectorsrecognizestheimportanceofdevelopingfutureleadersofourschool.Wehavehadtheuniqueopportunitytohaveaschooldirectorinplacethathasworkinginourprogramfor21years.Ourcurrentdirectorhadtheopportunitytoworkunderthepreviousdirectorforaperiodofthreeyearsbeforetakingoverleadershipofourschool.Ourdirectorisdedicatedtoworkingwithinternalteammemberstoidentifypotentialfutureleadersandworkingwiththemtoidentifypathwaysandskillsneededforsuccessasaschoolleader.POCSfirmlybelievesinlongevityandretentionofinstitutionalknowledge.Tothisend,weareproudofthefactthatwehaveacoregroupofleadershipinourschoolthathavebeentogetherfor12+years.Itisanticipatedthatthiswillcontinueforwardduringournextcharterterm.

e. SharehowtheBoardsupportstheschool.SpeaktotheBoard’sinvolvementinevents,operations,andfundraisingactivities.

PositiveOutcomesCharterSchoolBoardofDirectorsiscomprisedofcommunitymembers,parentsandstaffmembers.Eachconstituencybringsdifferentperspectivesandsupportsforourschool.Ourboardmembersattendmonthlymeetingswherethebusinessoftheschoolisdiscussedandactedupon.Theyalsoattendvariousschooleventsthroughouttheschoolyear.PositiveOutcomesCharterSchooldoesnotconductfundraisingactivitiesnordoesitexpectboardmembersfundraiseonbehalfoftheschool.Ourschoolbudgetisnotbuiltontheneedtofundraisenorisitrequiredtofulfilanyofourfunctions.

f. Appendix3:CurrentOrganizationalChart



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g. PleasecompletetheBoardFinancialandGovernancetablebelowwiththenecessaryinformation.InaccordancewithDel.14§512(15),theschoolshallhaveasatisfactoryplantoensuretheeffectivenessofitsboardoftrustees,includinggovernancetrainingsconductedforanynewboardmembersandataminimumofonceevery3years;

h. PleasecompletetheCitizenBudgetOversightCommitteeMembershipandTrainingtable

below.

i. Pleaseinclude:

Appendix4BoardGovernanceTrainingCertificatesand/orDocumentation.

BoardFinancialandGovernanceMembersandTraining

InaccordancewithDel.14§512(15),theschoolshallhaveasatisfactoryplantoensuretheeffectivenessofitsboardoftrustees,includinggovernancetrainingsconductedforanynewboardmembersandataminimumofonceevery3years.

FirstName LastName TermBeginDate

TermEndDate Role/Title Financial

TrainingDate

BoardGovernanceTrainingDate*

Shelly Alioa 9/1/2015 10/1/2018 ParentDirector 9/15/2015 10/1/2016

Kristin Barrall 10/1/2013 10/1/2019 CommunityDirectorVicePresident

11/19/2017 10/1/2016

Deborah Climie 9/19/2018 10/1/2019 StaffDirector ** **

John Dunick 8/16/2017 10/1/2020 CommunityDirector 12/13/2017 6/3/2018

Deborah Economidis 10/1/2017 10/1/2020 ParentDirector 1/31/2018 6/3/2018

Ed Emmett ExecutiveSecretary 2/1/2011 10/1/2016

Tracy Reynolds 9/19/2018 10/1/2021 ParentDirector ** **

Rebecca Scott 9/19/2018 10/1/2020 StaffDirector 11/10/2017 6/3/2018

Doyle Tiller 9/1/2013 10/1/2021 CommunityDirector 11/21/2013 10/1/2016

Susan Wills 9/1/2010 10/1/2019 CommunityDirectorPresident

2/1/2011 10/1/2016

*Pleaselistonlythemostrecenttrainingdate.**NewtoBoard–Trainingtocompletedbyrequireddeadlines

DOESummary:

PositiveOutcomesCharterSchool’sBoardofDirectorsiscurrentlyincompliancewithBoardMembershipandFinancialandGovernanceTrainingrequirements.



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**NoLongerMembersoftheBoardPOCShasworkedtoidentifyboardmemberswhohaveavestedinterestinthesuccessofourprogram.OurBoardiscomprisedoffacultyandstaffmembers,ParentsandCommunityMembers.Oftenourmembershavehaddifficultyattendingtheonceortwiceperyearfinancialtrainings.Weareverypleasedthatthesetrainingshavebeenmovedonline.Movingforwardallboardmemberswillbeabletoaccessthetrainingsattimesthatareconvenientforthem


CitizenBudgetOversightCommitteeMembership&Trainings

Pursuantto14Del.Admin.Code736.6.1EachmemberofaCitizenBudgetOversightCommitteeshallattendandreceiveaCertificateofCompletionfortheCitizenBudgetOversightCommitteetrainingwithintheallottedtimeframeofhis/herappointmenttoaCitizenBudgetOversightCommittee.Providedfurther,additionaltrainingmayberequiredfromtimetotimeasdeterminedbytheDepartment.

FirstName LastName TermBegin

Date TermEndDate

Role/Title Financial

TrainingDate

Kristin Barrall 10/1/2013 10/1/2019 Community/Board 11/19/2017

Cheyenne Dunick 10/1/2017 10/1/2020 Community 12/7/2017

Maurice Floyd 6/1/2018 6/1/2021 Faculty 3/19/2018

Rachel Hohman 6/1/2018 6/1/2021 Administration 7/1/2011

Steve Norman 6/1/2018 6/1/2021 Administration 2/1/2011

Doyle Tiller 6/1/2018 6/1/2021 Parent/Board 11/21/2013

Richard Riggs 8/9/2015 DOERepresentative

11/30/2015

Edward Emmett Staff to CBOC 2/1/2011

Michelle Hastie StafftoCBOC 9/1/2010

Jessica Bennett Staff to CBOC 2/1/2011

DOESummary:

PositiveOutcomesCharterSchool’sCitizenBudgetOversightCommitteeisincompliancewithmembershipandfinancialtrainingrequirements.



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POCShasalwaysstrivedtohaveastrongCBOCteamthathelpsmonitorandguideschoolfinancialpractices.OurCBOCreviewsallfinancialdocumentsandpractices.Theyalsoreviewallexpenditures,includingPurchaseCardusage,forappropriatenessandnecessity.Itisourgoaltocontinuetostrengthenthiscommitteeandseekalargernumberofoutsidememberstocontinueourstrongfinancialsuccess.**NoLongerMembersoftheBoard


3.6Students,EmployeesandSchoolEnvironment

Year

StudentsandEmployees SchoolEnvironment AdditionalObligations

4a 4b 4c 4d 5a 5b 6

ProtectingStudentRights

AttendanceGoal

StaffCredentialing

EmployeeRights

FacilityandTransportationRequirements

HealthandSafety

Requirements

AdditionalObligations

2014-2015

M M D N/R M M M

2015-2016 M M M N/R M M M

Students&Staff

StudentsRights Req.onTeacherCertification&HiringStaff

Facilities,Transportation,Health&Safety

Year

3a 3b

4a

2016-2017

M M M

2017-2018 M M M

Note:DataisanexcerptfromtheoverallOrganizationalPerformanceFrameworkdataincludedinsection3.2.

a. Provideinformationaboutanymetricwheretheschooldidnotmeetstandardsincludinghowtheschooladdressedthisdeficiency.



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PositiveOutcomesCharterSchoolhasmeetallrequirementsforthissetsofindicators.

b. Provideinformationaboutthebestpracticestheschoolusestomeetstandardsintheabovenotedareas.

T

ThePositiveOutcomesCharterSchoolLeadershipTeamiscommittedtoahighleveloforganizationaloperationandworkstirelesslytoensurethatalloperationalneedsofourschoolarecompletedinthemosteffectiveandefficientmeanspossible.POCShasbeencommittedtomeetingallregulatoryrequirementsandprocesses.Wearefocusedoncreatingandadheringtolocal,stateandfederaltimelines.Wefollowtheapplicablelaws,rules,regulationsandprovisionsofthecharterrelatingtostudentsandemployees,schoolenvironment,facilityandhealthandsafety.

c. Includethefollowingdocumentsasappendices:

Appendix5Up-to-dateCertificateofOccupancy Appendix6Up-to-dateFireInspectionCertificate Appendix7Up-todateInsuranceCertificate(s) Appendix8ERIPReportingSY16/17andSY17/18



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3.6TeacherRetention:Istheschoolmonitoringandminimizingteacherattritionratesandmaintainingastableteachingstaff?

2016-2017 2017-2018

%ofTeachersRETAINED

#ofTeachersRETAINED

#ofTeachersELIGIBLE

%ofTeachersRETAINED

#ofTeachersRETAINED

#ofTeachersELIGIBLE

85.7 12 14 85.7 12 14

Note:Teacherretentionisdefinedasthenumberofteacherswhoremainedemployedfromthepreviousyeardividedbythetotalnumberofteachersemployedinthatyear.Forexample,ifaschoolemployed100teachersinSY16/17and90teachersremainedemployedinSY17/18,theschool’steacherretentionratewouldbe90%.

DOESummary:

PositiveOutcomesCharterSchoolretained85.7%ofitsteachersfromthepreviousschoolyear.

a) School’splanstomonitorandminimizeteacherattritionrates


POCSfirmlybelievesthatthesuccessofourschoolisinterwovenintheabilities,capabilitiesanddriveofallofourfacultyandstaff.Thechartaboveliststhenumberofteachersthatwereretained,itisalsocriticaltorememberthatthisisonlyhalfofthetotalfacultyandstaffofourprogram.Eachstaffmemberiscriticaltothesuccessofourschool.WorkingatPOCScanbeexceptionallychallenging.Ourdailyworkinvolvesworkingwithstudentsthathavehaddamagedacademiccareers.Wealsoworkwithstudentswithavarietyofdisabilities,behavioralandmentalhealthchallenges.Theseissuescanallhaveadramaticimpactonourfacultyandstaff.Sincethebeginningofourschool,wehavefoundthatthereasonsteachersleaveisforavarietyofreasons.Thesereasonscanrangefromadesireformoresalarytoadesiretoworkwithadifferentstudentpopulation.Followingthe2016-2017schoolyear,twoteachersdidnotreturntotheirteachingpositions.Oneteacherdecidedtostepbackandbecomeafull-timeparaprofessionalwithourschool.Thisteacherfeltthattheteachingdemandshavecontinuedtobecometoodifficultforhim,buthestillwantedtoworkwithourkidsandourschool.Thesecondteacherdecidedtoleaveourschooltoworkinherlocalcommunityschools.Shewantedtoworkinthecommunityinwhichshelivedandfeltthatsheneededtoworkclosertohome.Tominimizeteacherandstaffattritionandretainhighqualityteachers,POCSutilizesavarietyofstrategies:



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•POCSvaluesandrespectsourstaff’sopinionsandalwaysseekstoworkwiththeminallfacetsofourschool’soperations.ThestaffofPOCShastwoelectedseatsonourschoolboard.Inaddition,teachershaveaseatonourschool’sleadershipteam.Atourschoolteachershaveadirectimpactoneverythingwedo.•POCSseekstoensurethatoursalariesarewithin5%ofteachersinourlocalschooldistricts.•POCSstrivestomaintainanexceptionalteacherclimateandworkenvironmentbyrecognizingtheirsuccessesandachievementsandoperatinginatrueteamenvironment.•POCSalsostrivestoensurethatteachershaveeverythingtheyneedintheirclassroomstobesuccessful.Teachersarealwaysabletoaskforitemstheyneedandtheyareprovidedwithinfinancialreasons.•POCSalsoprovidesteacherfocusedPLCsthataredesignedtosupportqualityinstructionandourteachingclimate.PLCsprovideavenuesfordirectleadershipconversationsanddiscussionaboutwhatisneededtomakeourschoolbetter.


b) School’sprofessionaldevelopmentplanssupportteachersandleadership.


POCSalsoviewsprofessionaldevelopmentasacriticalcomponentofteacherandstaffretention.POCSsupportsourteachersthroughindividualizedandgroupdevelopmentprograms.OurgoalistoensurethatallPDprogramingisalignedatdevelopingandsupportingourteacher’sandleader’sgrowthandhelpingtoensurepositiveoutcomesforallofourstudents.Planningforourprofessionaldevelopmentprogramingstartswithaneedsassessmentthatisconductedwithallourstaffonthelaststaffdayofthepreviousyear.Thisneedsassessmentreviewsallthedatafromthecurrentyearandidentifiesareasthatrequireimprovement.Theseneedsarethenreviewedwithourschoolleadershipteamtoformaplanandrevisegoals.Thefinalstepistheincorporationofthisplanwithourschoolboardandintegrationintoourconsolidatedapplicationandnextschoolyearplanning.Forthe2016-2017schoolyear,POCSplanned14professionaldevelopmentdays.Eachdaywasplannedwithspecificprogramingtoalignwithanidentifiedneedofourfacultyandstafforourstudents.Asummaryofafewofour2016-2017PDactivitiesarelistedbelow.•Duringthe2016-2017schoolyearwepartneredwiththeSouthernDelawareProfessionalDevelopmentCenter(SDPDC)toprovidedirectteachercoachingand



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support.Inaddition,SDPDCprovidedfull-dayprofessionalactivitiesaroundimprovingteacherquestioningskillstoimproveclassroominteractions,one-on-onecoachingsessionswithcontentareateachersandcontentareacurricularplanning,assessmentblueprintingandskillsmapping.•Allstaffwastrainedincreatingapositiveclassroomenvironmentandsupportingstudentneedsintheclassroom.•Allstaffworkedinimprovingourschool-widePBISprogramingandtrainedinusingRestorativePractices.•AllstaffwastrainedinCPIbyourthreetrainers.•AllstaffwastrainedinCPRbyourschoolnurse.

Note:ThisdataelementwasincludedinSY16/17fordirectschoolreporting.SchoolinformationregardingtheperformanceagreementforSY14/15andSY15/16canbefoundintheiroverallannualreport.



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a. Reviewthetableabovewiththeschool’steacherretentiontrends.

PositiveOutcomesCharterSchoolhasretained85.7%ofourinstructionalstaffforthereportedtimeperiods.

b. Describetheschool’splanstomonitorandminimizeteacherattritionrates.Provideinformationaboutwhyteachersleavetheschool.

POCSfirmlybelievesthatthesuccessofourschoolisinterwovenintheabilities,capabilitiesanddriveofallofourfacultyandstaff.Thechartaboveliststhenumberofteachersthatwereretained,itisalsocriticaltorememberthatthisisonlyaportionofthetotalfacultyandstaffofourprogram.Ourschoolemploysavarietyofspecialists,paraprofessionalsandsupportstaffinadditiontoourinstructionalstaffmembers.Eachstaffmemberiscriticaltothesuccessofourschool.WorkingatPOCScanbeexceptionallychallenging.Ourdailyworkinvolvesworkingwithstudentsthathavehaddamagedacademiccareers.Wealsoworkwithstudentswithavarietyofdisabilities,behavioralandmentalhealthchallenges.Theseissuescanallhaveadramaticimpactonourfacultyandstaff.Sincethebeginningofourschool,wehavefoundthattherationaleforteacherstoleaveisforavarietyofreasons.Thesereasonscanrangefromadesireformoresalarytoadesiretoworkwithadifferentstudentpopulation.Followingthe2017-2018schoolyear,twoteachersdidnotreturntotheirteachingpositions.Oneteacherdecidedtoreturntoworkinginhishomeschooldistrictthathischildrenattend.Thesecondteacherdecidedtoleaveourschooltoworkinaschoolmuchclosertoherhomeasshewasdrivingmorethananhourtoourschooleachday.Tominimizeteacherandstaffattritionandretainhighqualityteachers,POCSutilizesavarietyofstrategies:

• POCSvaluesandrespectsourstaff’sopinionsandalwaysseekstoworkwiththeminallfacetsofourschool’soperations.ThestaffofPOCShastwoelectedseatsonourschoolboard.Inaddition,teachershaveaseatonourschool’sleadershipteam.Atourschoolteachershaveadirectimpactoneverythingwedo.

• POCSseekstoensurethatoursalariesarewithin5%ofteachersinourlocalschooldistricts.• POCSstrivestomaintainanexceptionalteacherclimateandworkenvironmentbyrecognizing

theirsuccessesandachievementsandoperatinginatrueteamenvironment.• POCSalsostrivestoensurethatteachershaveeverythingtheyneedintheirclassroomstobe

successful.Teachersarealwaysabletoaskforitemstheyneedandtheyareprovidedwithinfinancialreasons.



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• POCSalsoprovidesteacherfocusedPLCsthataredesignedtosupportqualityinstructionandourteachingclimate.PLCsprovideavenuesfordirectleadershipconversationsanddiscussionaboutwhatisneededtomakeourschoolbetter.

c. Describehowtheschool’sprofessionaldevelopmentplanshaveevolvedoverthecourseofthechartertermtosupportteachersandleadership.

POCSalsoviewsprofessionaldevelopmentasacriticalcomponentofteacherandstaffretention.POCSsupportsourteachersthroughindividualizedandgroupdevelopmentprograms.OurgoalistoensurethatallPDprogramingisalignedatdevelopingandsupportingourteacher’sandleader’sgrowthandhelpingtoensurepositiveoutcomesforallofourstudents.Planningforourprofessionaldevelopmentprogramingstartswithaneedsassessmentthatisconductedwithallourstaffonthelaststaffdayofthepreviousyear.Thisneedsassessmentreviewsallthedatafromthecurrentyearandidentifiesareasthatrequireimprovement.Theseneedsarethenreviewedwithourschoolleadershipteamtoformaplanandrevisegoals.Thefinalstepistheincorporationofthisplanwithourschoolboardandintegrationintoourconsolidatedapplicationandnextschoolyearplanning.Professionaldevelopmentplansduringthiscurrentchartertermhaveprimarilyfocusedonensuringthatschoolstaffunderstandandhavetheskillstoworkwithourtargetpopulationofstudents.Thesetrainingshavefocusedonprovidingsupportsforhighneedsstudents,supportingstudentswithautism,traumainformedpractices,PositiveBehaviorInterventionandSupports,CommonCorePractices,InstructionalPracticesandseveralothersrelatedtoschoolsafety.TheschooladministrationispartoftheCharterSchoolNetworkandparticipatesinCharterNetworkmeetingsandtrainings.



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3.8ClosureRequirements a) Describetheschool’splanforproceduresitwillfollowintheeventoftheclosureordissolutionof

theschool.Theplanshould,ataminimum,addresseachofthefollowingareas:

• Currentbalanceofcontingencyreservefundstobeusedtocoveraccruedexpensesincludingsummerpayobligations(identifyestimatedamountforthe2016-17schoolyear),finalaudit(identifyestimatedcost),andotherexpensestypicallyincurredbyJunebutpaidinJulyorthereafter.

• Ifthecurrentcontingencyreservebalanceisinsufficienttocovertheestimatedcostsidentifiedabove,discusstheschool’splanforensuringtherequiredfundsaresetaside,includingthetimeframeformeetingthisrequirement.

• Identificationoftheindividualsresponsibleforhandlingtheschool’sfinalcloseoutactivitiesafterclosureordissolution(i.e.,whowillprocessanyfinalpayments,coordinatethefinalaudit,etc.).

PositiveOutcomesCharterSchoolBoardofDirectorswouldworkwiththeSchoolDirectortoensurethatallfinancialobligationsaremetduringtheclosureprocess.Ifrequired,theschoolwoulddevelopacomprehensiveclosuretimetablethatwouldbemonitoredregularlythroughregularlyscheduledmeetings.IntheunlikelyeventthatthePositiveOutcomesCharterSchoolshouldcloseorsuspendoperations,theorganizationcurrentlyhasanewcashposition(contingencyreservefunds)ofapproximately$1,583,370asidentifiedinour2017-2018audittocoveraccruedexpensesincludingsummerpayobligations.Theaccruedsalaries,accountspayable,andcapitalleaseliabilities,asofJune30,2018,was$407,012.Clearly,theschoolisfinanciallypreparedtocoverthesepotentialliabilitiesaswellasotherliabilitiessuchascompensatedabsences,whichcurrentlyareestimatedtobeapproximately$41,430.Intheeventofclosureordissolutionoftheschool,POCShasreservefundssetasidetoassurethatallemployeesarepaidaccordingtotheircontractualagreementswiththeschool.Allcashandcashequivalentswillbedistributedfirsttosatisfyoutstandingpayrollobligationsforemployeesoftheschool,thentotheremainingcreditorsoftheschool.Theschool’sBoardwillannuallyreviewitsfundbalancesandfinancialprojectionstoensurethatitsreservebalanceswouldcoversuchacontingency.TheSchoolDirector,BusinessManagerandBoardPresidentwouldhavetheresponsibilitytohandleallfinalcloseoutactivitiesandcoordinatethefinalauditshouldtheschoolcloseorceaseoperations.Currentlythoseindividualsare:EdwardJ.EmmettJr.,SchoolDirector;MichelleHastie,BusinessManager;SusanWills,BoardPresident.TheseindividualswillworkcloselywiththeDOECharterSchoolOfficestafftoensurethatatimelyandeffectiveclosureofallschooloperations.POCSBoardofDirector’swouldworkcloselywithDDOEconcerningstepsforward(parentnotifications,transferofrecords,dispositionofschoolassets,etc.)toensureasmoothandorderlyclosureandtransition.TheschoolwouldfollowalllegalandregulatoryrequirementsuchasthosecontainedinDelawareCode512,§16.



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IV.FINANCIALPERFORMANCE

4.1FinancialPerformanceNote:PleaseutilizethehyperlinkinthissentenceformoreinformationabouttheFinancial Performance Framework.

NearTermIndicators SustainabilityIndicators

FinancialPerformanceFrameworkRatings Cu

rren

tRatio

DaysCash

Enrollm

entV

ariance

Default,Loan

Cov

enan

ts,&

Deb

tServicePa

ymen

ts

TotalM

argin

DebtAssetRatio

CashFlow

DebtServiceCov

erageRa

tio

Fina

ncialM

anagem

enta

nd

Oversight

OverallRating

Year

1a

1b 1c 1d 2a 2b 2c 2d 3

2014-2015

M M M M M M M N/R M MeetsStandard

2015-2016

M M M M M M M N/R M MeetsStandard

2016-2017

M M M M M M F M M MeetsStandard

2017-2018Estimated M M M M M M M M M Meets

Standard

DOESummary:

PositiveOutcomesCharterSchoolhasmaintainedanoverallratingofmeetsstandardsincetheimplementationoftheFinancialPerformanceFrameworksinSY12/13.TheschoolhasmetallmeasuresasassessedbytheFinancialPerformanceFrameworkmetricsexcludingcashflow(2c)inSY16/17.Theschoolusedsurplusfundsaspartofthedownpaymentfortheplannedpurchaseofitsschoolproperty.

a) School'sfinancialperformanceoverthecurrentcharterterm


POCS’Financialperformanceremainsstrong.Asinpreviousyears,weareveryconservativeinourapproachandusezero-basedbudgetinginplanningforcurrentoperations.Wehadnegativecashflowin2017becauseweusedsurplusfundsaspartofthedownpaymentfortheplannedpurchaseofourschoolproperty.Attheendoftheyear,afterthepropertypurchase,wehad$1.1millionremainingsurplusfunds.

b) Financialpracticesthattheschoolhasimplementedtoimprovetheschool'sfinancialoutcomes



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Wecontinuetofocusonourstudentenrollmenttoensurethatwemaintainanenrollmentof120–126students.Duetothesizeofourstudentpopulationandthechangingcompositionofourstudentsandtheirneeds,ourrevenuecangreatlydiffereachyear.Therefore,wherepossible,wecontinuetominimizefixedcostssothatmorecostsarevariable(basedonthenumberofstudentsandtheirneeds).



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c) Indicatormeasurewhereschooldidnotmeetstandardorisapproachingstandard


2.SUSTAINABILITYINDICATORS

Measure2c.CashFlow

2016-2017

1YR:$-265304

3YR:$-103526

Cashflowindicatesthetrendintheschool’scashbalanceoveraperiodoftime.Thismeasureissimilartodayscashonhand,butindicateslong-termstabilityversusnear-term.Sincecashflowfluctuationsfromyear-to-yearcanhavealong-termimpactonaschool’sfinancialhealth,thismetricassessesboththree-yearcumulativecashflowandannualcashflow.Thepreferredresultisgreaterthanzero.

SchoolResponseToRating:

POCS’cashbalancesnearlydoubledovera6-yearperiod,increasingfrom$714,795inFY2010to$1,386,695inFY2016-anaverageof$112,000peryear.Thestrategicopportunitytopurchasetheschoolpropertyrequiredadownpaymentof$600K;asaresult,weused$265Kofoursurplusfundsand,byminimizingexpenses,coulduse$335Kofthecurrentyear’sfundstoprovidethedownpayment.OurcashbalanceattheendofFY2017was$1,121,391.Ourplanistocontinuetodevelopandexecuteplanstoensurepositivecashflowattheendofeachyear.







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a. Describetheschool’sFinancialperformanceoverthecurrentcharterterm(Thissectionisfortheschooltoaddressanyoverallratingwheretheschoolhasnotmetstandards.Theschoolwillbeabletoaddressindividualmetricsinthesectionsbelow.)

POCS’cashbalancesnearlydoubledoveran8-yearperiod,increasingfrom$714,795inFY2010to$1,583,370inFY2018-anaverageof$108,571peryear.Thestrategicopportunitytopurchasetheschoolpropertyrequiredadownpaymentof$600K;asaresult,weused$265Kofoursurplusfundsand,byminimizingexpenses,wewereabletouse$335Kofthecurrentyear’sfundstoprovidethedownpayment.OurcashbalanceattheendofFY2017was$1,121,391;however,thisamountreboundedto$1,583,370bytheendofFY2018.Ourplanistocontinuetodevelopandexecuteplanstoensurepositivecashflowattheendofeachyear.

b. IdentifychangestoFinancialpracticesthattheschoolhasimplementedtoimprovetheschool’sfinancialoutcomes.

Wecontinuetofocusonourstudentenrollmenttoensurethatwemaintainanenrollmentof120–126students.Duetothesizeofourstudentpopulationandthechangingcompositionofourstudentsandtheirneeds,ourrevenuecangreatlydiffereachyear.Therefore,wherepossible,wecontinuetominimizefixedcostssothatmorecostsarevariable(basedonthenumberofstudentsandtheirneeds).AsamemberoftheLeadershipteam,theBusinessManagerisawareoftheschool’splansthatmayhaveafinancialimpactand,thus,isabletoprovideadviceandrecommendationstominimizeoreliminateanynegativefinancialimpact.Monthly,theBusinessManagercontinuestoforecastcashflowsfortheschoolyearandincludessummerencumbrancesinthecashflowforecast.Monthlyforecastsallowustomakeanyneededadjustmentssothatwecanachieveourfinancialgoals.

c. Addressanymeasurewhereschooldidnotmeetstandardorisapproachingstandard

In2017,wehadtheopportunitytopurchasethepropertythattheschoolislocatedon.Thenegativecashflowsaretheresultofthisone-timeevent;theyarenottheresultofincreasingoperatingexpenses(infact,ourfixedoperatingcostswilldecrease).Thepurchaserequiredustouse$265Kofoursurplusfundsinadditiontothecurrentyear’soperatingfundstoprovidea20%downpayment($600K)forthepurchaseoftheproperty.Thepurchaseofthepropertywasverystrategicasitreducesfixedoperatingexpenses($100Kperyear)andeliminatestheriskofthelandlordsellingthepropertytoanotherentity,whichmayhaveresultedinincreasedleasingcosts(fixedcosts)orhavingtorelocatetheschool.Attheendofthefiscalyearwehadacashbalanceof$1.1million.



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Wehadnegativecashflowin2016–2017becauseoftheplannedpurchaseofourschoolproperty.Thispurchasereducedourfutureannualexpensesbyover$75,000.Attheendof2016–2017theschoolhad166dayscash,exceedingtherequired60dayscash.



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FinancialPerformanceExpectations

PositiveOutcomesCharterSchool'soverallfinancialratingisMeetsStandard.Duringournextrenewalperiod,ourexpectationistomaintaintheoverallratingof""Meets""standardasmeasuredbytheFinancialPerformanceFramework.Eachyear,wewillbeontracktodemonstrateeconomicviabilityandachieveourfinancialperformanceexpectation.Thisprogresswillbemonitoredthroughourannualperformancereview.

DOESummary:

PositiveOutcomesCharterSchool'soverallfinancialratingisMeetsStandard.Duringournextrenewalperiod,ourexpectationistomaintaintheoverallratingof""Meets""standardasmeasuredbytheFinancial


Wecontinuetofocusonourstudentenrollmenttoensurethatwemaintainanenrollmentof120–126students.Duetothesizeofourstudentpopulationandthechangingcompositionofourstudentsandtheirneeds,ourrevenuecangreatlydiffereachyear.Therefore,wherepossible,wecontinuetominimizefixedcostssothatmorecostsarevariable(basedonthenumberofstudentsandtheirneeds).


Howtheschooldevelopedandimplementedacorrectiveactionplaninresponsetoauditfindings(ifapplicable)

DOESummary:

Notapplicable.


Notapplicable.


NotApplicable



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NotApplicable

d. Discusstheschool’sfinancialperformancebasedonitsapprovedPerformanceAgreement.

PositiveOutcomesmettheexpectationsoftheapprovedPerformanceAgreementandachievedanoverallratingof“Meets”forall5yearsoftheAgreement.

e. Describehowtheschooldevelopedandimplementedacorrectiveactionplaninresponsetoauditfindings(ifapplicable).

POCShashadanindependentauditeveryyear.Therehavebeennofindings,and,therefore,nocorrectiveactionplans.

f.Asappendices,pleaseprovidethefollowingdocuments:

Appendix9SummaryofFindingsfromIndependentAudits(ifapplicable) Appendix10FinalFiscalYear2018Revenue&ExpenditureBudgetReportintheprescribedDepartmentformat Appendix11ApprovedpreliminaryFiscalYear2019BudgetintheprescribedDepartmentformat Appendix12FiscalYear2018AuditedFinancialStatements(iffinalreportisnotavailable,adraftversionisacceptableuntilfinalversioniscompleted) Appendix13Five-yearrevenueestimates,budgetprojectionssheetsandbudgetnarrative.Iftheprojectedenrollmentisincreasingordecreasingby5%ormoreoverthetermofthecharter,pleaseincludeaseparatewrittenjustificationforthemodificationrequestaswellasbudgetdocumentsreflectingthenewenrollmentfigures.



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V.INNOVATION

School’sinnovativepractice(s)thatcouldbereplicatedatotherschoolsinDelaware


AcademicPracticesthatotherschoolscouldreplicate:ThestaffatPositiveOutcomesCharterSchoolhasalwaysviewedtheschoolasanimportantcomponentintheeducationalsystemforthestateofDelaware.Manyofthestrategiesandpracticesthatmakeourschoolsuccessfulcouldbereplicatedthroughoutthestate.SpecificAcademicStrategiesandPractices•Theschoolissmall.•Classsizesaresmall.•Theschoolisstudentfocused.•ProfessionalDevelopmentactivitiesarefocusedonstudentneed.•Teachersaretrainedtoprovideindividualaccommodations,basedonstudentneed.•Evaluationsarebasedoncoachingstafftoimproveoutcomesforstudents•TheStudenttoInstructionalStaffRatioissmall–1:7•TheStudenttoComputerratioishigh–1:2.09•Studentsareevaluatedthroughauthenticassessmentoftheirlearningthroughexhibitions•Studentshaveregularandcontinuousaccesstotechnologicaltoolsforlearning.•Allstaffmemberstakeapersonalinterestinthesuccessofallstudents.•Thestaffmeetsregularlytodiscusstheneedsandissuesofstudents.•IntensiveBehavioral,SocialandEmotionalSupports•StudentsparticipateinrealworldinternshipsWithinthesmallclassesofstudentsteachingmethodsappeartobetraditionalatPositiveOutcomes,withinthesmallclassesofstudents.Duringinstruction,though,adozenstrategiesmaybeimplementedwhichdifferentiatebetweenstudentswithvariousneeds.Theteachermayfrequentlymodifytheclassroomsetup.Assignmentsaregivenorallyandwrittenontheboard.Theteacherismobileintheclassroomthroughouttheclassperiod,monitoringstudentbehaviorandacademicprogress.Studentperformanceisevaluatedthroughfrequentassessment.Theassessmentmaybeadministeredorallytosomestudents.Teachersmayusethesametestbutgradeitdifferentlyfordifferentstudents.Over68%ofourstudentpopulationhasanidentifieddisabilitywithawrittenIndividualEducationPlan.Eachteacherisresponsibleforplanning,implementingandmonitoringthegoalsforourspecialeducationstudents.EachteacherisalsoresponsibleforimplementingtheaccommodationsthatarelistedineachstudentIEPduringinstructionandassessment.Teachersareprovidednumerousprofessionaldevelopmentopportunitiesformethodsofteachingspecialeducationstudents.



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Thestaffoftheschoolmeetsweeklytodiscussthestudentpopulation.Theseweeklymeetingshelpthestafftoidentifystudentsinneedofaccommodations,increasedattention,thatarehavingproblemsathome,solutionstoissues,andstrategiestohelpotherstaff.Theseweeklymeetingsarealsoattendedbytheschooladministrationtoensurethatourstudentshaveaccesstoalltheservicesthatareavailabletothem.Eachofthepracticeslistedaboveaddstothecostofeducation.Eachofthepracticescouldbereplicatedelsewhere,ifschoolsordistrictsarewillingtocommitthenecessaryresources.Thereisnoinexpensivewaytoaddressthecomplicatedneedsofthisdiversestudentpopulation.OrganizationalPracticesthatotherschoolscouldreplicate:OneofthecornerstonesofPositiveOutcomesCharterSchoolisensuringcompliancewiththemyriadofregulations,policiesandrequirementsthathavebeenestablishedforcharterschools.Additionallyashasbeenpreviouslystated,ourschoolattemptstooperatewithcompletetransparencyinallschooloperationsandprograming.Manyofthestrategiesandpracticesthatmakeourschoolsuccessfulcouldbereplicatedthroughoutthestate.Identifyingkeyaspectsthatcouldbereplicatedischallengingasourschoolhasstrivedtobeamodelorganizationinallaspectsofschooloperations.Wefrequentlyconsultwithothernewandexistingcharterschoolstoassisttheirdevelopmentandoperations.FinancialPracticesthatotherschoolscouldreplicate:PositiveOutcomesCharterSchoolbelievesinhavingcompletelytransparentfinancialprocesseswithsignificantoversightandsegregationofduties.Thistransparencyhasledtoourschoolhavingnosignificantfindingsoractsofimproprietyforthelast20financialaudits.Ourschoolknowsandunderstandsthatthefoundationofourschoolisbuiltuponourfinancialposition.Forthisreason,ourschoolhasalwaysfocusedonsolidifyingthisareaofourschooloperation.Manyofthestrategiesandpracticesthatmakeourschoolsuccessfulcouldbereplicatedthroughoutthestate.SpecificFinancialStrategiesandPractices•HighQualityBusinessManager•StrategicPlanningofFinancialOperations•15MonthForecastingofFinances•TransparencyofP-CardExpenditures•IntegrationofBusinessManagerintoLeadershipTeam•ContinuousFocusonCostSavingPractices•StreamlinedFiscalMonitoring•ComprehensiveInventoryofAssets



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•ContinuousupdatingofreportsforclarityandrefinementThemostsignificantfinancialpracticethatcouldbereplicatedatotherschoolsishavingahigh-qualitybusinessmanagerthatisamemberoftheleadershipteam.Havingahigh-qualitybusinessmanagerthatisfocusedontheoverallsuccessoftheschooliscritical.Asamemberoftheschool’sleadershipteamthebusinessmanagerisinvolvedinallplanningactivities.Thisenablesthebusinessmanagertheopportunitytoidentifyfundingoptionsforimprovements.Inaddition,thebusinessmanagercanknowwhatchangesareneededtofundcriticalschoolprograms.POCSalsoconsistentlyandconservativelyestimatesbudgetrevenueseachyeartoprotectagainstpotentialrevenueshortfallsanddeviations.Thefinalandactualrevenuesareneverknownduringthepreliminarybudgetprocessesduetothefactthatlocalfundingamounts,aswellassomestateandfederalrevenues,arenotprovidedtothecharterschoolsuntilaftertheschoolyearhasbegun.Theschoolavoidsdeficitspendingandiscontinuallyfocusedonstaffingformulasbasedonunitcountprojectionsandestimates.OurschoolalsohasensuredthatourBoardofDirectorsreceivesandreviewsmonthlyreportsshowinglineitemexpensesandrevenuecomparedtobudgetprojectionsshowingfavorableandunfavorableitems.ThesereportsarealsoreviewedandanalyzedbythePOCSCBOC.Theboardalsoreviewsallspendingandpurchasingthatisexecutedbytheschool.WedothisbypresentingallP-CardreportstotheboardandtheCBOCateachmeeting.Inaddition,theboardandCBOCareabletohaveaccesstoallfinancialreportsthattheyrequesteitherinpaperorindigitalformats.Theschoolannuallyreceivesanexternalauditthatisconductedbyacertifiedpublicaccountingfirm.TheseauditreportsaresharedwiththeBoardofDirectors,CBOC,DepartmentofEducationandtheStateAuditor’sOfficeandarepostedontheschool’swebpage.Wealsowelcomeourannualauditsasanopportunitytoreviewcurrentpracticesandidentifyareasthatcanbestrengthenedandimproved.Thisbeliefsystemhelpsourschoolfocusoncontinuousgrowthandimprovementcomparedwithmaintainingthestatusquo.





a.Describetheschool’sinnovativepractice(s)thatcouldbereplicatedatotherschoolsinDelaware.Pleaseincludethedatathatsupportsthesuccessofthesepractice(s).



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AcademicPracticesthatotherschoolscouldreplicate:ThestaffatPositiveOutcomesCharterSchoolhasalwaysviewedtheschoolasanimportantcomponentintheeducationalsystemforthestateofDelaware.Manyofthestrategiesandpracticesthatmakeourschoolsuccessfulcouldbereplicatedthroughoutthestate.SpecificAcademicStrategiesandPractices•Theschoolissmall.•Classsizesaresmall.•Theschoolisstudentfocused.•ProfessionalDevelopmentactivitiesarefocusedonstudentneed.•Teachersaretrainedtoprovideindividualaccommodations,basedonstudentneed.•Evaluationsarebasedoncoachingstafftoimproveoutcomesforstudents•TheStudenttoInstructionalStaffRatioissmall–1:7•TheStudenttoComputerratioishigh–1:2.09•Studentsareevaluatedthroughauthenticassessmentoftheirlearningthroughexhibitions•Studentshaveregularandcontinuousaccesstotechnologicaltoolsforlearning.•Allstaffmemberstakeapersonalinterestinthesuccessofallstudents.•Thestaffmeetsregularlytodiscusstheneedsandissuesofstudents.•IntensiveBehavioral,SocialandEmotionalSupports•StudentsparticipateinrealworldinternshipsWithinthesmallclassesofstudents,teachingmethodsappeartobetraditionalatPositiveOutcomes.Duringinstruction,though,adozenstrategiesmaybeimplementedwhichdifferentiatebetweenstudentswithvariousneeds.Theteachermayfrequentlymodifytheclassroomsetup.Assignmentsaregivenorallyandwrittenontheboard.Theteacherismobileintheclassroomthroughouttheclassperiod,monitoringstudentbehaviorandacademicprogress.Studentperformanceisevaluatedthroughfrequentassessment.Theassessmentmaybeadministeredorallytosomestudents.Teachersmayusethesametestbutgradeitdifferentlyfordifferentstudents.Over68%ofourstudentpopulationhasanidentifieddisabilitywithawrittenIndividualEducationPlan.Eachteacherisresponsibleforplanning,implementingandmonitoringthegoalsforourspecialeducationstudents.EachteacherisalsoresponsibleforimplementingtheaccommodationsthatarelistedineachstudentIEPduringinstructionandassessment.Teachersareprovidednumerousprofessionaldevelopmentopportunitiesformethodsofteachingspecialeducationstudents.Thestaffoftheschoolmeetsweeklytodiscussthestudentpopulation.Theseweeklymeetingshelpthestafftoidentifystudentsinneedofaccommodations,increasedattention,andstudentthatarehavingproblemsathome.Thestaffalsodiscussessolutionstoissues,andstrategiestohelpotherstaffmembers.Theseweeklymeetingsarealsoattendedbytheschooladministrationtoensurethatourstudentshaveaccesstoalltheservicesthatareavailabletothem.Eachofthepracticeslistedaboveaddstothecostofeducation.Eachofthepracticescouldbereplicatedelsewhere,ifschoolsordistrictsarewillingtocommitthenecessaryresources.Thereisnoinexpensivewaytoaddressthecomplicatedneedsofthisdiversestudentpopulation.OrganizationalPracticesthatotherschoolscouldreplicate:



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OneofthecornerstonesofPositiveOutcomesCharterSchoolisensuringcompliancewiththemyriadofregulations,policiesandrequirementsthathavebeenestablishedforcharterschools.Additionally,ashasbeenpreviouslystated,ourschoolattemptstooperatewithcompletetransparencyinallschooloperationsandprograming.Manyofthestrategiesandpracticesthatmakeourschoolsuccessfulcouldbereplicatedthroughoutthestate.Identifyingkeyaspectsthatcouldbereplicatedischallengingasourschoolhasstrivedtobeamodelorganizationinallaspectsofschooloperations.Wefrequentlyconsultwithothernewandexistingcharterschoolstoassisttheirdevelopmentandoperations.FinancialPracticesthatotherschoolscouldreplicate:PositiveOutcomesCharterSchoolbelievesinhavingcompletelytransparentfinancialprocesseswithsignificantoversightandsegregationofduties.Thistransparencyhasledtoourschoolhavingnosignificantfindingsoractsofimproprietyforthelast20financialaudits.Ourschoolknowsandunderstandsthatthefoundationofourschoolisbuiltuponourfinancialposition.Forthisreason,ourschoolhasalwaysfocusedonsolidifyingthisareaofourschooloperation.Manyofthestrategiesandpracticesthatmakeourschoolsuccessfulcouldbereplicatedthroughoutthestate.SpecificFinancialStrategiesandPractices•HighQualityBusinessManager•StrategicPlanningofFinancialOperations•15MonthForecastingofFinances•TransparencyofP-CardExpenditures•IntegrationofBusinessManagerintoLeadershipTeam•ContinuousFocusonCostSavingPractices•StreamlinedFiscalMonitoring•ComprehensiveInventoryofAssets•ContinuousupdatingofreportsforclarityandrefinementThemostsignificantfinancialpracticethatcouldbereplicatedatotherschoolsishavingahigh-qualitybusinessmanagerthatisamemberoftheleadershipteam.Havingahigh-qualitybusinessmanagerthatisfocusedontheoverallsuccessoftheschooliscritical.Asamemberoftheschool’sleadershipteamthebusinessmanagerisinvolvedinallplanningactivities.Thisenablesthebusinessmanagertheopportunitytoidentifyfundingoptionsforimprovements.Inaddition,thebusinessmanagercanknowwhatchangesareneededtofundcriticalschoolprograms.POCSalsoconsistentlyandconservativelyestimatesbudgetrevenueseachyeartoprotectagainstpotentialrevenueshortfallsanddeviations.Thefinalandactualrevenuesareneverknownduringthepreliminarybudgetprocessesduetothefactthatlocalfundingamounts,aswellassomestateandfederalrevenues,arenotprovidedtothecharterschoolsuntilaftertheschoolyearhasbegun.Theschoolavoidsdeficitspendingandiscontinuallyfocusedonstaffingformulasbasedonunitcountprojectionsandestimates.OurschoolalsohasensuredthatourBoardofDirectorsreceivesandreviewsmonthlyreportsshowinglineitemexpensesandrevenuecomparedtobudgetprojectionsshowingfavorableand



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unfavorableitems.ThesereportsarealsoreviewedandanalyzedbythePOCSCBOC.Theboardalsoreviewsallspendingandpurchasingthatisexecutedbytheschool.WedothisbypresentingallP-CardreportstotheboardandtheCBOCateachmeeting.Inaddition,theboardandCBOCareabletohaveaccesstoallfinancialreportsthattheyrequesteitherinpaperorindigitalformats.Theschoolannuallyreceivesanexternalauditthatisconductedbyacertifiedpublicaccountingfirm.TheseauditreportsaresharedwiththeBoardofDirectors,CBOC,DepartmentofEducationandtheStateAuditor’sOfficeandarepostedontheschool’swebpage.Wealsowelcomeourannualauditsasanopportunitytoreviewcurrentpracticesandidentifyareasthatcanbestrengthenedandimproved.Thisbeliefsystemhelpsourschoolfocusoncontinuousgrowthandimprovementcomparedwithmaintainingthestatusquo.



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VI.Five-YearPlanning 6.1ProjectedEnrollment

a. Provideafive-yearenrollmentchartbygradelevel,intheprescribedformatbelow.Ensurethatthechartallowsforthenaturalprogressionofstudentsfromyear-to-year.

Note:Thiswillbecometheschool’sauthorizedenrollmentforthenewcharterterm.

ProjectedEnrollment 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

K

Grade1

Grade2

Grade3

Grade4

Grade5

Grade6

Grade7 12 14 26 14 26 26

Grade8 23 14 14 26 14 26

Grade9 28 26 14 14 26 14

Grade10 16 26 26 14 14 26

Grade11 26 14 26 26 14 14

Grade12 15 26 14 26 26 14

Total 120 120 120 120 120 120

Note:Anincreaseordecreaseinenrollmentexceeding5%,butlessthan15%,isconsideredaminormodificationoftheschool’scharter.14Del.Admin.C.§275.9.9.1.4.Anincreaseordecreaseinenrollmentexceeding15%isconsideredamajormodificationoftheschool’scharter,whichrequiresareviewbytheCharterSchoolAccountabilityCommitteeandtheassentoftheStateBoardofEducation.See14Del.C.§511(b)(2);14Del.Admin.C.§275.9.8.1.3.Assuch,iftheprojectedenrollmentisincreasingordecreasingby5%ormoreoverthetermofthecharter,theschoolisrequiredtosubmit,asAppendix15,revenueprojections,budgetsheets,andbudgetnarrativereflectingthenewenrollmentfigures,aswellasaseparatewrittenjustificationforthemodificationrequest.



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6.2Theschool'splansforthenextfiveyearsofthecharter.(Note:Theschool’sresponsestothis1.a,b,andcofthissectionwillbeusedtopopulatetheAcademicPerformancesectionoftheschool’snewPerformanceAgreement.)

1. Explainhowtheschool’sBoardandSchoolLeadershipTeamwillmeasureandevaluatetheacademicprogressofindividualstudents,studentcohorts,andtheschoolasawholethroughouttheschoolyear,attheendofeachacademicyear,andforthetermofthechartercontract.

PositiveOutcomesCharterSchoolwillcontinuetomonitorstudentsuccessandacademicprogressbyanalyzingandevaluatinghowourstudentsaremeetingthestandardorshowinggrowthontherequiredstateassessments.ProficiencymeasuresareonlyoneoftheindicatorsthatweusetoevaluatethegrowthofourstudentsitisproblematicwhenweknowthatonlyasmallpercentageofourstudentsparticipateinSBACandSATassessments.Atthesametimeourfacultyreviewsindividualstudentgrowthmeasuresprovidedthroughtheannualstateassessmentprogram.Inadditiontothestandardizedmeasures,wewillcontinuetousetheScholasticReadingInventoryandScholasticMathInventorysystemstomonitorprogress.Inordertomeasureandevaluateourprogress,ourschoolteamreviewsindividual,gradelevelandschool-widedataregularly.Ourteamroutinelyexaminesstudentdatatoascertainareasofstrengthandweaknesses,studentneedandstudentgrowthovertimeinordertoprovidesupportsforinstructionandassessmentmodificationsinclassrooms.

a. Outlinetheclearlymeasurableannualperformancestatusandgrowthgoalsthattheschoolwillsetoverthecourseofthenextcharterterminordertomonitorandevaluateitsprogressacceleratingstudentachievement.Includeinformationaboutproposedschool’sstudentperformancegoalsandtheDSSF.

By2024,theyearofournextrenewal,ourexpectationistoachievetheoverallratingof“Meets”or“Exceeds”standardasmeasuredbytheDelawareSchoolSuccessFramework.Eachyear,wewillalsocontinuetoshowgrowthwithinouroverallratingputtingusontracktoachieveouracademicperformance.ThisprogresswillbemonitoredthroughourannualperformancereviewandusingtheAlternativeAcademicFramework.CharterRenewalGoalsGoal1:Ourschoolwilldecreasethepercentageofnon-proficientstudentsineachmeasurablesubgroupby50%bytheendofthe2029schoolyear.Baselineforeachtargetisestablishedusing2015-2016data.(Note:ManydatapointsforthesetargetsarenotstatisticallyvalidasourgradelevelNsizesarewellbelowtypicallyacceptednorms–Mustbe>5)Grade7and8-MeasurableOutcomesby2024(ELA,Mathematics)7thGradeEnglishLanguageArts



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Assessment SmarterBalancedAssessmentConsortiumAssessmentsSubgroup(N>5) Baseline

Proficiency(2015-2016)

Long-TermGoal(2029)

AnnualImprovementGoal

TargetatEndofCharterTerm(2019-2024)

AllStudents 22% 61% 3.9% 41.5%White 33% 67% 3.4% 49.8%StudentswithDisabilities(SWD)

14% 57% 4.3% 35.5%

8thGradeEnglishLanguageArtsAssessment SmarterBalancedAssessmentConsortiumAssessmentsSubgroup(N>5) Baseline


Long-TermGoal(2029)



AllStudents 12% 56% 4.4% 34%White 18% 59% 4.1% 38.5%StudentswithDisabilities(SWD)

0% 50% 5.0% 25%

Non-SWD 40% 70% 3.0% 55%SWD-White 0% 50% 5.0% 25%7thGradeMathematicsAssessment SmarterBalancedAssessmentConsortiumAssessmentsSubgroup(N>5) Baseline


Long-TermGoal(2029)



AllStudents 0% 50% 5.0% 25%White 0% 50% 5.0% 25%StudentswithDisabilities(SWD)

0% 50% 5.0% 25%

8thGradeMathematicsAssessment SmarterBalancedAssessmentConsortiumAssessmentsSubgroup(N>5) Baseline


Long-TermGoal(2029)




0% 50% 5.0% 25%

Non-SWD 0% 50% 5.0% 25%SWD-White 0% 50% 5.0% 25%Grade11-MeasurableOutcomesby2024(SAT)11thGradeReadingAssessment SchoolDaySAT



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Subgroup(N>5) BaselineProficiency(2015-2016)

Long-TermGoal(2029)



AllStudents 11% 56% 4.5% 33.3%White 15% 58% 4.3% 36.3%StudentswithDisabilities(SWD)

15% 58% 4.3% 36.3%

11thGradeMathematicsAssessment SchoolDaySATSubgroup(N>5) Baseline


Long-TermGoal(2029)




0% 50% 5.0% 25%

Goal2:Ourschoolwilldecreasethepercentageofnon-graduatingstudentsineachmeasurablesubgroupby50%bytheendofthe2029schoolyear.Baselineforeachtargetisestablishedusing2015-2016data.(Note:ManydatapointsforthesetargetsarenotstatisticallyvalidasourgradelevelNsizesarewellbelowtypicallyacceptednorms–Mustbe>5)MeasurableOutcomeby2024GraduationRateAssessment GraduationRateSubgroup(N>5) Baseline


Long-TermGoal(2029)



AllStudents 91.3% 96% 0.4% 93.5%White 93.3% 97% 0.3% 95%AfricanAmerican 85.7% 93% 0.7% 89.3%StudentswithDisabilities(SWD)

86.7% 93% 0.7% 90%

LowSES 87.5% 94% 0.6% 90.6%GOAL3:OurschoolwilldecreasethepercentageofstudentsidentifiedasChronicallyTruantby50%bytheendofthe2029schoolyear.Baselineforeachtargetisestablishedusing2017-2018data.MeasurableOutcomesby2024ChronicallyTruantAssessment ChronicallyTruantData



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Subgroup(N>5) BaselineRate(2017-2018)

Long-TermGoal(2029)



AllStudents 16.67% 8.33% 0.83% 12.5%White 18.67% 9.33% 0.93% 14%AfricanAmerican 12.2% 6.10% 0.61% 9.15%Hispanic 28.57% 14.29% 1.43% 21.43%Male 11.84% 5.92% 0.59% 8.88%Female 24% 12% 1.20% 18%StudentswithDisabilities(SWD)

18.39% 9.2% 0.92% 13.79%

Non-SWD 12.82% 6.41% 0.64% 9.62%GOAL4:Parentsandthecommunitywillbeengagedintheeducationofstudents.MeasurableOutcomeby2024Parentsatisfactionandbeliefthatfamilyinvolvementisvaluedintheirchild’sschoolwillincreaseby10%(ormaintainabove90%)asmeasuredbyourendofyearparentsurvey.PresentLevelBenchmarkAsofSpring2018,ourparentsratedourschoolasfollows:Wouldyourecommendthisschooltootherparents?92.86%YesAreyousatisfiedwiththecultureandenvironmentofPOCS?92.86%YesAreyousatisfiedwiththeeducationyourchildisreceivingatPOCS?95.12%YesWhatgradewouldyougiveourschool?47.622%“A”,38.10%“B”TargetAsofspring2024,ourparentswillrateourschoolasfollows:Wouldyourecommendthisschooltootherparents?+90%YesAreyousatisfiedwiththeeducationyourchildisreceiving?+90%YesWhatgradewouldyougiveourschool?+90%“A”or“B”Assessment:AnnualEndofYearParentSurveyDataGOAL5:MissionSpecificGoalsforNewCharterTerm(2019-2024)Mission-SpecificGoal1

Asaschoolthatfocussesonhighneedsstudents,ourgoalistohavestudentsincreaseperformanceinReadingskills.

Measure/Metric PercentageofstudentsmeetingexpectedScholasticReadingInventory(SRI)LexileScoregrowthtargetsusingFalltoSpringSRIassessments.

Target >60%ofstudentswillmeetanticipatedLexilegrowthtargetsontheSpringSRIassessments.

Indicators ExceedsStandardTheschoolhasatleast80percentofallstudentsmeetingtheirLexilegrowthtargetusingSRIMeetsStandardTheschoolhasbetween60and79percentofallstudentsmeetingtheirLexilegrowthtargetusingSRIDoesNotMeetStandardTheschoolhasbetween40and59percentofallstudentsmeetingtheirLexilegrowthtargetusingSRI



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FallsFarBelowStandardThe schoolhas less than40percentof all studentsmeeting theirLexilegrowthtargetusingSRI

Mission-SpecificGoal2

Asaschoolthatfocussesonhighneedsstudents,ourgoalistohavestudentsincreaseperformanceinMathematicsskills.

Measure/Metric Percentage of studentsmeeting expected ScholasticMathematicsInventory (SMI)QuantileScoregrowthtargetsusingFall toSpringSMIassessments.

Target >60%ofstudentswillmeetanticipatedQuantilegrowthtargetsontheSpringSRIassessments.

Indicators ExceedsStandardThe school has at least 80 percent of all students meeting theirQuantilegrowthtargetusingSMIMeetsStandardTheschoolhasbetween60and79percentofallstudentsmeetingtheirQuantilegrowthtargetusingSMIDoesNotMeetStandardTheschoolhasbetween40and59percentofallstudentsmeetingtheirQuantilegrowthtargetusingSMIFallsFarBelowStandardThe schoolhas less than40percentof all studentsmeeting theirQuantilegrowthtargetusingSMI

b. Describethestudentperformancestandardsfortheschoolasawhole.

Overallourultimateperformancestandardforourschoolisthateverystudentachievesthemaximumtotheirpotentialandability.Wesetdifferentgoalsfordifferentstudentsandpersonalizetheeducationthateachchildreceives.Thereisnotasingleindicatororassessmentthatwilloutlinetheoverallsuccessofourschoolandprogram.

Manystudentswhoenrollinourschoolarecomingwithgreaterandgreaterlevelsofacademicdeficiencyinbasicskills.Thisischaracteristicofourtargetpopulation.Academically,ourstudentsstarttheirjourneywithus,performingsignificantlylowerthanstudentsintraditionalpublicschools.Giventheacademicdeficiencyofincomingstudents,itisanongoingchallengetoimproveachievement.

Ourentireschoolprogramisfocusedonstoppingtherateofdeclineanderasingdeficitsforallourstudents.Everyprogram,policyandpracticeisfocusedonthisgoal.Ourprocessesareindividualizedforeachstudent.Itisbesttorememberthestudentpopulationthatweserveisatrisk.

Forourschool,academicgrowthisoneofthemostimportantindicatorsofoursuccessandachievement.Whilemostofourstudentsarrivewithdifferentlevelsofproficiency,ournumberonegoalismovingthemclosertostandardsoriftheyarealreadymeetingstandardstocontinuegrowing.Thisrequiresastrongfocusongrowthandremediationofskills.



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c. InadditiontotheState’smandatoryassessments,identifytheprimaryinterimassessmentsthattheschoolwillusetoassessstudentlearningneedsanddemonstrateacademicprogressthroughouttheyear.Explainhowtheseinterimassessmentsalignwiththeschool’scurriculum,performancegoals,andDelawareContentStandards(CommonCoreStateStandardsinEnglishLanguageArts,Mathematics,andNextGenerationScienceStandards).

PositiveOutcomesCharterSchoolwillusethefollowingassessmentstoassessstudentprogressduringtheschoolyearandguidedirectresponsiveinterventions:

• ScholasticReadingInventory(SRI)willbeadministeredfourtimesperyeartoestablishbaselinetargetsandprovidedatathatwillinforminstructionandinterventionsinELA

• ScholasticMathematicsInventory(SMI)willbeadministeredfourtimesperyeartoestablishbaselinetargetsandprovidedatathatwillinforminstructionandinterventionsinMathematics

SRIandSMIaredesignedtosupportRTIwithmulti-tieredinstructionandinterventionmodels.Bothtoolsprovideaccuratescreening,placementandgrowthmonitoringforalltiersofinstruction.BothSRIandSMIarealignedtoCommonCoreStateStandardstoensurethatassessmentmatchesinstructionandstandards.TheassessmentoutputsfromthesetoolswillbeusedtoinformthecorrectivestrategiesandplansimplementedinELAandMathematics.ThedatafromthesetoolsarealsousedtoinformIEPsandourstudentsIndividualizedLearningPlans.Alldatafromtheseprogramsareavailabletoteachersandsupportstaffquicklyuponcompletedassessments.

2. Explainhowtheschoolwillcollectandanalyzestudentacademicachievementdata,usethedatatorefineandimproveinstruction,andreportthedatatotheschoolcommunity.Identifytheperson(s),position(s),and/orentitiesthatwillberesponsibleandinvolvedinthecollectionandanalysisofassessmentdata.

PositiveOutcomesCharterSchoolhasdedicatedsignificanttimeandresourcesworkingondatacollectionandanalysistodrivesupportandimproveinstruction.Ourteamregularlyreviewsallstandardizedassessmentdataaswellaslocaldatasources.ThesedataelementsarepresentedmonthlytoourPLCteam.Togetherallstaffmembersworktoidentifyareasinneedofsupportandstudentsinneedofgreaterintervention.TheschoolDirector,DeanofAcademicsandInstruction,DeanofStudentSupportsandServices,SpecialEducationCoordinatorandInterventionistsaretheadministrativeteammembersthatworkindatacollectionandanalysis.Thesestaffmembersworktoensurethatdataisattheforefrontofalldecisionsmadeinourschool.Informationderivedfromdataiscommunicatedwithvariousgroupsofourschoolcommunity.DataissharedwithteachersduringPLC’s,withtheBoardofDirectorsduringmonthlymeetingsandwithparents/guardiansduringourPACmeetings.



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3. Describethecorrectiveactionstheschoolwilltake,pursuantto14Del.C.§512(5),ifitfallsshortofstudentacademicachievementexpectationsorgoalsattheschool-wide,classroom,orindividualstudentlevel.Explainwhatwouldtriggersuchcorrectiveactionsandwhowouldberesponsibleforimplementingthem.

PositiveOutcomesCharterSchoolhasseveralsystemsinplacetotakecorrectiveactionwhenstudentsdonotmeetexpectations.Belowisadescriptionoftheactiontakentoensurethatallstudentsaremeetingexpectations.

• AdvisorLevelIntervention–Eachstudentisassignedanadvisorwhoworkswithstudentsinsmallfamilygroups.Eachadvisorholdsone-on-onemeetingswiththeirassignedstudentsregularlytoreviewgrades,missingworktasksandprovidesupport.Advisorsarealsoresponsibleforcreatingconnectionswithstudentsandtheirfamilies.

• TeacherLevelConferences–Whenateachernoticesastudentisstruggling,heconferswiththeotherteachersattheschoollevelteam,providesinterventionsanddeterminestheimpactofthoseinterventions.Ifthoseinterventionsarenotsuccessful,theteacherorteammayconsultwiththeSpecialEducationCoordinatorandrequestfurthersupport.

• RTI(ResponsetoIntervention)–OurinterventionistisresponsibleforourRTIprogramandisresponsiblefortrackingalldataonourinternalassessments(SRIandSMI).Theinterventionistalsoplansgroupingandsupportsforeachtierofoursystem.

• AfterSchoolSupports-Ifastudentisstruggling,teacherswilloffersupportthroughourafterschooltutoringprogramsessions.

• Home/SchoolCommunications–Theopportunityforparent-teachercommunicationisessentialforstudentsuccess.Manyopportunitiesexistforscheduledparentinteraction(5PACMeetings,OpenHouseEvent,andtwoscheduledParentConferenceNights)ParentsalsohaveaccesstotheHomeAccessCentertoreviewgradesandwork.Parentsalsoreceive8reportsaboutstudentgrades(4InterimReportsand4ReportCards).Inadditiontoscheduledconnections,teachersarerequiredtocontactparentsasoftenasneededtodiscussstudentconcernsandalsopoorperformance.

• SummerEnrichment/CreditRecovery–SummerEnrichmentorcreditrecoveryisofferedannuallyforanystudentsinneedofadditionalsupportinELAandMathematics.

• SpecialEducationProgressMonitoring–ProgressmonitoringofIEPgoalsisconductedfourtimesannually.FailuretodemonstrateprogressonmeetinggoalsrequiresanIEPreviewandupdatedgoals.

• BehaviorIntervention-RegularcontactandfeedbackaroundstudentbehaviorismanagedthroughourPBISSpecialist/BehaviorInterventionist.ThisstaffmemberisresponsibleforprovidingintensivebehavioralsupportsthatareidentifiedandsupportedthroughourTierIandTierII/IIIbehaviorsupportteams.Thisstaffmembersalsoprovidesmechanismsforstudentstoprovidedirectnotificationsandcomplaintsaboutstudentbehavior.

Ourschoolteamiscommittedtoaclimateofcontinuousimprovementandsupports.Together,weworktoensurethatstudentshavepersonalconnectionsinourschool.Theseconnectionsensurethateverystudentismonitoredandsupported.



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4. Describehowstatedatasystemswillbeusedandmonitoredtosupportinformeddecision-makingintheareasofacademicperformance,organizationalmanagement,andfinancialviability.Includeanycoordinatedprofessionaldevelopmentintendedtosustaintheseprocesses.

PositiveOutcomesCharterSchoolusesvarioussystemstosupportinformeddecisionmakingattheschoollevel.Foracademicperformance,weusevariousdatasystems.Foracademics,weuseDSARA,DESSA/DCAS,Eschool+,PerformancePlus,AVSandRVS.Wealsousethisdataandotherformativedatafromourinstructionalstafftodriveourannualprofessionaldevelopmentplans.Forthe2018-2019schoolyear,wehavestartedapartnershipwiththeDataServiceCentertobeginimplementationofITrackerProandotherdatasystemsintoourschool.IntermsofourfinancialviabilitytheBoardofDirectorsreviewsanddiscussesourfinancialoperationsmonthly.TheCBOC(CitizensBudgetOversightCommittee)meetsquarterlyormorefrequentifneeded.Theschoolhasafinancialauditconductedannually.ThefinancialviabilityissustainedwiththeuseofthedatasystemswithinthestateincludingFirstStateFinancials,datafromtheDataServiceCenterandtheAnnualAuditconductedbyanindependentauditingfirm.TheFSFfinancialinformationsystemincludesreportstokeeptheschoolontrack.MembersoftheCBOCreviewanydocumentationrequiredfrombackupdocumentationtocreditcardreceiptsandtransactions.WefollowallrulesandrequirementsrelatedtosegregationofdutiesrelatedtofinancialdutiesasrequiredbytheStateofDelaware.Fororganizationalmanagement,weuseDEEDS,DCASandPDMStomakedecisionssurroundingprofessionalandparaprofessionalcredentialingandanyneededprofessionaldevelopment.WeuseboththeonlineDelawareCodeandDDOEAdministrativeManualandtheFederalandstateregulationsrelevanttochildrenwithdisabilities,andResponsetoIntervention.AllourteachershaveaccesstoeSchool+andIEP+asaninformationtoolsurroundingstudentswithdisabilities.BotheSchool+andEdinsightareusedforattendanceanddisciplinarydata.Ourschoolnurseusesthesesamedatasystemsfortrackinghealthandsafetyrequirementsforstudents.Finally,weuseERIP(EmergencyResponseInformationPortal)totrackourproceduresandtrackalldrillsandothercrisisinformation.TheDelawareDepartmentofEducationhasamonitoringsysteminplacetotrackcompliancewithsubmissionofdocumentationforinformationsurroundingacademicperformance,organizationalmanagementandfinancialviability.Theschoolalsopostseveryfinancialreportonourschoolwebsite.Thisincludesmonthlyfinancialstatements,budgets,audits,CBOCagendasandminutes,990formsandannualreports.

5. DescribehowtheSchoolLeadershipTeamwilloverseeandmonitorcompliancewithstatutoryrequirementsasmeasuredbytheOrganizationalFramework.Includeanyadditionalorganizationalgoalsandtargetsthattheschoolwillhave.Statethegoalsclearlyintermsofthemeasuresorassessmentsthattheschoolplanstouse.



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PositiveOutcomesCharterSchoolhasalwayscreatedastandardofcompletecomplianceforallrequiredregulatoryorstatutoryrequirements.TheDirectorandSchoolLeadershipTeamhasalwaysremainedfocusedonoverseeingandmonitoringcompliancewithallrequirementsidentifiedandcoveredbytheorganizationalframework.Ourschoolhasmet97.22%(35outof36)cellsontheOrganizationPerformanceFrameworkoverthelastfouryears.TheDirectorandSchoolLeadershipTeamwillcontinuetoimplementbestpracticestoensurethatthisstrongrecordofcompliancecontinueswellintothefuture.

6. Providedetailedinformationontheschool'splanforanychangesorimprovementstoitsfacilityforthefiveyearsofthenextcharterrenewalterm.Theplanshouldincludeanadequateanddetailedfinancialarrangementandtimelinefortheproposedfacilityimprovements.

PositiveOutcomesCharterSchooldoesnothaveanyplansforsignificantchangesorimprovementstoourfacilitiesforthenextfiveyearsofthecharterrenewaltermotherthanroutinemaintenance.



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VII.Compliancecertificationstatement



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VIII.RENEWALAPPLICATIONCERTIFICATIONSTATEMENT



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IX.PERFORMANCEAgreementTemplate

TobecompletedbytheschoolinconjunctionwiththeDepartmentofEducationshouldtheschoolberenewedbytheSecretarywiththeassentoftheStateBoardofEducation.

DELAWAREDEPARTMENTOFEDUCATION

CHARTERSCHOOLPERFORMANCEAGREEMENT–RenewingCharterSchool PositiveOutcomesCharterSchool

ThisPerformanceAgreement(“Agreement”isenteredintothis___________dayof_________________,20__byandbetweentheDelawareDepartmentofEducation(hereinafterreferredtoas“DDOE”)and_PositiveOutcomesCharterSchool_,apubliccharterschooloftheStateofDelaware(hereinafterreferredtoas“School”),authorizedbytheDepartmentofEducationwiththeassentoftheDelawareStateBoardofEducation(hereinafterreferredtoas“DSBE”). 1.EffectiveDate.NotwithstandingthedatesetforthabovethisAgreementshallbecomeeffectiveonthedateuponwhichtheDSBEshallassenttothetermsandconditionsofthisAgreement. 2.TermoftheAgreement.Thisagreementshallcontinueinfullforceandeffectduringthetermoftheschool’scharterandanysubsequentrenewaltermthereof;provided,nevertheless,thatinthesolediscretionoftheDDOE,withtheassentoftheDSBE,thisagreementmaybeamendedatsuchtimeastheschool’schartermayberenewedundertheprovisionsof14Del.C.§514Aorsubjectedtoreviewunder14Del.C.§515(b).Thisagreementmayalsobeamendedtocomplywithsubsequentchangesinstateorfederallawand/orregulationsrelatingtocharterschoolsorthePerformanceFramework(“Framework”)asdeemednecessarybytheDDOE,withtheassentoftheDSBE.ThisAgreementmayalsobemodified: (a)AtanytimebymutualconsentoftheDDOEandtheSchool,provided,neverthelessthattheDSBEshallassenttosuchmodification;or (b)IftheDDOEshalldetermine,withtheassentoftheDSBE,thatitisnecessaryorappropriatetomodifythisAgreementtoreflectsubsequentchangesinthePerformanceFramework. 3.ObligationsofSchool.Whilethisagreementremainsineffect,theSchoolshall: (a)ComplywithallstateandfederallawsandregulationsimposedonDelawarepubliccharterschools,andotherwisecomplywiththetermsoftheSchool’scharter,includinganyconditionsnoworsubsequentlyimposeduponitscharterbytheDDOEwiththeassentoftheDSBE;and (b)MakesatisfactoryannualprogresstowardtheindicatorsandperformancetargetsintheAcademic,FinancialandOrganizationalExpectationssetforthinthisAgreementasmeasuredbytheFramework.AnannualperformancereviewwillbeconductedbytheDepartmentofEducationCharterSchoolOfficeusingtheFrameworktoevaluatesuchprogress.TheFrameworkisincorporatedintoandmadeapartofthisagreement.IftheDDOEfindsthattheschoolisnotmakingsatisfactoryprogresstowarditsperformancetargets,theDDOE,withtheassentoftheDSBE,mayplacetheschool’scharteronformalreviewpursuantto14Del.C.§515(b).



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BackgroundInformation(Characteristicsofschool,currentlocation,summaryofstudentpopulationandgradesservedbytheschool,etc.) PositiveOutcomesCharterSchoolislocatedinCamden,Delaware.PositiveOutcomesCharterSchoolservesstudentsingrades7to12fromseveralschooldistrictsthroughoutthestateofDelaware.Ourschoolisdesignedtoprovideanopportunityforstudentswhohaveexperiencedacademicdifficultyinatraditionalschoolsetting.PositiveOutcomesCharterSchoolservesstudentsfromthroughoutthestateofDelaware.Duringthe2017-2018schoolyear,126studentsfromninedifferentschooldistrictswereenrolled.69.05%ofourstudentsqualifiedtoreceiveservicesunderIDEAandhaveanactiveIEPinplace.Theschoolpopulationwas59.52%white,32.54%African-American,5.56%Hispanic,1.59%Asianand0.79%AmericanIndian.Theschoolpopulationis,byvariousdefinitions,atrisk(100%).PositiveOutcomesCharterSchoolcontinuestoexperienceacentralizationofourstudentbase.Amajorpercentageofourstudentpopulationcomesfromfourdistrictsthatarelocatedinoursurroundingcommunity.During2017-2018wehadstudentsenrolledfromnineschooldistricts.In2017-2018ourstudentpopulationwascomposedof2(1.59%)studentsfromAppoquinimink,36(28.5%)studentsfromCaesarRodney,1(0.79%)studentfromCapeHenlopen,59(46.8%)studentsfromCapital,2(1.59%)studentsfromChristina,1(0.79%)studentfromColonial,14(11.1%)studentsfromLakeForest,4(3.1%)studentsfromMilford,and7(5.5%)studentsfromSmyrna.

MissionStatement ThemissionofPositiveOutcomesCharterSchoolistoprovideanopportunityforstudentstolearninasafe,caring,respectfulenvironment,wheretheirindividualityisvaluedandtheirindividualneedsareaddressed.

VisionStatement

ThevisionofPositiveOutcomesCharterSchoolistodevelopgraduateswhoareself-reliantcitizensthatarelifelonglearnerswhocontributewithintegritywithintheircommunity.Beliefs

• Educationisthekeytoproductiveandresponsiblelivinginoursociety.• Allchildrencanlearn,buttherateatwhichtheylearnandhowtheylearndiffers.• Allinstructionfocusesononestudentatatime.• Educationbuildsanunderstandingandrespectforallculturesandethnicgroupsinaglobal

society.• Effectiveeducationrequiressupportandaccountabilityatalllevels.• Highquality,highlymotivatedandcreativestaffisessentialforstudentsuccess.• Effectiveeducationcanbemeasured.• Schoolsuccessrequiresapartnershipofcommunityandschoolresources.• Learninginanattentiveandacademicallychallengingenvironmentbuildscharacter,enhances

self-esteemandleadstosuccess.• Educationandlearningbegininthehomewiththefamilyandrequiretheirongoing

involvementthroughouttheschoolyears.



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AcademicPerformanceExpectations

Positive Outcomes Charter School’s DSSF ratings are:

Academic Achievement

Growth

On Track to Graduation

College and Career Preparation

By September 2023, our expectation is to achieve “Meets” or “Exceeds” ratings on each metric area of the Delaware School Success Framework (DSSF). Each year, we will show growth within each metric area, putting us on track to achieve our academic performance expectations. This progress will be monitored through our annual performance review. Mission Specific Goal(s): Goal 1: As a school that focuses on high needs students, our goal is to have students increase performance in Reading Skills Measure/Metric: Percentage of students meeting expected Scholastic Reading Inventory (SRI) Lexile Score growth targets using Fall to Spring SRI assessments. Target: >60% of students will meet anticipated Lexile growth targets on the Spring SRI assessments. Goal 2: As a school that focuses on high needs students, our goal is to have students increase performance in Mathematics Skills Measure/Metric: Percentage of students meeting expected Scholastic Mathematics Inventory (SMI) Quantile Score growth targets using Fall to Spring SMI assessments. Target: >60% of students will meet anticipated Lexile growth targets on the Spring SMI assessments.

FinancialPerformanceExpectations

Positive Outcomes Charter School’s overall financial rating is Meets (Estimated)___. By 2023, our expectation is to achieve the overall rating of “Meets” standard as measured by the Financial Performance Framework. Each year, we will be on track to demonstrate economic viability and achieve our financial performance expectation. This progress will be monitored through our annual performance review.



Page92

OrganizationalPerformanceExpectations

Positive Outcomes Charter School’s overall organizational rating is _ Meets__. By 2023, our expectation is to achieve the overall rating of “Meets,” as measured by the Organizational Performance Framework. Each year, we will be on track to demonstrate performance aligned with those organizational performance expectations. This progress will be monitored through our annual performance review.



Page93

INWITNESSWHEREOF,thepartieshavehereuntosettheirHandandSealsthedayandyearfirstabove-written. POSITIVEOUTCOMESCHARTERSCHOOLDELAWAREDEPARTMENTOFEDUCATION BY:_________________________BY:__________________________ BoardPresidentSecretaryofEducation AssentedtobyresolutionoftheDelawareStateBoardofEducationonthe_____dayof_____________,20__.



Page94

References:

¹BasedonSeptember30ᵗʰUnitCount ²Graduationratedataislagdatabyoneschoolyeartoincludeallstudentsthathavecompletedtheirhighschooldiplomasduringthatyearincludingsummergraduates.



Page95

AppendicesSectionThefollowingpagesincludetherequireddocumentstosupporttherenewalapplication.Thefullappendixlistingisonpage3oftheapplication.

PositiveOutcomesCharterSchool2019-2024RenewalApplication

Appendix12017-2018MissionSpecificGoalDataSource

Positive Outcomes Charter School

3337 S. DuPont Hwy. Camden, DE 19934

Phone: (302) 697-8805 Fax: (302) 697-8813

July 9, 2018 John Carwell Delaware DOE – Charter School Office 401 Federal Street, Suite 2 Dover, DE 19901 Dear Mr. Carwell: Listed below and supported on the subsequent page you will find Positive Outcomes Charter School’s Mission Specific Goal reporting for the 2017-2018 school year. We are providing the information for the following goals that are outlined in our approved Performance Agreement from our last renewal: Mission-Specific Goal 1

As a school that focuses on high needs students, our goal is to have students increase performance in Reading skills.

Measure/Metric Percentage of students meeting expected Scholastic Reading Inventory (SRI) Lexile Score growth targets using Fall to Spring SRI assessments.

Target >60% of students will meet anticipated Lexile growth targets on the Spring SRI assessments.

Indicators Meets Standard The school has between 60 and 100 percent of all students meeting their Lexile growth target using SRI Approaching Standard The school has between 40 and 59 percent of all students meeting their Lexile growth target using SRI Falls Far Below Standard The school has less than 40 percent of all students meeting their Lexile growth target using SRI

Mission-Specific Goal 2

As a school that focuses on high needs students, our goal is to have students increase performance in Mathematics skills.

Measure/Metric Percentage of students meeting expected Scholastic Mathematics Inventory (SMI) Quantile Score growth targets using Fall to Spring SMI assessments.

Target >60% of students will meet anticipated Quantile growth targets on the Spring SRI assessments.

Indicators Meets Standard The school has between 60 and 100 percent of all students meeting their Quantile growth target using SMI Approaching Standard The school has between 40 and 59 percent of all students

The above listed indicators names have been modified from our approved Performance Agreement based on changes to other measures throughout the State. The change was the removal of the Exceeds Standards category and a renaming of the existing ones. If you have any questions about these items, please contact me at 302-697-8805 or by email at [email protected]. Sincerely,

Edward J. Emmett Jr. Director

meeting their Quantile growth target using SMI Falls Far Below Standard The school has less than 40 percent of all students meeting their Quantile growth target using SMI

Advisory N Count Number Meeting

SRI Growth Target

% of Students Meeting SRI

Growth Target POCS Overall – Grades 7, 8, 9, 10, 11 and 12

POCS Totals 118 83 70.33% For our Mission Specific Goal 1, Positive Outcomes Charter School Meets Standard.

Advisory N Count Number Meeting

SMI Growth Target

% of Students Meeting SMI

Growth Target POCS Overall – Grades 7, 8, 9, 10, 11 and 12

POCS Totals 119 104 87.39% For our Mission Specific Goal 2, Positive Outcomes Charter School Meets Standard.


As a school that focuses on high needs students, our goal is to have students increase performance in Reading skills.

Measure/Metric Percentage of students meeting expected Scholastic Reading Inventory (SRI) Lexile Score growth targets using Fall to Spring SRI assessments.

Target >60% of students will meet anticipated Lexile growth targets on the Spring SRI assessments.


As a school that focuses on high needs students, our goal is to have students increase performance in Mathematics skills.

Measure/Metric Percentage of students meeting expected Scholastic Mathematics Inventory (SMI) Quantile Score growth targets using Fall to Spring SMI assessments.

Target >60% of students will meet anticipated Quantile growth targets on the Spring SRI assessments.

name gr SMI1 SMI2 SMI3 SMI4 SMI5 GOAL max growthStudent 1 7 770 460 765 600 510 850 765 -5Student 2 7 265 285 350 345 350 85Student 3 7 725 860 780 770 715 805 860 135Student 4 7 450 420 665 620 660 530 665 215Student 5 7 315 550 395 550 235Student 6 7 270 550 550 205 350 550 280Student 7 7 380 415 685 525 550 460 685 305Student 8 7 420 750 670 730 525 500 750 330Student 9 7 305 665 470 390 325 385 665 360Student 10 7 470 635 840 550 840 370Student 11 7 305 325 400 695 385 695 390Student 12 7 565 1025 1000 940 1085 645 1085 520Student 13 8 430 100 510 100 -330Student 14 8 980 560 860 600 635 1060 860 -120Student 15 8 315 190 280 395 280 -35Student 16 8 1080 1080 1070 1050 690 1160 1080 0Student 17 8 80 0 0Student 18 8 480 185 545 185 370 560 545 65Student 19 8 910 595 835 975 990 990 990 80Student 20 8 480 615 490 510 590 560 615 135Student 21 8 955 1120 1030 1035 1120 165Student 22 8 290 325 475 370 475 185Student 23 8 395 535 485 595 460 475 595 200Student 24 8 490 420 550 315 705 570 705 215Student 25 8 420 640 520 575 150 500 640 220Student 26 8 340 575 230 550 425 420 575 235Student 27 8 605 740 600 865 765 685 865 260Student 28 8 290 500 435 575 370 575 285Student 29 8 -10 275 105 70 275 285Student 30 8 665 810 895 970 820 745 970 305Student 31 8 290 625 445 590 370 625 335Student 32 8 485 645 560 840 565 840 355Student 33 8 445 765 830 425 525 830 385Student 34 8 415 280 575 810 325 495 810 395Student 35 8 230 530 705 465 210 310 705 475Student 36 8 490 1045 1175 610 985 570 1175 685Student 37 9 760 395 750 480 840 750 -10Student 38 9 735 785 555 775 560 815 785 50Student 39 9 790 680 870 690 870 870 80Student 40 9 510 360 610 590 610 100

2017-18SMIFinalDataRedactedPI

Student 41 9 600 705 560 605 680 705 105Student 42 9 1120 940 1250 1200 1250 130Student 43 9 545 495 530 720 625 720 175Student 44 9 465 650 685 585 545 685 220Student 45 9 300 570 380 570 270Student 46 9 615 520 750 945 595 695 945 330Student 47 9 370 545 425 745 625 450 745 375Student 48 9 475 780 635 885 765 555 885 410Student 49 9 480 880 710 1065 560 1065 585Student 50 10 915 995 0 -915Student 51 10 375 135 455 135 -240Student 52 10 540 205 285 350 385 620 385 -155Student 53 10 485 390 565 390 -95Student 54 10 1225 960 1095 1230 1305 1230 5Student 55 10 795 575 840 690 875 840 45Student 56 10 750 825 830 825 75Student 57 10 435 270 340 560 515 560 125Student 58 10 140 160 35 265 220 265 125Student 59 10 305 390 430 385 430 125Student 60 10 835 875 880 640 960 915 960 125Student 61 10 515 575 415 665 595 665 150Student 62 10 765 795 625 925 845 925 160Student 63 10 860 1020 940 1020 160Student 64 10 430 620 385 195 510 620 190Student 65 10 580 460 595 800 660 800 220Student 66 10 520 560 755 600 755 235Student 67 10 590 845 620 760 670 845 255Student 68 10 615 540 680 875 695 875 260Student 69 10 380 645 460 645 265Student 70 10 520 585 840 600 840 320Student 71 10 675 430 1015 685 755 1015 340Student 72 10 -75 100 275 -40 5 275 350Student 73 10 755 915 880 1160 835 1160 405Student 74 10 390 470 755 815 470 815 425Student 75 10 345 790 560 730 425 790 445Student 76 11 620 280 700 280 -340Student 77 11 460 295 415 270 430 540 430 -30Student 78 11 610 430 540 605 560 690 605 -5Student 79 11 1025 990 735 1030 1105 1030 5Student 80 11 1055 1125 840 920 1135 1125 70Student 81 11 770 855 635 765 850 855 85Student 82 11 440 535 485 490 520 535 95

Student 83 11 590 385 665 690 670 690 100Student 84 11 595 595 345 700 675 700 105Student 85 11 665 530 610 640 805 745 805 140Student 86 11 870 865 840 1010 950 1010 140Student 87 11 690 845 760 770 845 155Student 88 11 640 715 350 795 720 795 155Student 89 11 570 730 295 540 650 730 160Student 90 11 605 780 635 675 685 780 175Student 91 11 935 950 1130 1015 1130 195Student 92 11 300 290 465 525 380 525 225Student 93 11 410 530 665 490 665 255Student 94 11 585 845 695 660 665 845 260Student 95 11 380 430 645 460 645 265Student 96 11 295 580 320 515 375 580 285Student 97 11 640 940 640 870 720 940 300Student 98 11 380 680 535 565 460 680 300Student 99 11 240 550 320 550 310Student 100 11 425 835 790 830 505 835 410Student 101 12 1195 775 995 960 1010 1275 1010 -185Student 102 12 1075 960 1090 1155 1090 15Student 103 12 920 710 855 1020 1000 1020 100Student 104 12 715 815 420 775 795 815 100Student 105 12 615 570 740 695 740 125Student 106 12 550 580 445 680 630 680 130Student 107 12 220 135 350 240 300 350 130Student 108 12 1065 1070 1080 1215 1145 1215 150Student 109 12 720 910 840 800 910 190Student 110 12 930 1120 1010 1120 190Student 111 12 775 745 825 815 1015 855 1015 240Student 112 12 305 495 555 475 385 555 250Student 113 12 280 410 360 565 360 565 285Student 114 12 615 840 905 565 695 905 290Student 115 12 105 405 330 125 185 405 300Student 116 12 630 875 805 930 710 930 300Student 117 12 165 310 315 500 245 500 335Student 118 12 485 885 485 645 565 885 400Student 119 12 645 570 875 1235 725 1235 590

name gr ADVISOR SMI1 SMI2 SMI3 SMI4 SMI5 GOAL max growth To Target MetGrowth644 760 761 825 822 699 825 181 126 Yes940 847 912 870 931 970 931 -9 -39 No

304 131 70 188 0 304 304 304 Yes703 784 778 731 919 748 919 216 171 Yes989 908 920 940 1079 1019 1079 90 60 Yes

1066 1041 1091 1041 -25 -50 No956 1028 1107 1146 1161 986 1161 205 175 Yes859 882 680 634 577 894 882 23 -12 No

1130 1173 1242 1282 1311 1145 1311 181 166 Yes710 679 669 659 755 679 -31 -76 No425 412 429 526 441 515 526 101 11 Yes837 748 860 872 860 23 -12 No

1133 1096 1059 1016 1130 1153 1130 -3 -23 No689 632 663 855 802 744 855 166 111 Yes

1076 1054 1076 1187 1200 1106 1200 124 94 Yes796 833 828 674 856 841 856 60 15 Yes

1153 1078 1072 1086 1055 1173 1086 -67 -87 No765 869 967 1047 1099 810 1099 334 289 Yes

1198 1177 1155 1048 1192 1213 1192 -6 -21 No1174 1277 1278 1208 1205 1189 1278 104 89 Yes791 791 836 791 0 -45 No843 829 937 989 878 989 146 111 Yes

1083 1037 1048 1086 1107 1108 1107 24 -1 No399 362 419 539 584 539 584 185 45 Yes932 905 933 996 1035 962 1035 103 73 Yes686 813 717 778 790 751 813 127 62 Yes579 623 659 584 765 659 765 186 106 Yes

689 0 821 884 0 884 884 884 Yes803 853 790 889 912 848 912 109 64 Yes

1076 988 1055 1083 1163 1101 1163 87 62 Yes760 890 987 995 1003 815 1003 243 188 Yes825 843 785 784 865 860 865 40 5 Yes301 214 194 210 446 426 446 145 20 Yes936 905 933 1065 966 1065 129 99 Yes

1053 1075 983 933 1083 1075 22 -8 No661 474 831 828 639 716 831 170 115 Yes

1315 1268 1287 1309 1300 1309 -6 9 Yes774 862 789 690 737 814 862 88 48 Yes930 922 991 927 988 960 991 61 31 Yes878 853 913 964 913 964 86 51 Yes855 0 864 776 806 890 864 9 -26 No

1141 1062 999 878 1156 1062 -79 -94 No1217 1271 1310 1363 1355 1222 1363 146 141 Yes837 741 819 0 667 882 819 -18 -63 No953 929 1000 995 1083 983 1083 130 100 Yes822 822 881 746 831 867 881 59 14 Yes

1083 1024 944 946 946 1108 1024 -59 -84 No897 977 1015 1025 1025 932 1025 128 93 Yes724 0 597 555 638 764 638 -86 -126 No8 0 9 44 0 14 44 36 30 Yes

1120 1099 1066 1232 1214 1145 1232 112 87 Yes0 0 1275 0 1315 1285 1315 1315 30 Yes

481 625 560 611 502 586 625 144 39 Yes859 866 843 831 913 904 913 54 9 Yes392 330 306 177 171 532 330 -62 -202 No

1010 754 794 823 842 1045 842 -168 -203 No1062 1136 1181 0 0 1097 1181 119 84 Yes724 613 607 646 477 769 646 -78 -123 No966 916 1023 0 0 1006 1023 57 17 Yes717 712 631 653 544 767 712 -5 -55 No

1132 0 1097 1155 1216 1157 1216 84 59 Yes1146 0 1116 1222 1171 1222 76 51 Yes

0 833 0 880 878 880 880 2 Yes836 857 842 877 842 881 877 41 -4 No322 386 409 346 0 462 409 87 -53 No866 926 880 872 888 911 926 60 15 Yes

1116 0 0 0 0 1141 0 -1116 -1141 No918 987 1009 0 958 1009 91 51 Yes883 1040 1040 1083 1098 928 1098 215 170 Yes519 535 534 599 535 16 -64 No900 807 880 940 880 -20 -60 No

1259 1290 1364 1410 0 1274 1410 151 136 Yes1281 1248 0 1343 1363 1296 1363 82 67 Yes625 663 608 665 0 690 665 40 -25 No923 999 1021 1109 1055 963 1109 186 146 Yes

1265 1165 1261 1311 1253 1280 1311 46 31 Yes1555 1560 1565 1624 0 1555 1624 69 69 Yes902 853 801 881 848 942 881 -21 -61 No855 890 938 882 878 900 938 83 38 Yes

1046 1097 1002 1014 994 1081 1097 51 16 Yes720 536 954 814 929 770 954 234 184 Yes

1069 1078 922 921 1104 1078 9 -26 No1700 1399 1457 1508 1701 1700 1701 1 1 Yes1542 1464 1403 1323 1308 1542 1464 -78 -78 No919 954 921 906 990 959 990 71 31 Yes872 839 829 868 931 917 931 59 14 Yes

1070 1103 1139 1140 1105 1140 70 35 Yes1245 1250 1260 1325 1274 1260 1325 80 65 Yes1414 1471 1507 1492 1414 1507 93 93 Yes720 750 0 0 770 750 30 -20 No863 848 869 817 908 869 6 -39 No929 0 1102 1078 969 1102 173 133 Yes

1275 1245 1332 1342 1290 1342 67 52 Yes501 629 755 848 581 848 347 267 Yes988 0 732 1015 1142 1028 1142 154 114 Yes972 998 1018 1008 1012 1018 46 6 Yes

1156 1163 1256 1253 1236 1181 1256 100 75 Yes881 943 955 910 971 926 971 90 45 Yes851 915 978 939 896 978 127 82 Yes621 0 891 829 821 676 891 270 215 Yes

1208 1200 1215 1155 1223 1215 7 -8 No1190 1230 0 1257 1215 1257 67 42 Yes1453 1456 1479 1411 1453 1479 26 26 Yes286 263 295 260 471 295 9 -176 No

1382 1433 1419 1482 1382 1482 100 100 Yes929 930 962 851 969 962 33 -7 No857 886 855 935 902 935 78 33 Yes

1280 1306 0 1258 1295 1306 26 11 Yes1203 1242 0 1243 1218 1243 40 25 Yes1228 1266 1300 1365 1243 1365 137 122 Yes1165 1151 1166 1165 1190 1166 1 -24 No1329 1346 1314 1381 1329 1381 52 52 Yes804 786 851 614 849 851 47 2 Yes182 73 3 75 427 75 -107 -352 No1482 1450 0 1522 1482 1522 40 40 Yes1430 1361 1402 1363 1335 1402 -28 67 Yes1390 1396 1365 1339 1390 1396 6 6 Yes1179 1228 1138 1162 1204 1228 49 24 Yes943 923 994 984 983 994 51 11 Yes


Appendix2AEnglishLanguageArtsCurriculumDocuments

PositiveOutcomesCharterSchool7thGrade

EnglishLanguageArtsCurriculumDocuments

2017-2018 Positive Outcomes Charter School 7th Grade

ELA Scope and Sequence: Grade 7 Based on the Collections Series

Unit Number

& Title

Time Frame (in months or

weeks)

Standards Addressed

Anchor Text

Summative Performance Task (**indicates a Common Assessment)

RL 10

Independent Swimming to

Antarctica by Lynne Cox (Lexile 940)

Novel Study Students will respond in their “Reading Response Journal” based on various prompts throughout the novel.

Unit 1: Collection

1 Bold

Actions

September- October

RL 1, RL 3, RL 4, SL 4, W 3, L 1b, L4a, L4b, L

4c

Rogue Wave Short Story by

Theodore Taylor (Lexile

980L)

*Diagnostic Test

Writing Activity: Movie Activity(W 3, SL 4): Think about ¨Rogue Wave¨ could be adapted as an action movie. Write a four paragraph movie outline showing how it could be done. USe your completed outline to ¨pitch¨-or present persuasively-your movie idea to a partner or group. In your outline, be sure to include:

● a description of the opening scene that establishes the characters, setting, and conflict.

● a description of each important scene in the plot.

● suggestions for how to shoot each scene to convey the suspense.


Close Reader Short story by Eleanora Tate

“Big Things Come in Small

Packages” (Lexile 900)

• cite several pieces of textual evidence • make inferences drawn from the text • analyze how particular elements of a story interact • analyze how setting shapes the characters or plot

RI 1, RI 2, RI 3, RI 5, RI 6, RI 8, RI 9, SL 2, W1, W 4,

W 6

Online News Article by Paul

Harris “Parents of

Rescued Teenage Sailor

Abby Sunderland Accused of

Risking Her Life” (Lexile

1110)

Editorial by Joanna Weiss “Ship of Fools”

Media Activity: Blog (RI 2, RI 3, RI 5, RI 6, RI 8, RI 9, SL 2, W 6) With your classmates, create a class blog to discuss what you think would be an appropriate age to pursue such an undertaking.

● To build the blog, map out your home page and plan one or more discussion threads.

● Begin the blog by writing your own opinion of Abby’s solo adventure. Was it foolish or wise for someone her age to attempt such a trip alone?

● Refer to any of the three news pieces for evidence. Encourage classmates to post to the blog.


(Lexile 1120)

TV News Interview by

CBS News “Was Abby Too Young to Sail?”

Close Reader: Essay by

Robert Medina “Finding Your

Everest” (Lexile1160)

• cite several pieces of textual evidence • determine two or more central (or main) ideas in a text • trace and evaluate an argument • assess claims, reasoning, and evidence in a text

RL 1, RL 2, RL 3, RL 4, W3, W5, W7, L2a,

L4c

Greek Myth ¨The Flight of

Icarus¨

retold by Sally Benson (1110L)

Writing Activity: Graphic Comic ( W3, W5, W7): ̈The Flight of Icarus¨ begins with references to

Theseus and his escape from the labyrinth built by Daedalus. Retell your own version of the myth in the form of a graphic comic. In this kind of text, both verbal and visual elements work together.

● Research retellings of the myth of Theseus and the Minotaur.

● Redo the text of the myth in your own words. Try to keep any character


speeches or descriptions as brief as possible.

● Make sure that the words don´t crowd the art space.

● Plan how your characters will look. Use any descriptions you find in the text version of the myth to help you.

● Do a rough sketch of your ideas before creating finished pages.

Close Reader: Greek Myth

Retold by Olivia Coolidge

“Arachne” (Lexile1250)

• cite several pieces of textual evidence • determine a theme and analyze its development over the course of a text • analyze how particular elements of a story interact

Poem by Stephen Dobyns

“Icarus Flight”

Speaking Activity: Response to Literature (W 2, SL 4) The poet asks a number of questions throughout the poem, as if speaking directly to readers. What is the purpose of these questions? Do they cause you to consider Icarus’s actions in a new light? Share your views in an oral response. • Think about the questions and views the poet presents.


• Identify evidence from the poem to support your views. • Make sure your points are clear and convincing. Use verbal and nonverbal techniques to enhance your points.

Informational Text by

Patricia and Fredrick

McKissack “Women in Aviation”

(Lexile 1150)

Writing Activity: Informative Report (W 2, W 6, W 8, W 10) Do further research on one of the figures from "Women in Aviation." Then present your research in the form of a report.

● Use text, online, and digital resources such as encyclopedias, web searches, and other texts to find facts and details.

● Include details about the pilot s achievements and their importance.

● Be sure to include additional quotes either directly from or about the aviator you chose.

RI 1, RI 2, RI 3, RI 5, RI 6,

RI 8, RI 9 SL 2, W1,

W4, W6

Unit Assessment(s): Option A: Write a Fictional Narrative (W3a-e, W4, W5, W10): Use the texts in the collection as models for writing your own story in which the characters


take bold actions in the face of a seemingly overwhelming challenge.

● See how the example from ¨The Rogue Wave¨ uses descriptive setting and introduces characters.

Option B: Present an Argument (W1a-e, W5, W8, W9, W10, SL4, SL5, SL6, L3): This collection depicts the bold actions of daring individuals. The myth ¨The Flight of Icarus¨ presents a clear message about the risks and rewards of taking those actions. In the following activity, you will draw from ¨The Flight of Icarus¨ and other texts in the collection to prepare and present an argument, either for taking bold actions or for avoiding them. Collection 1 Test

RL 10

Independent reading

The Cay by Theodore

Taylor (Lexile 860)



Unit 2: Collection

2 Perception

and Reality

November- December

RL 1, RL 2, RL 3

RL 4, RL 10, W 7. W

9, SL 6, SL

4b, SL 4d

Folk Tale retold by Virginia

Hamilton “The People Could

Fly: (Lexile 430

Speaking Activity: Dramatic Reading RL10, SL 6 With a small group, do a dramatic reading of “The People Could Fly,” using the text of the folk tale as a script. Follow these tips for preparing and performing: • Rehearse the reading several times. • Make sure your voices fit the personalities of the characters you portray. • Deliver lines with the appropriate emotion. • Keep in mind how the tale begins somberly but builds in intensity

Close Reader: Short Story by

“Heartbeat” (Lexile 840)

● cite several pieces of textual evidence ● determine the theme or central idea in a

text ● provide an objective summary of a text ● analyze how particular elements of a

story interact

RL 1, RL 2, RL 4, RL 5, SL 1, SL 4,

SL 6

Poem by W.B. Yeats “The

Song of Wandering

Aengus”

Poem by William

Speaking Activity: Discussion With a small group SL 1a–d, SL 4, SL 6 Discuss which speaker of these two poems seems more affected by what he perceives. To prepare for your discussion:

• Consider what each speaker is longing for. • Think about the words used to express the

speaker’s longing in each poem.


Shakespeare “Sonnet 43”

● Create a Venn Diagram to compare and contrast the two poems.

Magazine Article by

Susana Martinez- Conde and Stephen L Macknick

“Magic and the Brain” (Lexile

1340)

Speaking Activity: Demonstration W 7, SL 4, L 6 Do research to find an easily performed “magic trick” that is based on a science principle. Follow the step-by-step directions for the trick and practice performing it. Determine the principle that makes the trick work. Then demonstrate the trick in a performance for your classmates. Follow these suggestions during the demonstration:

● If necessary, perform the trick a second time, but more slowly, indicating whatever you’re doing to distract their attention.

● At the end of the performance, explain the principle at work in the trick and how it relates to the article “Magic and the Brain.”

● Invite feedback. Discuss with your classmates whether the demonstration increases their understanding of neuromagic.

Close Reading: ● cite several pieces of textual evidence


Science Writing by Reynaldo Vasquez

“Saving the Lost” (Lexile

920)

● determine the theme or central idea in a text

● provide an objective summary of a text ● analyze how particular elements of a

story interact

SL 2, SL 5,

W 6

Public Art by Julian Beever

Pavement Chalk Art

Media Activity: Poster SL 5, W 6 Working in small groups, create a poster or a

flyer that announces an exhibit of Beever’s art in a city. Use your favorite design software program to lay out your work, including images and text.

• Highlight the effectiveness of Beever’s drawings as public art.

• Promote the advantages of having sidewalk art in a city.

• Present your completed flyer or poster to the other groups, explaining what you intend to communicate with it and how you accomplished that goal.

RL 1, RL 2, RL 3, RL 4,

RL 5, W 9a, L 4a,

L 4c, L 5b, L 6

Short Story by Cory Doctorow

“Another Place, Another

Time” (Lexile 1060)

Writing Activity: Character Analysis RL 1, RL 2, W 9a With a partner, find and record references to

the passage of time that connect to key experiences for Gilbert. For each important reference, also note what is happening to Gilbert. Together, write a


one-page character profile of Gilbert, including details that answer these questions:

• What are Gilbert’s personal traits? • What motivates Gilbert’s actions? • What life-changing events occur in his life? • When and where is he at the start of the

story? At the end? • How has he changed by the end of the

story?

RL, RL2, RL3, RL4, RL5, RL7, RL10, W2, W4, W9a, W10, L4a, L4c, SL2

Sorry, Wrong Number

Drama by Lucille

Fletcher (Lexile N)

Writing Activity: Character Analysis (W2, W4, W9a, W10):

Write a three-paragraph character analysis of Mrs. Stevenson. Support your analysis with examples of her actions, expressed in the dialogue and stage directions. Try to answer these questions.

● How does she perceive herself? ● How does she perceive other people such

as the operators, police sergeant, and hospital workers?

● What parts of her personality might have been misunderstood or allow her to be misunderstood by others?

● How do her actions affect the dramaś?


Unit Assessment(s):

Option A: Write an Argument ( W1a-e, W4, W5, W9, W10): Folktales like ¨The People Could Fly¨ often make readers reflect on the ways we perceive our world. Consider the common saying ¨seeing is believing¨ and its meaning. After reading the texts in this collection, do you believe this saying is true? You will draw from ¨The People Could Fly¨ and other texts in the collection to write an argument that states and supports your position. Option B: Give a Summary Presentation (W 2a-f, W4, W5, W6, W10, SL4): Sorry, Wrong Number is a drama chockful of actions and shifting perceptions. In the following activity, you will draw from Sorry, Wrong Number to deliver a summary presentation. Collection 2 Test


RL 10

Independent Reading

Call of the Wild by Jack London

(Lexile 1170)


Unit 3 Collection

3 Nature at

Work

January- February

RI 1, RI 2, RI 3, R I 4, W 9, L3a,

L5a

Mississippi Solo Memoir

by Eddy Harris (Lexile 830L)

Writing Activity: Analysis (RI 4, W 9):

Look back through the memoir to list examples of how the author uses similes and personifies the river. Focusing on examples from the list, write a two to four paragraph literary analysis that explains how the author uses figurative language in this memoir.

● Support your main points by using quotes from the text as examples.

● Explain the meanings of the examples and how they contribute to important ideas of the memoir.

● Discuss what impressions you have about the author’s writing style, based on his use of figurative language.

Close Reader:

Memoir by Helen Thayer

● cite multiple pieces of textual evidence ● analyze interactions between elements of

an informational text


from Polar Dream

(Lexile 1070)

● determine the meaning of words and phrases, including figurative language, and analyze the impact of specific word choice on meaning and tone

● determine an author’s point of view or purpose in a text

Soliloquy by William

Shakespeare from The Tempest

Speaking Activity: Dramatic Reading SL 1, SL 6 Divide the lines of this soliloquy among the

members of a small group so that each participant has several lines that express one idea or related ideas.

• Together, discuss and analyze the Shakespearean vocabulary and sentence structure.

• Use your analysis to rewrite Prospero’s soliloquy in your own words.

• Then, as a group, deliver your version of the soliloquy to the class.

RL 1, RL 2, RL 3, RL 4, RL 6, W1,

W 4, W 10, SL 1, L 1b,

L 4c

Short Story by Naomi Shihab

Nye “Allied with Green” (Lexile 900)

Writing Activity: Argument W 1, W 4, W 10, SL 1 Look back through “Allied with Green” to

take notes on the points Lucy makes in favor of green. Adapt those ideas to develop a three- to four-paragraph argument in support of or against her position.


• Introduce your opinion. • Specify support for your opinion with

reasons and examples. • Acknowledge a possible argument from an

opponent and refute it. • Conclude with a statement that

summarizes your opinion and ties your ideas together.

RI 1, RI2, RI 3, RI 4, RI 5, RI 6, W 7, SL 4, L 1a, L 4B,

L 6

Expository Essay by

Douglas Fox “Big Rocks’

Balancing Act” (Lexile 1060)

Speaking Activity: Summary Presentation W 7, SL 4 Choose a concept or term about geology

from “Big Rock’s Balancing Acts” (for example: earthquake tremors, granite, bedrock, accelerator-mass spectrometer, erosion, Ice Age, or geology itself ). Think of a question related to that term to explore, such as “How many ice ages have taken place on Earth?” Research your topic and present a brief summary of the information you find.

• Find at least two informational print or online articles on the topic. Make sure these sources are credible and believable.

• List the most important ideas you want to present.


• Begin your summary with an introduction that specifies your topic clearly, establishes your central idea, and hooks listeners into listening further.

• Explain the central idea or ideas from your research.

Close Reader: Informational Text by James Vlahos “The

Hidden Southwest:

The Arch Hunters”

(Lexile 1060)

● cite several pieces of textual evidence ● determine two or more central ideas in a

text ● analyze the interactions among

individuals, events, or ideas in a text ● analyze the structure an author uses to

organize a text

RL 1, RL 2, R L 4, RL

5, RL 6, W2, W10, SL1

“Ode to Enchanted

Light” poem by Pablo Neruda (Lexile N/A) “Sleeping in the Forest”

poem by Mary Oliver (Lexile

N/A)

Writing Activity: Poem (W 3, W 10): Write a four-stanza poem to describe an experience with nature.

● Base the poem on your own experiences or on an imagined one. Experiment with figurative language.

● Consider expressing a theme or message about nature.

● As you create your poem, try reading it aloud to help you refine your choices of words or effects.


Close Reader: Poems by

Leslie Marmon Silko, Victor Hernandez Cruz, and

Gwendolyn Brooks from Poems About

Nature

● cite evidence from the text ● determine the meaning of words and

phrases, including figurative language ● analyze how a poem’s form contributes to

its meaning

RL 10

Independent Reading

Tuck Everlasting by

Natalie Babbitt

(Lexile 770)


Unit 4 Collection

4 Risk and

Exploration

February- March

RI 1, RI 4, RI 5, RI 6, RI 7, RI 8, SL 1, SL 3,

W 2, W 7, W 8, L 4, L 4a,

Remarks at the Dedication of the Aerospace Medical Center Speech by John

F. Kennedy (Lexile 1380L)

Writing Activity: Research Report (W2, W7, W8):

Research a recent or planned space mission for medical research by NASA (National Aeronautics and Space Administration).

● Identify one mission and write a brief description of its purpose and outcome.


L 4c, L 4d ● Explain whether or not it is in keeping with Kennedy’s views about space research.

● Share your findings with the class.

Close Reader: Online Essay

by Joan Vernikos “Why Exploring the

Ocean is Mankind’s Next Giant

Leap” (Lexile 1130)

● cite several pieces of textual evidence ● determine central ideas in a text ● trace and evaluate an argument ● assess an author’s claims and reasoning

RI 1, RI 2, RI 4, RI 5, RI 6, RI 8,

W 7, W 8, SL 1, SL 3, SL 4, L 1a, L4b,

L 6

Why Exploring the Ocean is Mankind’s Next Giant

Leap (Commentary

by Philippe Cousteau

(Lexile 1360L)

Speaking Activity: Informal Debate (W7, W8, SL 1, SL 4):

Philippe Cousteau begins by mentioning the 1960 exploration of the Mariana Trench. Would further exploration of this deep-sea region be worthwhile? Divide your group into two teams to informally debate that question.


RI 1, RI 2, RI 3, RI 4, RI 5, RI 6,

W 1, W 4, W 8, W 10, L

1a, L 4a, L 4b, L 4c, L 6

Living in the Dark Science

Article by Cheryl Bardoe (Lexile 1200)

Writing Activity: Persuasive Essay (W1, W4, W8, W10):

Think about Santiago Herrara’s statement at the end of the excerpt from “Living in the Dark.” Why does he have that opinion? Why might someone else have a different opinion? Do you agree with Herrara’s statement? Use your answers to those questions to write a one-to-three paragraph persuasive essay.

Science Article by Elisabeth

Rosenthal “Stinging Tentacles

Offer Hint to Oceans’ Decline”

(Lexile 1370)

Writing Activity: Research Report (W 2, W 7, W 8)

Research a recent or planned space mission for medical research by NASA (National Aeronautics and Space Administration). • Identify one mission and write a brief description of its purpose and outcome. • Explain whether or not it is in keeping with Kennedy’s views about space research. • Share your findings with the class.


RL 1, RL 2, RL 4, W 2,

W 9a

Your World Poem by Georgia Douglas Johnson

(Lexile N/A)

Writing Activity: Analysis (W2, W9a):

Think about the extended metaphor in this poem. Write at least one paragraph analyzing the extended metaphor. These questions may help you organize your thoughts and writing:

● What words and phrases show the comparison throughout the poem?

● Why might the poet have chosen this comparison?

● What feelings are suggested by the comparison?

Unit Assessment(s):

Speaking Activity:Persuasive Speech (W1a-e, W4, W5, W7, W8, SL4, SL5, SL6): Persuasive speeches such as John F. Kennedyś ¨Remarks at the Dedication of the Aerospace Medical Health Center¨ can inspire listeners to rise to great challenges. In the following activity, you will draw from Kennedyś speech and other texts in the collection to prepare and give a persuasive speech. You will try to


persuade others whether major exploration is worth the risk. Collection 4 Test

RL 10 Independent

Reading Free Choice


Unit 5 Collection

5 The Stuff

of Consumer

Culture

March-April

RI 1, RI 2, RI 3, RI 4,

RI 5, W 1b, W

6, L 3a, L 4a,

L 6

from Life at Home in the

Twenty- First Century Informational Text by Jeanee (Lexile 1640L)

Writing Activity: Essay (W 1b, W 7): You´ve just read that a number of different types of televisions have been available through the years. Find out a new development in TV technology and write about it in a brief informational essay.

● Use digital or print sources about the consumer electronics to research your topic.

● Take notes as you try to answer questions like: Who invented this technology and when? How does it work? How could it change how people watch T.V.s? Why would consumers want to purchase it?


● Use your notes to create an outline of your ideas.

● Share your completed essay with a partner or group that has written about other new features of TVs. Discuss the different features and consumers’ attitudes toward them.

Close Reader: Essay by Andres

Padilla-Lopez “Teenager and

New Technology” (Lexile 1640)

• cite multiple pieces of text evidence • determine central ideas in a text • determine the meaning of words • analyze the structure used to organize a text • determine an author’s point of view

RI 1, RI 2, RI 4, RI 5, RI 8, SL 1, L 1a, L 4d, L 5b, L 6

Informational Text by

Thomas Hine “Always

Wanting More” from I Want

That (Lexile 1240)

Speaking Activity: Discussion RI 8, SL 1 In small groups, prepare for a class discussion about the claims, or positions, that Thomas Hine shares about our consumer culture.

● First, identify a list of the claims. ● Consider the following questions: How

well does the author support his claims? Are there any I would challenge? How does my own experience as a consumer connect to these claims?

● With your other group members, discuss responses to the questions


● Participants who disagree with Hine’s ideas can present their own views. Be sure to support points with evidence.

● For the class discussion, each small group might choose a reporter to present your responses to the

Close Reader: Essay by Lourdes Barranco

“Labels and Illusions”

• cite multiple pieces of textual evidence • make inferences • determine the central idea of a text • determine the meanings of words and phrases as they are used in the text • analyze the impact of a specific word choice on meaning and tone

RL 1, RL 2, RL 4, RL 5, W 2, W 4,

W 10

Dump Poem by X.J. Kennedy (Lexile N/A) How Things

Work Poem by Gary Soto

(Lexile N/A)

Writing Activity: Analysis (W2, W4, W10): Write a 1 page analysis of the poems ¨Dump¨ and ¨How things Work.¨ In the views and experiences of consuming expressed in each poem.

● Complete the graphic organizer from the Compare Forms in Poetry section. Use the completed chart to organize your ideas.

● Include words and lines from the poems to support key points and ideas in your analysis.

● Organize your analysis clearly, using a compare-contrast structure.


● Sum up each speakerś central idea, or theme, and the tone, or attitude toward the subject.

RL 1, RL 2, RL 3, RL 4, W 3, W 4, W 10, L

2b, L 4d, L 6

Earth (A Gift Shop) Short

Story by Charles Yu

(Lexile 1010)

Writing Activity: Short Story (W 3, W 4, W 10):

In the science fiction world of Ëarth (A Gift Shop),¨ humans no longer live on Earth. What would it be like to vacation in that world? How and why might someone have had to escape Earth to find a home on another planet? Pick a part to expand into a short story of your own.

● Create an outline of your story, including the narrator, characters, setting, and plot events with a conflict and resolution.

● List the gadgets or technologies that the characters will encounter.

● Include a theme that leaves readers with a message about technology.

● Use your plan to draft and then revise a 2-3 page short paper.

Close Reader: Short Story by Shinichi Hoshi “He-y Come on

Ou-t”

● cite textual evidence ● determine a theme or central idea in a

text ● analyze how particular elements of a

story interact


(Lexile 860) ● determine the meanings of words and phrases as they are used in text

Unit Assessment(s): Speaking Activity: Multimedia Presentation (W2a-f, W 4, W 5, W 6, W 7, W 8, W 10, SL4, SL5, SL6): This collection focuses on the proliferation of consumerism and how it has affected American culture and our environment. In this activity, you will research a topic related to consumerism. You will draw from Life at Home in the Twenty-First Century, other texts in the collection, and your research findings to write an informative essay about the topic you chose. Then you will prepare and give a multimedia presentation on that topic. Collection 5 Test

RL 10 Independent

Reading Novel Study


Bud, Not Buddy by

Christopher Paul Curtis (Lexile 950)

Students will respond in their “Reading Response Journal” based on various prompts throughout the novel.

Unit 6 Collection

6 Guided by

a Cause

May-June

RI 1, RI 2, RI 3,RI 4, RI 5, RI 6, RI 9, W1b, W 6, SL 4,

SL 6, L2, L4b,

L4d

from Flesh & Blood So Cheap:

The Triangle Fire and Its

Legacy History Writing by

Albert Marrin (Lexile 900L)

from The Story of the Triangle

Factory Fire History Writing by Zachary Kent

(Lexile 1110)

Speaking Activity: Oral Presentation (W2, W6, SL4, SL6):

The Triangle Factory Fire raised issues about inadequate workplace safety, labor rights, and factory jobs. Despite great progress in improving working conditions since 1911, these issues are still in the news. Make an oral presentation about a current event that shares features with the Triangle Factory Fire.

● Use online and print resources to learn about a recent event.

● Use several sources and get varied viewpoints and interpretations of the event.

● Prepare a talk to tell about the event, the people, and the issues.

● End your talk by telling how this event is similar to and


Close Reader: History

Writing by Lynne Olsen

“The Most Daring of Our

Leaders” (Lexile 1190)

Speech by John Lewis “Speech

to the Democratic

National Convention” (Lexile 890)

• cite multiple pieces of text evidence • determine central ideas in a text • analyze interactions between individuals, events, and ideas • determine the meaning of words • analyze the structure of a text • determine an author’s purpose • analyze how two authors write about history

RL 1, RL 2, RL 4, RL 6, RL 9, W3, W4, W5,

W9, W10, L1a, L5,

L5b

from Uprising Historical Novel by Margaret Peterson

Haddix (Lexile 800L)

Writing Activity: New Chapter (W3, W4, W5, W9, W10):

Suppose that a short chapter follows the three that you have read. In this chapter, the point of view remains third-person limited, but events


are seen through the eyes of a different character. Write that new chapter.

● Choose a character already introduced such as Jacob or Harriet.

● Read closely to learn about the characterś likely goals, experiences, and other interactions with other characters.

● Read the nonfiction excerpts about the Triangle Fire to gather more factual details.

● Write a draft of your chapter. ● Read it aloud to a partner, and make

revisions based on your listenerś suggestions.

Close Reader Short Story by

ZZ Packer from “Doris is

Leaving” (Lexile 880)

● cite textual evidence ● analyze how particular elements of a

story interact ● compare and contrast a fictional

portrayal and a historical account of the same period

RI 1, RI 2, RI 3, RI 4, RI 5, RI 6, RI 8, W1, W4, W9b,

Craig Kielburger Reflects on

Working Toward Peace

Writing Activity: Critique (RI 1, RI 8, W1, W4, W9b, W10): Has this essay persuaded you that global poverty can be ended? Why or why not? Write a


W10, L1c, L4c, L6

Personal Essay by Craig

Kielburger (Lexile 1080L)

two to three paragraph essay offering your opinion of Craig Kielburgerś essay.

● Consider questions such as, Does Kielburger do enough to convince you? Does his choice of evidence effectively support his point of view? If not, why is it inadequate and what additional evidence might he have included?

● Take notes on the evidence that

Kielburger uses to support his claim about ending poverty.

● In your essay, be sure to include an interesting introduction that clearly states your claim.

● Use the evidence you found in the text to support your claim.

● Use the evidence you found in the text to support your claim.

● Include a conclusion that summarizes your opinion.

Close Reader: Online Article

by David Karas “Difference Maker: John

• cite multiple pieces of text evidence • determine central ideas in a text • analyze individuals, events, and ideas • determine the meaning of words


Bergman and Popcorn Park” (Lexile 1130)

• determine an author’s purpose or point of view

RI 6, RI 7, SL 2, SL 3, SL 4, SL 5

Documentary directed by

Judy Jackson “It Takes a

Child”

Media Activity: Photo Documentary SL 4, SL 5 What does it take to be committed to a cause despite great obstacles? Let people know about a person in your school or community who works on an important social cause. Create a photo documentary to tell that person’s story.

● Take photos of the person involved in his or her work, or use photos that already exist.

● Choose some of the documentary features you learned about to help you create your documentary.

● Interview your subject and include quotations in your documentary or record a soundtrack of the interview with music.

● Present your documentary to a group of classmates. Then discuss their reactions to it.

RL 1, Rl 2, RL 4, RL 5, W 3, W 4,

A Poem for My Librarian, Mrs. Long Poem by

Writing Activity: Poem (W3, W4, W10): Mrs. Long acted generously to a child, and that child never forgot it. Think back to an


W10, L1a, L1c

Nikki Giovanni (Lexile N/A)

experience or a connection with someone who acted generously to you. Free-write about your memory-noting phrases, sentences, quotations, and anything else that comes to mind. Use your written ideas to write a poem in free verse form. Look back at the poem you´ve just read for ideas about how to:

● convey the sights, sounds, and smells, you remember

● portray the person you remember ● tell about your feelings then and now

RL 1, RL 2, RL 3, RL 4, RL 6, W 1, W 4, W 9a, W 10, L 1c,

L 4c, L 6

Short Story by D’Arcy

McNickle “Train Time” (Lexile 670

Writing Activity: Character Analysis RL 1, RL 3, RL 6, W 1, W 4, W 9a, W 10 In “Train Time,” the Major does not think he is doing anything wrong—or does he? Write two or three paragraphs to describe the character of the Major.

● Answer these questions to help organize your ideas: What does the Major value? What actions does he take? How does the Majo seem to feel about Reservation Indians?

● Include quotations from the story to support your ideas about the Major.

● Discuss the different ways the author reveals the Major’s character traits.


Unit Assessment(s): Writing Activity: Write an Expository Essay (W2a-f, W4, W5, W6, W7, W8, W10): This collection focuses on important social causes and how people champion those causes. In the selections about the Triangle Factory Fire, you learned how a great tragedy led to public outcry for the causes of workplace safety and fair working conditions. In this activity, you will do additional research about a topic or person related to this fire. You will draw from the texts in the collection and your research findings to write an expository essay about the topic or person you chose. Collection 6 Test

Teaching and Learning Branch

7/25/16 1

Argument Writing Rubric Grade 7

Score of 4—Above Grade Level Score of 3—At Grade Level Score of 2—Approaching Grade Level Score of 1—Below Grade Level

The writing –

introduces the claim(s) (8W1a)

acknowledges and distinguishes the

claim(s) from alternate or opposing

claims (8W1a)

organizes reasons and evidence

logically (8W1a)

uses words, phrases, and/or clause

to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence (8W1c)

provides a concluding statement or

section that follows from and supports the argument presented (8W1e)

skillfully produces clear and coherent

writing appropriate to task, purpose, and audience (8W4)

The writing –


acknowledges alternate or opposing claims (7W1a)

organizes reasons and evidence logically (7W1a)

uses words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence (7W1c)

provides a concluding statement or section that follows from and supports the argument presented(7W1e)

produces clear and coherent writing appropriate to task, purpose, and audience (7W4)

The writing –

attempts to introduce the claim(s)

attempts to acknowledge alternate or

opposing claims

attempts to organize reasons and evidence

logically

attempts to use words, phrases, and

clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence

attempts to provide a concluding statement

or section that follows from and supports

the argument presented

attempts to produce clear and coherent

writing appropriate to task, purpose, and

audience

The writing –

makes little or no attempt to introduce the

claim(s)

makes little or no attempt to acknowledge

alternate or opposing claims

makes little or no attempt to organize reasons

and evidence logically

makes little or no attempt to use words,

phrases, and clauses to create cohesion and

clarify the relationships among claim(s),

reasons, and evidence

makes little or no attempt to provide a

concluding statement or section that follows

from and supports the argument presented

makes little or no attempt to produce clear

and coherent writing appropriate to task,

purpose, and audience

Org

an

izati

on

/Pu

rpo

se

2 x

____=

____

The writing –

supports claim(s) with clear reasons and

relevant and sufficient evidence (8W1b)

skillfully uses accurate, credible resources

(8W1b)

skillfully uses relevant information from

multiple print and digital sources (8W8)

skillfully quotes or paraphrases data

and conclusion of others while avoiding

plagiarism (8W8)

skillfully follows a standard format for

citation, when appropriate (8W8)

The writing –

supports claim(s) with logical

reasoning and relevant evidence

(7W1b)

uses accurate, credible sources

(7W1b)

uses relevant information from

multiple print and digital sources

(7W8)

quotes or paraphrases the data and

conclusions of others while avoiding

plagiarism (7W8)

follows a standard format for citation,

when appropriate (7W8)

The writing –

attempts to support a claim with logical reasoning and relevant evidence

attempts to use accurate, credible sources

attempts to makes use of relevant information from multiple print and digital sources

attempts to quote or paraphrase the data and conclusions while avoiding plagiarism

attempts to follow a standard format for citation, when appropriate

The writing –

makes little or no attempt to support a

claim with logical reasoning and relevant

evidence

makes little or no attempt to use accurate and

credible resources

makes little or no attempt to use relevant

information from multiple print and digital

sources

makes little or no attempt to quote or

paraphrase the data and conclusions

while avoiding plagiarism

makes little or no attempt to follow a

standard format for citation, when

appropriate

Evid

en

ce/E

lab

ora

tio

n

2 x

____=

____

The writing –

establishes and maintains a formal style (8W1d)

employs language and tone appropriate

to purpose and audience (L3)*

demonstrates a command of grade-level appropriate standard English grammar, usage, and conventions

(8L1-2)*

has errors that do not interfere with understanding (8L1-2)*

The writing –

establishes and maintains a formal

style (7W1d)

employs language and tone appropriate

to purpose and audience (L3)*

demonstrates a command of grade

level appropriate standard English

grammar, usage, and conventions

(7L1-2)*

has errors that do not interfere with

understanding (7L1-2)*

The writing –

attempts to establish and maintain a formal

style

attempts to demonstrate a command of grade-

level appropriate standard English grammar,

usage, and conventions

has errors that may interfere with

understanding

The writing –

makes little or no attempt to establish and

maintain a formal style

makes little or no attempt to demonstrate

a command of grade-level appropriate

standard English grammar, usage, and

conventions

has errors that interfere with

understanding

La

ng

uag

e/C

on

ven

tio

ns

1 x

____=

____


7/25/16 2

Non-scorable responses: insufficient information and/or blank paper, copied text, in language other than English, off topic, off purpose *Conventions Chart p. 2

CONVENTIONS CHART

Grade 7

Spelling Capitalization Punctuation Grammar Usage Sentence Completion

Spells words at grade level and below correctly. (7W2b)

Uses capitalization rules from the previous grades (L2a)

Commas:

Uses a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not, He wore an old, green shirt.) (7L2a)

Comma, parenthesis or dash to set off nonrestrictive/ parenthetical information* (e.g., appositives, explanatory phrases/ clauses such as Batman, the famous caped crusader, battled the Joker, Our teacher, who loves cake, enjoyed the birthday party we threw her)

Phrases:

Avoids misplaced or dangling modifiers (7L1c)

Pronouns:

Avoids inappropriate shifts in pronoun number and person* (previous grade L1c)

Avoids vague or ambiguous or unclear pronoun references* (previous grade L1d)

Verbs:

Avoids inappropriate shifts in verb tense.* (previous grade L1d)

Agreement:

Pronouns and antecedents agree (Everybody wants his or her own book bag VS They all want their own book bags) (previous grade 1e)

Subjects and verbs agree (People who forget the words just hum the tune) (previous grade L1)

Frequently Confused Words:

Uses frequently confused words* correctly (previous grade L1g)

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas (7L1b)

* as appropriate for grade level (see progression chart on page 56, of the CCSS, for progressive skills)

Adapted from the Smarter Balanced – Conventions Chart – April, 2014

* Students are expected to demonstrate grade-level skills in conventions as specified in the CCSS as well as those specified for earlier grades.


12/3/15 1

Narrative Writing Rubric Grade 7

Score of 4 – Above Grade Level Score of 3 – On Grade Level Score of 2 – Approaching Grade Level

Score of 1 – Below Grade Level

The writing –

skillfully engages and orients the reader by establishing a context and point of view (8W3a)

skillfully introduces a narrator and/or characters (8W3a)

skillfully organizes an event sequence that unfolds naturally and logically (8W3a)

uses a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events (8W3c)

skillfully provides a conclusion that follows from the narrated experiences or events (8W3e)

skillfully produces clear and coherent writing appropriate to task, purpose, and audience (8W4)

The writing –

engages and orients the reader by establishing a context and point of view (7W3a)

introduces a narrator and/or characters (7W3a)

organizes an event sequence that unfolds naturally and logically (7W3a)

uses a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another (7W3c)

provides a conclusion that follows from and reflects on the narrated experiences or events (7W3e)


The writing -

attempts to engage and orient the reader by establishing a context and point of view

attempts to introduce a narrator and/or characters

attempts to organize an event sequence that unfolds naturally and logically

attempts to use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another

attempts to provide a conclusion that follows from and reflects on the narrated experiences or events

attempts to produce clear and

coherent writing appropriate to task,

purpose, and audience

The writing -

makes little or no attempt to engage and orient the reader by establishing a context and point of view

makes little or no attempt to introduce a narrator and/or characters

makes little or no attempt to organize an event sequence that unfolds naturally and logically

makes little or no attempt to use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another

makes little or no attempt to provide a conclusion that follows from and reflects on the narrated experiences or events

makes little or no attempt to produce clear and coherent writing appropriate to task, purpose, and audience

Org

an

izati

on

/Pu

rpo

se

2 x

__

__

=_

___

The writing –

uses narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters (8W3b)

skillfully uses precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events (8W3d)

skillfully uses relevant information from multiple print and digital sources, when appropriate (8W8)

skillfully quotes or paraphrases while avoiding plagiarism (8W8)

skillfully follows a standard format for citation, when appropriate (8W8)

The writing –

uses narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters (7W3b)

uses precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events (7W3d)

uses relevant information from multiple print and digital sources, when appropriate (7W8)

skillfully quotes or paraphrases while avoiding plagiarism (7W8)

follows a standard format for citation, when appropriate (7W8)

The writing –

attempts to use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters

attempts to use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events

attempts to quote or paraphrase while avoiding plagiarism


The writing –

makes little or no attempt to use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters

makes little or no attempt to use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events

makes little or no attempt to quote or paraphrase while avoiding plagiarism

makes little or no attempt to follow a standard format for citation, when appropriate

Evid

en

ce/E

lab

ora

tio

n

2 x

__

__

=_

___


12/3/15 2



The writing –

skillfully maintains consistency in style and tone (L3)*

demonstrates a command of grade- level appropriate standard English grammar, usage, and conventions (8L1-2)*


The writing –

maintains a consistent style and tone (L3)*

demonstrates a command of grade-level appropriate standard English grammar, usage, and conventions (7L1-2)*


The writing –

attempts to maintain a consistent style and tone

attempts to demonstrate a command of grade-level appropriate standard English grammar, usage, and conventions

has errors that may interfere with understanding

The writing –

makes little to no attempt to maintain a consistent style and tone

makes little or no attempt to demonstrate a command of grade-level appropriate standard English grammar, usage, and conventions

has errors that interfere with understanding

La

ng

uag

e/C

on

ven

tio

ns

1 x

__

__

=_

__

_

Non-scorable responses: insufficient information and/or blank paper, copied text, in language other than English, off topic, off purpose

*Conventions Chart p. 3


12/3/15 3

CONVENTIONS CHART

Grade 7

Spelling Capitalization Punctuation Grammar Usage Sentence Completion Spells words at grade

level and below correctly (7W2b)


Commas:

Uses a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not, He wore an old, green shirt.) (7L2a)

Comma, parenthesis or dash to set off nonrestrictive/ parenthetical information* (e.g., appositives, explanatory phrases/ clauses such as Batman, the famous caped crusader, battled the Joker, Our teacher, who loves cake, enjoyed the birthday party we threw her)

Phrases:

Avoids misplaced or dangling modifiers (7L1c)

Pronouns:

Avoids inappropriate shifts in pronoun number and person* (previous grade L1c)

Avoids vague or ambiguous or unclear pronoun references* (previous grade L1d)

Verbs:

Avoids inappropriate shifts in verb tense* (previous grade L1d)

Agreement:

Pronouns and antecedents agree (Everybody wants his or her own book bag VS They all want their own book bags) (previous grade 1e)

Subjects and verbs agree (People who forget the words just hum the tune) (previous grade L1)



Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas (7L1b)




Collection__1-BoldActions______UnitPlanning

Performance Task Unpacked: Option A- Write a short story W 3a-e, W 4, W 5, W 10 Write a Fictional Narrative with a main character who boldly attempts to overcome a tremendous challenge.

1. Write a fictional narrative 2. Include elements of plot 3. Include character that takes bold action in an overwhelming challenge

Skills necessary for Performance Task: Option A

1. introduces and develops characters and a setting 2. contains a plot with a well-structured and logical sequence 3. establishes, develops, and resolves a conflict 4. uses dialogue, pacing, and relevant descriptive details 5. utilizes transitions to convey sequence 6. provides a conclusion that reflects a message about life

Performance Task Unpacked: Option B- Present an Oral Commentary W 1a-e, W 8, W 0, W 10, SL 4, SL 5, Sl 6, L 3 This collection depicts the bold actions of daring individuals.

1. The myth “The Flight of Icarus” presents a clear message about the risks and rewards of taking those actions.

2. In the following activity, you will draw from “The Flight of Icarus” and other texts in the collection 3. to prepare and present an argument, 4. either for taking bold actions or for avoiding them

Skills necessary for Performance Task: Option A 1. provides an introduction that clearly states your claim—the point your argument is making 2. includes quotations or examples from the texts to support or illustrate central ideas 3. uses good eye contact, volume, and pronunciation 4. includes visuals to emphasize salient points 5. concludes by restating the claim

Collection__1-BoldActions______UnitPlanningTexts to be used in Collections:

1. Rogue Wave: Short Story -L980

2. Parents of Rescued Teenage Sailor Abby Sunderland Accused of Risking Her Life: Online news article L1110

a. Ships of Fools: Editorial L1120 b. Was Abby Too Young to Sail? :TV

News Interview 3. The Flight of Icarus: Greek Myth Retold

L1110

4. Icarus Flight: Poem

5. Woman in Aviation: Informational Text L1150

6. Close Reading a. Big Things Come in Small

Packages : Short Story b. Finding Your Everest: Essay L1160 c. Arachne: Greek Myth L1250

Independent Reading: ● The Charge of the Light Brigade

○ Alfred, Lord Tennyson ● Icarus and Daedalus L1180

○ Retold by Josephine Preston Peabody

Key Learning Objective 1. Identify, analyze and make inference about the

elements of plot in short story. 2. Analyze and compare news stories about the

same event from various sources

3. Analyze the elements of a myth and to determine two or more themes.

4. Understand how the elements of form and the use of alliteration emphasize ideas and meaning in a poem.

5. Identify, analyze and draw conclusions about an

author’s purpose for writing informational texts.

Language and Style ● Sentence structure ● commas and coordinate adjectives ● subordinate clauses

Vocabulary Strategy ● Latin roots ● noun suffixes -ty and -ity ● Connotations and denotations

Instructional Support ● -Takenotesonhistoricaleventsasthey

presentthemselvesthroughouttheunitin

ordertoreflectback.

● -Paraphrase/rewordlargeparagraphsfrom

thetextsinordertosupport

comprehension.

● -Creategraphicorganizer/outlineto

organizetimelines,cause/effect

relationships,compare/contrast

characters.

Differentiated Instruction Reteach ● plot and Suspense ● reasons For/Against/claims and reasons ● analyze language: description ● rhythm in poetry ● author’s purpose

Extend ● discuss themes ● Trace and evaluate argument ● analyze a myth ● determine fact or opinion

Collection__1-BoldActions______UnitPlanning● -Modelannotationstrategies:Have

studentsusereadingtoolsintheonline

textbook(ie;highlighter)tohighlight

importantpartsofthetext(textevidence).

Havestudentshighlightindifferentcolors

usingtheirannotatingtools.Categorize

highlightsbyconcept/skillsetinthe

studentnotessection.

● -Model/Practiceeffectivediscussionsusing

CloseReadScreencastsinclass.Students

usenotesduringdiscussions.

● -Previewvocabulary/Remindstudents

theywillencounterthevocabulary

throughtheunit.

● -Modelutilizingkeyvocabularyinclass

discussions.Encouragestudentstouse

vocabularyinpairsandinwholegroup.

Writeparagraphsdemonstrating

knowledgeofkeyvocabulary.

● -Studentshighlightkeyvocabularyasthey

encounteritandhighlightcontextclues

thathelpedthemdefinetheword.

Collection Essential Question: What does it mean to face challenges fearlessly , even if it means failing in the attempt?

Collection_____3___UnitPlanning

Grade 7 Unit Plan Nature at Work Collection 3

Performance Task Unpacked: Option A Write a Personal Narrative W 3a-e, W 4, W 5, W 10 In this collection, you read about the strong and emotional connections that people have with different elements of nature.

1. In particular, consider the experience that Eddy Harris recounts in the excerpt from his memoir, Mississippi Solo.

2. Then think about your own interactions with nature. 3. Write a personal narrative about a natural setting that is meaningful to you.

Skills necessary for Performance Task: Option A ● begins with a captivating lead that clearly establishes the situation ● contains a well-structured event sequence that unfolds naturally and logically ● uses descriptive details that offer insight on significant events and feelings ● creates vivid images in the reader’s mind through the use of sensory language ● provides a conclusion that follows from and reflects on the narrated experiences and events

Performance Task Unpacked: Option B Write a Poetry Analysis W 2a–f, W 4, W 5, W 6, W 9a, W 10, SL 4 “Ode to enchanted light” and “Sleeping in the Forest” are lyric poems that convey an appreciation of nature. In this activity,

1. you will analyze each poet’s style by comparing and contrasting elements such as form, structure, and use of figurative language.

Skills necessary for Performance Task: Option B ● begins with clear thesis statement ● uses an effective organizational structure and transitions ● analyzes ideas and elements of the text and provides supporting textual evidence ● clearly explains how the poets use figurative language ● provides a conclusion that summarizes main points

Texts to be used in Collections:

1. Mississippi Solo: Memoir L830

2. The Tempest: Sololoquy

3. Allied with Green: Short Story L900

4. Big Rocks’ Balancing Act: Expository Essay L1060

5. Ode to Enchanted Light: poem Sleeping in the Forest

6. Close Readers: a. Polar Dream:Memoir L1070 b. The Hidden Southwest: The Arch

Key Learning Objective 1. Identify features of a memoir and analyze the

author's style. 2. Identify elements of Shakespearean language

interpret meaning and analyze a soliloquy. 3. Determine the theme of a short story and to

analyze word choice and style. 4. Analyze elements of an expository essay and its

structure 5. Analyze poetic form and learn how poets use

figurative language to express feelings and ideas


Hunters: Informational Text L1060 c. Poems about Nature: Poems

Independent Reading ● Sea Fever

○ John Masefield ● Is the Moon Tired?

○ Christina Rossetti ● On the Grasshopper and Cricket

○ John Keats ● The Lake

○ Edgar Allan Poe ● I Wandered Lonely as a Cloud

○ William Wordsworth ● The First Snowfall

○ James Russell Lowell Language and Style ● precise language ● sentence structure ● prepositional phrases

Vocabulary Strategy ● figures of speech ● using a glossary ● latin roots


presentthemselvesthroughouttheunitinordertoreflectback.

● -Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.

● -Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.

● -Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.

● -Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.

● -Previewvocabulary/Remindstudentstheywillencounterthevocabulary

Differentiated Instruction Reteach ● Characterization:Spider Map ● Determine meaning of words and phrases ● Figurative Language ● Summarize” What is this section mostly about?” ● Analyze Form

Extend ● Analyze Form ● Analyze point of view ● Analyze media ● Theme/central ideas


throughtheunit. ● -Modelutilizingkeyvocabularyinclass

discussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.

● -Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

Collection Essential Question: What is the beauty,power and mystery of nature?

Collection___5_____UnitPlanning

UnitPlan:7thGrade TheStuffofConsumerCulture Collection5

PerformanceTaskUpacked:CreateaMultimediaPresentationThiscollectionfocusesontheproliferationofconsumerismandhowithasaffectedAmericancultureandourenvironment.

1. Inthisactivity,youwillresearchatopicrelatedtoconsumerism.2. YouwilldrawfromLifeatHomeintheTwenty-FirstCentury,othertextsinthecollection,andyour

researchfindingstowriteaninformativeessayaboutthetopicyouchose.3. Thenyouwillprepareandgiveamultimediapresentationonthattopic.

SkillsnecessaryforPerformanceTask:

1. usestechnologytoshareinformationthroughtext,graphics,video,music,and/orsound2. organizesideaslogicallyinawaythatisinterestingandappropriatetopurposeandaudience3. presentsfindingsinafocusedmanner,withrelevantfacts,definitions,andexamples4. emphasizessalientpointsfromavarietyofsourcesandmedia5. concludeswithasectionthatsummarizesthefindingspresented

TextstobeusedinCollections:

1. LifeatHomeintheTwenty-FirstCentury:InformationalTextL1640

2. AlwaysWantingMore:InformationalTextL1240

3. Dump:PoemHowThingsWork:Poem

4. Earth(AGiftShop)5. CloseReader:

a. TeenagersandNewTechnology:EssayL1040

b. LabelsandIllusions:EssayL1030c. He-yComeonOu-t!:ShortStory

L860IndependentReading

● TheWorldisTooMuchwithUs○ WilliamWordsworth

KeyLearningObjective1. IdentifyCause-andEffectpatternsof

organizationinaninformationaltextanddrawconclusionsfromtextandgraphs

2. Identifyfeaturesofanauthor’sstyleandmakeinferenceusingtextualdetailsandtheirownknowledge

3. analyzeapoem’sformandidentifythemeandirony

4. Identifyelementsofsciencefictionandanalyzeastorytodetermineitstheme.

LanguageandStyle● eliminateredundancy● nounclauses● spelling

VocabularyStrategy● domain-specificwords● synonymsandantonyms● verifyingmeaning

InstructionalSupport DifferentiatedInstruction

Collection___5_____UnitPlanning● -Takenotesonhistoricaleventsasthey






● -Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.

● -Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.


Reteach● conclusionsandstatistics● determinemeaning● Analyzestructureandform● InformalDebate

Extend

● GroupDiscussion:TV’simpactoffamily● Determinecentralideasanddetails● analyzesetting

CollectionEssentialQuestion:WithourConsumerCulture,Howmuchisenough?


UnitPlan:7thGrade BlindedbyaCause Collection6

PerformanceTaskUpacked:OptionAWriteanInformativeEssayThiscollectionfocusesonimportantsocialcauses.IntheselectionsabouttheTriangleFactoryFire,youlearnedhowagreattragedyledtopublicoutcrytoimproveworkplaceconditions.

1. Inthisactivity,youwilldoadditionalresearchaboutatopicorpersonrelatedtothisfire.2. Youwilldrawfromthetextsinthecollectionandyourresearchfindingsto3. writeaninformativeessay.

SkillsnecessaryforPerformanceTask:OptionA

•clearlystatesthetopicinastrongthesisstatement•organizesideasandconceptslogically•supportscentralideaswithdetailsfromcrediblesources•usesappropriatetransitionstolinkideas•establishesandmaintainsaformalstyle•providesaconclusionthatfollowsfromandsupportstheinformationpresented

PerformanceTaskUpacked:OptionBParticipateinaPanelDiscussionInthiscollection,youreadaboutproblemsintheworldthatinspirepeopletotakeactiontosolvethoseproblems.

1. Inthisactivity,youwilldrawfromtheselectionsyoureadtotakepartinapaneldiscussionaboutwhatcommitmenttoacausecanmean.

SkillsnecessaryforPerformanceTask:OptionB•makesaclear,logicalgeneralizationaboutthevalueofcommittingtoacause•usesquotationsandspecificexamplestoillustrateideas•respondspolitelytothemoderatorandothergroupmembers•evaluatesothergroupmembers’contributions•summarizesthediscussionbysynthesizingideasTextstobeusedinCollections:

1. Flesh&BloodSoCheap:TheTriangleFactoryFIreandItsLegacy-HistorywritingL900TheStoryoftheTriangleFactoryFire:HistorywritingL1110

2. Uprising:ExcerptfromHistoricalNovelL800

3. CraigKielburgerReflectsofWorkingTowardPeace:PersonalEssayL1080

4. ItTakesaChild:Documentary

KeyLearningObjective1. Determinecentralideasanddetails,analyze

chronologicalorder,andanalyzeauthors’writingsonthesametopic

2. Analyzepointsofviewinatextandcompareandcontrastdifferentgenres

3. Identifyandanalyzeelementsofapersonalessaydetermineanauthor’spointofview.

4. Analyzethepurposeofadocumentaryand


5. APoemforMyLibrarian:Poem6. TrainTime:ShortStoryL6707. CloseReader

a. TheMostDaringofOurLeaders:HistoryWritingL1190

b. SpeechtotheDemocraticNationalConvention:SpeechL890

c. DorisisComing:ShortStoryL880d. DifferenceMaker:JohnBergman

andPopcornPark:OnlineArticleL1130

IndependentReading:● LettertothePresidentGeneralofthe

DaughtersoftheAmericanRevolution○ EleanorRoosevelt

understandthefeatureusedinit5. Analyseapoet’sstyleanddetermineatheme6. Analyzemethodsofcharacterizationand

flashbackinashortstory

LanguageandStyle● capitalization● phrases● danglingmodifiers● combiningsentenceswithphrases● misplacedmodifiers

VocabularyStrategy● latinroots● analogies● multiplemeanings● usingadictionary

InstructionalSupport● -Takenotesonhistoricaleventsasthey






● -Previewvocabulary/Remindstudents

DifferentiatedInstructionReteach

● Restatemainideas● trackcausesandeffects,obstaclesinplot● trackelementsofpersonalessay● languagesupport● determinemeaningstyle● characterization

Extend

● Primaryandsecondarysources● discusstheroleofwomen● elementsofanargument● camerashotsandshotselection● determiningthemeaningofwordsandphrases● character’spointofview


theywillencounterthevocabularythroughtheunit.



CollectionEssentialQuestion:Whatinspirespeopletotakeactiontoimprovetheirworld?


Grade 7 Unit Plan Risk and Exploration Collection 4

Performance Task Unpacked: Present an Argument W 1a–e, W 4, W 5, W 7, W 8, SL 4, SL 5, SL 6 Persuasive speeches such as John F. Kennedy’s “Remarks at the Dedication of the Aerospace Medical Health Center” can have powerful effects.

1. In the following activity, you will draw from Kennedy’s speech and other texts to prepare and present an argument.

2. You will try to persuade others whether major exploration is worth the risk.

Skills necessary for Performance Task ● contains an engaging introduction that establishes the claim ● supports key points with reasoning and relevant evidence pulled from a variety of solid, credible

sources ● uses language that effectively conveys ideas and adds interest ● concludes by forcefully summing up the claim


1. Remarks at the Dedication of the Aerospace Medical Health Center: Speech L1380

2. Why Exploring the Ocean is Mankind’s Next Giant Leap: Commentary L1360

3. Living in the Dark: Science Article L1200

4. Your World: Poem

5. Close Readers: a. Is Space Exploration Worth the

Cost: Online Essay L1130 b. Stinging Tentacles Offer Hint to

Oceans’ Decline: Science Article L1370

Independent Readinging ● From Gulliver’s Travels L 1330

○ Jonathan Swift

Key Learning Objective 1. Trace and evaluate an argument.

2. Identify tone and evaluate the reasoning used to support a claim.

3. Analyze the structure of the informational text and paraphrase central ideas and details.

4. Identify and analyze how imagery and extended metaphor can express a particular message or idea

Language and Style ● Capitalization ● Adjective Clauses ● Verbal Phrases

Vocabulary Strategy ● Using context clues ● Prefixes ● greek roots

Instructional Support Differentiated Instruction

Collection_____3___UnitPlanning● -Takenotesonhistoricaleventsasthey









Reteach ● Analyze language ● trace an argument ● Track causes and effects ● Determine meanings

Extend ● Analyzing and Evaluating Presentations ● Compare two arguments ● Make connections ● Form in poetry

Collection Essential Question: How far is too far?

Collection__2______UnitPlanning

UnitPlan:PerceptionandReality:Collection2

7thGrade

Performance Task Unpacked: Option A RL 1, W 1a-e, W 4, W 5, W 9, W 10 Write an Argument Folk tales like “The People Could Fly” often make readers reflect on the ways we perceive our world. Consider the common saying “seeing is believing” and its meaning.

1. After reading the texts in this collection, do you believe this saying is true? 2. You will draw from “The People Could Fly” and other texts in the collection to 3. write an argument that states and supports your position.

Skills necessary for Performance Task: Option A ● contains an engaging introduction that clearly states the claim, or opinion ● supports the opinion with logical reasoning and relevant evidence ● presents and refutes opposing claims, or viewpoints ● uses language that effectively conveys ideas and adds interest ● concludes with a restatement of the claim

Performance Task Unpacked: Option B Give a Summary Presentation Sorry, Wrong Number is a drama chockful of actions and shifting perceptions. In the following activity, you will draw from Sorry, Wrong Number to deliver a summary presentation. Skills necessary for Performance Task: Option B W 2a-f, W 4, W 5, W 6, W 10 ● includes the title and author of the work being summarized ● restates in your own words the theme, or main idea, and its supporting details ● shows a comprehensive understanding of the source ● interests listeners through the use of effective verbal and nonverbal techniques


1. The People Could Fly: Folk Tale L430

2. The Song of Wandering Aengus: Poem Sonnet 43: Poem

3. Magic and the Brain: Magazine Article L1340

4. Pavement Chalk Art: Public Art

5. Another Place, Another Time: Short Story L1060

6. Sorry, Wrong Number: Drama

Key Learning Objective 1. Identify element of a folktale and summarize the

story 2. Learn how to analyze a poem's form as well as

the use of figurative language and sound devices to understand their effect on on meaning

3. Analyze how text features contribute to a text

and to summarize text objectively. 4. Analyze the purpose of public art and the

techniques Beever uses to create the illusion of 3-dimensionality.

5. Identify and analyze how setting affects character traits, motivations, and actions.

6. Analyze the elements of a drama and make comparisons between a script and a performance.


7. Close Readers: a. Heartbeat: Short Story L840 b. Saving the Lost: Science Writing L920

c. A Christmas Carol: Novel Excerpt L730

Independent Reading: ● The Artilleryman's Vision

○ Walt Whitman ● Richard Cory

○ Edwin Arlington Robinson ● Kubla Khan

○ Samuel Taylor Coleridge

Language and Style ● Adverb clauses ● Spell correctly

Vocabulary Strategy ● Latin suffixes ● The Greek prefix neuro- ● Reference aids





● -Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthe

DIfferentiated Instruction Reteach ● Analyze characters ● Paraphrase poetry ● Summarize central ideas ● Concept support: perspective ● Symbols,determine meanings of words and

phrases Extend ● Give a presentations ● Analyze form in poetry ● Evaluate Ideas ● Compare and Contrast ● Analyze Theme ● Analyze Story Elements

\


studentnotessection. ● -Model/Practiceeffectivediscussionsusing

CloseReadScreencastsinclass.Studentsusenotesduringdiscussions.




Collection Essential Question: How are things in life not always how we perceive them to be?



2017-2018 Positive Outcomes Charter School Grade 8

ELA Scope and Sequence: Grade 8 Based on the Collections Series

Unit Number

& Title

Time Frame (in months or

weeks)

Standards Addressed

Anchor Text


RL 10

Goodbye, Vietnam By Gloria Whelan

(Lexile 810)


Unit 1: Collection

1 Culture

and Belonging

September-October

RL 1, RL 2, RL 3, RL 4, W 2, W 4,

W 9a, W 10, L1c,

L4a, L4d

My Favorite Chaperone

Short Story by Jean Davies

Okimoto (Lexile 790L)

*Diagnostic Test Writing Activity: Summary (RL 2, W 2, W 4, W 9, W 10): Write a summary of “My Favorite Chaperone.” To summarize briefly retell the plot of the story in your own words.

● Introduce the major characters and state the conflict.

● Summarize the major events in the rising action of the story.

● Identify and describe the climax of the story.

● Describe how the conflict is resolved.


Close Reader: Short Story by

Alma Luz Villanueva

“Golden Glass” (Lexile

1010)

● cite textual evidence ● draw inferences about characters’ traits

and motivations based on clues in the text ● analyze how dialogue or story incidents

reveal aspects of a character

RI 1, RI 2, RI 3, RI 4, RI 5, RI6,

SL 1a, W 7, L 1a, L 4c

Personal Essay by

Jean-Pierre Benoit “Bonne

Ammee” (Lexile 700L)

Speaking Activity: Narrative

(W 3, W 7, SL 4)

Present a story about a real-world event in the news that affected your life. • Research the event. • Explain the event and identify key

people or places involved in it. • Describe how you are connected to

the people or places involved in the event.

• Explain how the event changed some part of your life.

Have students work independently to draft

their narratives. When students have completed their drafts, have them exchange narratives with a partner and give each other constructive feedback. Students may present their narratives in small groups and discuss the elements that made the narrative especially interesting and realistic.


RI 1, RI 2, RI 4, RI 6,

W 7, W 8, L4b,

L6

A Place to Call Home: What Immigrants

Say Now About Life in

America Research

Study by Scott Bittle (Lexile

1220L)

Research Activity:Explanation (W7, W8):

Do research to discover where recent immigrants to the United States came from.

● Choose one or more years to research. ● Identify the number of immigrants who

settled in the United States as well as birth countries.

● Compare the number of immigrants who came from various countries.

● Create a bar graph or circle graph to show your findings.

● Explain why you chose to use the graphic aid you did.

Close Reader Essay by Naisha Jackson “What to

Bring” (Lexile 1010)

● cite strong and thorough textual evidence ● draw inferences from the text ● analyze how a text makes connections

among and distinctions between individuals, ideas, or events

RL 4, RI 1, RI 2, RI 3, RI 4, RI 5, RI 8,

W2, W7, W8, L1b, L3a, L4b,

L4d, L6

from The Latecomer Memoir by Kao Kalia

Writing Activity:Informative Report (W2, W7, W8):

Research the Laotian Hmongs’ involvement in the Vietnam War, and explain how the


Yang (Lexile 940L)

relationship between the United States and the Hmong led families like the Yangs to immigrate to the United States.

● Use print or digital sources for your research.

● Identify why the United States recruited Hmong people for the war.

● Explain how and where the Hmong people lived after the war.

● Write a short report and share it with the class

Memoir by Susan Powers

“Museum Dance (Lexile

850)

● cite textual evidence ● determine the meaning of words and

phrases as they are used in a text, including figurative meanings

● analyze the impact of specific word choices on meaning, including allusions

● analyze a particular point of view in a memoir

RI 1, RI 2, RI 3, RI 6,

RI 7, SL 2, SL 4, SL5, W7

New Immigrants Share Their

Stories Documentary (Lexile N/A)

Media Activity: Video (SL 2, SL 5, W 7):

Work in small groups to create videos of your own personal stories.

● Prepare for your video by choosing a brief personal story to tell. It might be an


immigration story, or it could be a story about another important event in your life. Write down a few notes or an outline of your story. Use it as a guide in your interview.

● Choose a ¨buddy¨ in the group to interview. Prepare a list of questions from to ask your buddy. Use the types of interview questions from New Immigrants Share Their Stories to guide you in writing your questions. Remember to keep them general and open-minded.

● Record the interviews, modeling techniques you saw in the film.

RL 1, RL 4,

RL 9 W 7, W 9,

Poem by Sherman

Alexie “Powwow at

the End of the World”

(Lexile N/A)

Speaking Activity: Discussion The speaker in the poem makes allusions to stories about salmon. Do research to locate a retelling of a salmon myth originating among the Native Americans of the Northwest Coast. • Find a retelling of a myth such as “Salmon Boy,”“The Legend of the Lost Salmon,” or “How Salmon Came to the Squamish.” • After reading the myth, compare and contrast its ideas about the significance of salmon with those mentioned in the poem. How does the poem reflect traditional ideas in a new way?


• Discuss your conclusions with your classmates.

Unit Assessment(s):

Option A: Write an Informative Essay (W2a-f, W4, W5, W8): This collection focuses on immigration and its impact. You read texts about adjusting to a new culture. In this activity, you will research and write a short informative essay on the best ways for people from other countries to adjust to living in the United States. Option B: Write a Personal Narrative(W3a-e, W4, W5, W10): Like the characters in ¨My Favorite Chaperone,¨ and ¨The Latehomecomer, many people struggle to adjust to new situations or to fit in with different groups. Think about a time when you faced that type of challenge and write a personal narrative about your own experience. **Collection Test 1


RL 10 The Monsters of

Morely Manor (Lexile 770)


Unit 2 Collection

2 The Thrill of Horror

November- December

RL 1, RL 3, RL 4, RL 6, SL 1a, SL 4,

SL 6, W 3, W 4, W 9a, W

10, L2a, L4c

The Tell-Tale Heart A short

story by Edgar Allan Poe (Lexile

850L)

Writing Activity: Narrative (W 3, W 9a):

Criminals sometimes undergo a psychiatric evaluation during which their mental health is reviewed by a psychologist. Based on the details from the story, write a narrative about the evaluation of the narrator by a mental health expert. Consider the following questions:

● What crime did the narrator commit? ● What was his motive? Was he insane,

enraged, seeking revenge, or something else?

● Would the narrator take responsibility for his crimes?

● Why or Why not? ● What might a mental health expert say

about the narrator’s state of mind?

Close Reader: “ The

Outsider” Short Story by J.P. Lovecraft

● cite strong textual evidence ● determine the meaning of words and

phrases as they are used in the text


● analyze how differences in points of view of the characters and the reader create suspense

● read and comprehend stories

RI 1, RI 2, RI 3, RI 4,

RI 6, SL 1, SL 1a, SL 1c, SL 3,

SL 4, L 1

Scary Tales Essay by

Jackie Torrence

(Lexile 730L)

Speaking Activity: Debate (SL 1a, SL 1c, SL 3, SL 4):

Is it a good idea for middle school students to hear scary stories? Have a debate about this topic.

● Working with a partner, decide which viewpoint you will argue. Is it a good idea for young people to hear scary stories, or is it a bad idea?

● List reasons that support your viewpoint. Include evidence from “Scary Tales.”

● Prepare for counterarguments. ● Practice your arguments orally. Then

debate another pair of students who have chosen the opposite position.

RL 1, RL 2, RL 4, RL 6,

RL 9, W 2b, W 7, W 8, W 9a, L 1c, L 3a, L 4b, L 4c, L 4d

The Monkey’s Paw Short

Story by W.W. Jacobs (Lexile

920L)

Writing Activity: Report (W 2b, W 7, W 8, W 9a):

Review lines 39-56. What ideas and attitudes about India are expressed here? Do research to learn about the historical relationship between Britain and India. Write a short report in which you:


● explain how Britain came to rule India, including the role of the British East India Company.

● describe the attitudes the two peoples had toward one another during the British rule.

Then share your findings with the class. Be prepared to discuss the ways the attitudes in the story reflect the historical context.

Poem by

Edward Field “Frankenstein”

● cite textual evidence ● determine the theme in a work of

literature and ● analyze its development over the course

of a text

RL 2, Rl 7, RI 7, SL 2, SL 4, SL 5

Film by Ricky Lewis Jr.

“The Monkey’s

Paw”

Media Activity: Storyboard Work with a partner to create a storyboard

for your own film retelling of a scene from“The Monkey’s Paw.” A storyboard is a device filmmakers use to plan the shooting of a movie. It serves as a map that includes images and descriptions.


• Decide whether you will stay faithful to the short story or depart from the text.

• Draw a series of at least 12 separate frames. Sketch the characters and scene for each frame.

• Underneath each frame, write descriptions of shots—such as close-up, medium, or distance shots—and write a line of dialogue or describe what characters will say.

• Consider what kind of music you will add and write where you’ll include it.

RI 1, RI 2, RI 3, RI 4,

SL 1a, SL 4, L 2a, L 4b

What Is the Horror Genre? Literary

Criticism by Sharon A.

Russell (Lexile 1030L)

Speaking Activity: Discussion (SL 1a, SL 4):

Use the characteristics of the horror genre descri in the essay to categorize the horror stories you have read and the horror films you have seen.

● Work with a small group to create a list of stories and films.

● Review the characters, setting, events, structure, and organization of the stories and films.

● Decide how to categorize the stories and films. What creates the suspense in each one? Do they have similar themes or


settings? Are the sources of horror alike in some way?

● Be prepared to explain your categories as you share your final list with the class or a small group.

Close Reader Essay by

Daniel Cohen “Man-Made Monsters”

(Lexile 1210)

● cite strong textual evidence ● determine a central idea and analyze its

development ● provide an objective summary ● analyze how a text makes connections

among ideas

Assessment(s):

Option A: Present an Argument (W1a-e, W 4, W 5, W 8, SL 4, SL 5, SL 6): The horror genre is intended to inspire terror. In this activity, you will give a speech arguing whether a classic of the horror genre, “The Tell-Tale Heart,” is appropriate for your age group to read. Option B: Write a Literary Analysis (W2a-f, W 5, W 9, W 9a, W 10):


In this activity, you will write a literary analysis of one or both of the fictional horror stories in this collection. Use the criteria for horror explained in “What is the Horror Genre?” by Sharon A. Russell to support your analysis. Think about the structure of horror fiction and the tools its authors use, such as suspense and plot. As you analyze the story or stories, pay attention to setting, events, and details that make the work both believable and entertaining. **Collection 2 Test

RL 10 Behind Enemy

Lines (Lexile 830)


Unit 3 Collection

3 The Move Toward

Freedom

January-February

RI 1, RI 3, RI 4, RI 5, RI 6, W 2b,

W 9b, SL 1a, SL 1b, SL 1c, SL

1d, SL 4, L 4a, L 4d

from Narrative of

the Life of Frederick

Douglass, an American

Slave

Writing Activity: Literary Analysis (W 2b, W 9b):

How does the tone of Douglass’s autobiography help him to achieve his purpose? Write a short literary analysis.

● With a partner, discuss the author’s purpose for writing. Identify the tone of


Autobiography by Frederick

Douglass (Lexile 1010L)

the piece, or the writer’s attitude toward his subject.

● Next, find examples where Douglass’s choice of words helps establish the tone.

● When you write, begin by stating your view. Then, support that view with evidence from the text.

Close Reader: Historical Writing by

Russell Freedman “My Friend Douglass”

(Lexile 1180)

● cite strong textual evidence ● determine a central idea of a text ● analyze how a text makes connections

between individuals ● determine the meaning of words ● analyze the structure of paragraphs in a

text ● determine an author’s point of view

RI 1, RI 3, RI 4, RI 5,

W7, W 9b, SL 1a, SL 4, L 1c, L 3a, L5b, L 6

from Harriet Tubman:

Conductor on the

Underground Railroad

Biography by Ann Petry

(Lexile 1010L)

Speaking Activity: Speech(W7, W 9b, SL 1a, SL 4):

Imagine that Harriet Tubman will be honored at a “Hall of Fame” for those who fought slavery. Prepare and give a speech explaining why she is a heroic figure. Consult sources in addition to the selection. Consider the following:

● What kind of person was Harriet Tubman?


● What was Tubman’s motivation for bringing enslaved people to freedom?

● What examples demonstrate Tubman’s heroism?

● How do historians judge Tubman’s impact on the quest for freedom prior to the Civil War?

RL 1, RL 2, RL 3, RL 4, SL 1, SL 2, SL 4, L1c, L4a, L 5a,

L6, W7, W8

The Drummer Boy of Shiloh

Historical Fiction by Ray

Bradbury (Lexile 930L)

Speaking Activity: Informative Report(W 7, W 8, SL 4):

Research the Battle of Shiloh, including the legend of the drummer boy. Find out how many people died and how the significance of the battle is viewed today. Discuss whether your reaction to the following parts of the story has changed as a result of your research:

● lines 98-101 ● lines 106-124 ● lines 151-157 ● lines 181-190


Close Reader:

Short Story by Stephen

Crane “A Mystery of

Heroism” (Lexile 1010)

● cite strong textual evidence ● determine a theme of a text and analyze

its relationship to a character ● analyze how incidents in a story reveal

aspects of a character ● determine the meaning of words and

phrases as they are used in a text

RI 1, RI 3, RI 4, RI 5, RI 6, W 2, W 7, W 8,

W 9b, L 1a, L 4a, L 4d,

L 5c

History Writing by

Jame L Swanson

from Bloody Times:The Funeral of Abraham

Lincoln and the Manhunt for Jefferson

Davis (Lexile 980)

Writing Activity:Informative Essay Create a poster that compares and contrasts Abraham Lincoln and Jefferson Davis.

• First, draw a Venn diagram on your poster. Label each side of the diagram with one man’s name and include an image to represent him.

• Next, revisit the text of Bloody Times to identify character traits of these two leaders. Write the traits in the appropriate sections of your Venn diagram.

• Finally, use the traits you identified to write a brief character sketch of each man below the corresponding parts of the diagram.

Close Reader

Journal Entries by

● cite strong textual evidence ● analyze how a text makes distinctions

between ideas and events


Louisa May Alcott

“Civil War Journal”

(Lexile 1480)

● determine the meaning of words and phrases as they are used in a text

● analyze the structure of a specific paragraph in a text

RL 1, RL 4, RL 5, SL 1,

SL 6

O Captain! My Captain Poem

by Walt Whitman

(Lexile N/A)

Speaking Activity: Respond by Speaking (SL 1, SL 6):

Work with a small group to present a choral reading of “O Captain! My Captain!”

● Begin by reading the poem carefully. As a group, decide how each line should be read based on its message. Are the words expressing sorrow? praise? comfort?

● Next, decide who will read each line or part of a line. Should some words be read by one speaker? by two speakers? by your entire group?

● The choices you make about how the lines will be spoken should reflect your analysis of the poem. Be prepared to explain your choices.


Assessment(s):

Option A: Participate in a Collaborative Discussion(W 1, W 7, W 9, SL 1a-d, SL 4): This collection focuses on slavery and the Civil War. Look back at the excerpt from Narrative of the Life of Frederick Douglass, and at the other texts you read. Prepare a response to the literature by making a generalization about the ways in which people respond to the Civil War or to the struggle for freedom. Then make your case in a collaborative discussion, citing evidence from other texts to support the points in your response. Option B: Write a Literary Analysis (W2a-f, W 5, W 7, W9a-b, SL 1a, L 1, L 2): Ray Bradbury’s “The Drummer Boy of Shiloh” invites readers to experience the night before the Civil War battle through the eyes of a young boy. In this activity, you will conduct research to learn how the historical details of the Battle of Shiloh are relevant to the story. Following a small-group discussion about your fresh insight into the story, you will write a literary analysis


in which you offer an interpretation of the story’s symbolism. **Collection Test 3

RL 10 Whale Rider (Lexile 810)


Unit 4 Collection

4 Approachi

ng Adulthood

February- March

RL 1, RL 2, RL 3, RL 4 W 2, W 4,

W 9a, W 10, L1a, L4b, L4d,

L6

Marigolds Short Story by

Eugenia Collier (Lexile

1140L)

Writing Activity: Literary Analysis (W 2, W 4, W 9a, W 10):

Write a short essay in which you analyze how Lizabeth changes over the course of “Marigolds.” Be sure to support your ideas with sufficient evidence from the text. Consider the following questions before you write:

● How aware is Lizabeth of her own surroundings and the wider world?

● What does Lizabeth’s reflection at the end of the story suggest about her feelings toward the move into adulthood?


Close Reader Short Story by Anne Estevis “The Whistle” (Lexile 800)

● cite textual evidence to support inferences drawn from the text

● determine a theme or central idea and summarize events

● analyze how dialogue or incidents in a story propel the action and reveal character

RL 1, RL 2, RL 4, RL 5 W4, W9a,

W10, SL 1a, SL 6, L2c

Hanging Fire Poem by

Audre Lorde (Lexile N/A)

Teenagers

Poem by Pat Mora (Lexile

N/A)

Speaking Activity: Response to Literature (W 9a, SL 1a, SL 4, SL 6):

Compare and contrast the two poems.

● In a small group, work together to create Venn diagrams that show the similarities and differences between the poems’ speakers, themes, and point of view.

● Then each group member should deliver a short speech in which she or he reflects on the advice the speaker in each poem might give to the other. Include text evidence from the poems to support your thoughts.

Close Reader Poem by Julio

Noboa

● cite strong textual evidence ● make inferences ● determine the theme of a text


Polanco “Identity”

Poem by Pat Mora “Hard on the Gas”

● compare and contrast the structure of two or more texts

RI 1, RI 2, RI 3, RI 4, RI 5, RI 6,

RI 8, RI 9, W7, L 1d, L4b, L4d, SL3, SL4, SL5,

SL6

When Do Kids Become Adults?

Arguments from “Room

for Debate” in the New York Times (Lexile

1440L)

Speaking Activity: Debate(SL3, SL4, SL5, SL6, W7):

When are kids ready to assume adult responsibilities? Working with a group, choose one issue presented in the selection and have a debate.

● Assign one position on the issue to one half of your group, and assign the other position to the other half.

● Research the issue. FInd answers to any questions you have.

● Decide on a claim. Prepare to support your claim with evidence from the selections as well as from your own research. Consider displaying your evidence in visuals, such as charts or graphs.

● When you debate, be sure to address counterarguments.


● As you listen to other groups, carefully evaluate each speaker’s reasoning and evidence.

Close Reader History

Article by Naoki Tanaka

“Much Too Young to Work So

Hard” (Lexile 1050)

● cite strong textual evidence ● determine the author’s purpose ● evaluate the use of different mediums to

present a topic ● trace and evaluate an argument

RI1, RI2, RI3, RI4, RI5, RI7, RI8, RI9,

W1a, W1b, W2, W4,

W9b, W10, L1, L4a

Is 16 Too Young to

Drive a Car? Article by

Robert Davis (Lexile 1150L)

Fatal Car

Crashes Drop for

16-Year-Olds, Rise for Older

Writing Activity: Argument (W1a, W1b, W2, W4, W9b, W10):

Which collection is most convincing to you?

● Review the two selections, and jot down notes to support your opinion.

● Meet with a small group to discuss which selection makes a stronger case by using sufficient details to prove its central idea. Use your notes to support your opinion.

● Next, write a paragraph or two to explain and give reasons for your opinion.


Teens (Article by Allison

Aubrey (Lexile 1070L)

● Share your paragraph with the class. Discuss any opinions that you might not have considered during your group discussion.

RI7, W1a, W7, SL2,

SL5

Persuading Viewers

through Ads:

Public Service Announceme

nts

Your Phone Can Wait

(Lexile N/A)

Driving Distracted

(Lexile N/A)

Media Activity: Public Service Announcement(W1a, W1b, W7, SL2, SL5):

Work with your group to create your own print media public service announcement about safe driving for teenagers.

● Brainstorm with your group for ideas to include.

● Discuss the different techniques that would help you effectively deliver your message.

● Research the topic and gather statistics that will help make your message more persuasive.

● Create and lay out visuals that reflect your ideas.


Assessment(s):

Option A: Write a Literary Analysis (W2a-f, W5, W9, W9a, W10): The transition from childhood to adulthood can be complicated. Write a literary analysis about what “Marigolds” reveals about that transition and explore how its theme relates to modern life. Option B: Produce a Multimedia Campaign (W1a-e, W4, W5, W6, W8, W9, W9b, SL5): One selection in Collection 4 asks, “When Do Kids Become Adults?” In this activity, you will create a multimedia campaign to present your response to that age-old question. Your campaign will include an editorial along with messages in one or two other mediums. **Collection 4 Test


Unit 5 Collection

5 Anne Frank’s Legacy

March-April

RL 1, RL3, RL4, RL6, W4, W9a,

W10, SL 1a, SL4, SL6,

L5a

The Diary of Anne Frank Drama by Frances

Goodrich and Albert

Hackett (Lexile N/A)

*Act 1, Scenes 1 and 2 are in

the Close Reader and can be used for Pacing purposes

Speaking Activity: Response to Literature (W4, W9a, W10, SL4, SL6):

Choose three characters from the play, and plan a speech analyzing the character of each one. Use the character’s words, actions, and interactions with others to support your analysis.

● Identify each character and explain his or her role in the play.

● Describe the character’s physical appearance and age.

● Discuss positive character traits as well as any weaknesses.

● Explain the character’s motivations, actions, and reactions in relation to others and to historical events.

● Analyze the character’s attitudes and feelings and how these change or remain the same over time.


RL 5, RI 1, RI 2, RI 3, RI 4, RI 5,

RI 6, SL1a, SL 1b, L4a,

L4d, L5c

from The Diary of a Young Girl

Diary by Anne Frank (Lexile

1020L)

Speaking Activity: Narrative (SL 1a, SL 1b, SL 4):

What does the story that Anne tells about her fountain pen reveal about her as a writer and a person? Perform this story as a skit for the class.

● Working in groups, analyze Anne’s purpose for including the story of her pen. What makes the pen so special to her? Why is the pen especially important during her time in the Annex?

● As you prepare your skit, be sure to maintain Anne’s style and use of details to describe the pen. Show how the events of the day led her to destroy her beloved pen.

● After performing the skit, discuss how Anne’s narrative, voice, and vivid description helped to bring this story to life.


RI 1, RI 2, RI 3, RI 4, RI 6, RI 8,

W 4, W9b, W10, SL

1a, SL 1b, L2a, L2b, L4b, L4d

from Anne Frank: The Book, The Life, The Afterlife Literary

Criticism by Francine

Prose (Lexile 1410L)

Writing Activity: Analysis (RI 8, W 4, W9b, W10, SL 1a, SL 1b):

At the end of her essay, Francine Prose writes, “I would argue for Anne Frank’s talent as a writer.” Do you think Prose has made a convincing argument? Write an analysis that explains why or why not.

● Work with a partner to analyze the argument. Remember to listen politely and to share ideas in a respectful way as you complete a graphic organizer showing Prose’s claims and supporting evidence.

● Discuss whether the evidence Prose presents is relevant and sufficient and if her reasoning is sound.

● Next, work together to evaluate the author’s tone and word choice. Do they strengthen her claims? Why or why not?

● When you are ready to write, begin your analysis by stating your view. Then support that view with evidence from the text.


RI 1, RI 2, RI 4, RI 5, RI 6, W7, W8, W9b, SL 1a, SL

1b

After Auschwitz

Speech by Elie Wiesel (Lexile

930L)

Speaking Activity: Discussion (W7, W8, SL 1a, SL 1b):

Imagine that you have been put in charge of a museum exhibit about the Holocaust. Create a remembrance poster for the exhibit based on Elie Wiesel’s speech.

● Choose two key quotes or ideas from the speech to highlight on your poster.

● Research the Holocaust, collecting information from print and digital sources.

● Select important facts, dates, quotes, and photographs to support the main points in Wiesel’s speech.

● On the poster, include visuals such as a timeline or your own artwork or symbols.

● Describe your completed work to the class in an oral presentation. Discuss with classmates Wiesel’s purpose and message and how your poster relates.


RL 1, RL 2, RL 4,

W 1a-e, W 4, W 9a,

W10

There But for the Grace Poem by Wislawa

Szymborska (Lexile N/A)

Writing Activity: Analysis (W 1a-e, W 4, W 9a, W10):

Respond to the poem by analyzing its connection to the topic of this collection.

● With a partner, discuss the poem’s theme and how it relates to the themes present in other selections within the collection.

● Compare and Contrast how similar ideas are presented across the texts.

● Identify the relationships you see between the poem’s language and the events described in the other texts.

● Write one draft of your response, and then share it with your partner. Use your partner’s feedback to improve and finalize your analysis.

● Publish your responses in a collection you can share with the whole class.

Assessment(s):


Writing Activity: Research and Write an Informative Essay(W1a-f, W4, W5, W7, W9, W9b, W10): In Collection 5 you read about the experiences that Anne Frank and others had when hiding from the Nazis. What was life like for other Jews and the people hiding them? In this activity, you will research and write an informative essay comparing Anne Frank’s experiences to those of others during the Holocaust. **Collection 5 Test


Unit 6 Collection

6 The Value of Work

May-June

RL 1, RL 2, RL 3, RL 4, RL 6, W 4,

W9a, W10, L1c, L5a

from The Adventures of Tom Sawyer

Novel by Mark Twain

(Lexile 1040L)

Writing Activity: Analysis (RL 2, W 4, W9a, W10):

Write an analysis that explains how the theme-the lesson or message-of this selection is developed through the character of Tom Sawyer.

● Work with a partner to create a character chart for Tom. In the left column, list his qualities. In the right column, list the passages from the text that demonstrate each quality.

● Next, determine the theme of the selection, drawing on the narrator’s description of the lesson Tom learns.

● When you are ready, begin your analysis by stating the theme. Then, describe how the theme is developed in relation to Tom’s thoughts, feelings, speech, and actions.

RI 1, RI 2, RI 4, RI 5,

One Last Time Memoir

Speaking Activity: Presentation (RI 2, SL 1a, SL1b):


RI 6, SL 1a, SL 1b, L 1, L 2, L 4c, L

4d

by Gary Soto (Lexile 1140L)

With a small group, make a poster that illustrates the central idea of “One Last Time.”

● First, work with your group to determine the central idea of the memoir. What is the main message you think Gary Soto wants to communicate? Discuss the imagery and events that support this idea.

● Next, make a poster. In the center, write the central idea. Then, create a collage of words and images from the selection that helps illustrate this idea. The images can be illustrations. you draw or photos from other sources.

● Present your work to the class, explaining how the images and quotations in the poster connect to the central idea of the memoir.

Close Reader Short Story by Ray Bradbury

“The Flying Machine”

• cite strong textual evidence • determine the meaning of words and phrases as they are used in text • analyze the impact of specific word choices on meaning and tone


Graphic Story by Bernard

Krigstein “The Flying

Machine (Lexile 790)

• compare and contrast the structure of two or more texts • analyze how differences in points of view create effects such as suspense

RI 1, RI 2, RI 4, RI 5, RI 6, RI 8, W 7, SL 4, SL 5, SL 6, L4b, L4d

Teens Need Jobs, Not Just

Cash Argument by

Anne Michaud

Teens at

Work (Lexile 1310)

Speaking Activity: Argument (W 7, SL 4, SL 5, SL 6):

In order to evaluate a claim made in an argument, you may need to do additional research. Develop an argument in which you present additional support that proves or disproves a claim made in one of the articles.

● Identify a claim that you will research. ● Use print and digital resources for your

research. ● Display the results of your research in a

graph or chart. ● Incorporate your findings into your

argument and present it to the class. Be sure to use eye contact, appropriate volume, and clear pronunciation.


RL 1, RL 2, RL 4, RL 5, W4, W9a,

W10

Chicago Poem by Carl

Sandburg

Find Work Poem by Rhina P. Espaillat

My Mother Enters the

Work Force Poem by Rita Dove (Lexile

N/A)

Writing Activity: Compare and Contrast Essay (W4, W9a, W10):

Write an essay in which you compare and contrast two of the poems you just read.

● Choose two of the three poems to write about.

● To help plan your essay, create a Venn Diagram in which you compare and contrast the theme, tone, structure, and use of language in the two poems.

● Use the notes from your diagram to write a comparison of the poems.

● Be sure your essay includes evidence from both poems to support your conclusions.


Close Reader Poem by

Marge Piercy “To Be of Use”

Poem by

Simon J Ortiz “A Story of How a Wall

Stands”

● cite strong textual evidence ● determine a theme of a text ● determine the meaning of words as they

are used in a text ● compare and contrast the structure of

two texts

Assessment(s):

Option A: Present a Narrative (W3a-e, W4, W5, SL4, SL6): This collection includes narratives that explore the value of work. The excerpt from The Adventures of Tom Sawyer and “One Last Time,” for example, relate tales of how two children-one fictional and one real-respond to the idea of work. In the following activity, you will script and present a narrative that reveals a lesson learned through an experience with work. Option B: Write an Argument (W1a-e, W4, W5, W8, W9a-b, W10):


Write an argument that justifies your views about whether teenagers should gain work experience during their school years. Use evidence from the texts in the collection to support your position. **Collection 6 Test

Collection____5____UnitPlanning

Grade8 Collection5 AnneFrank’sLegacy

PerformanceTaskUnpacked:ResearchandwriteandinformativeessaycomparingtheexperienceofAnneFrankandherfamilytothoseofotherjewshidingduringWorldWarII.

1. AnswerwhatwaslifelikeforotherJewsandthepeoplehidingthem.2. ResearchandWriteaninformativeessaycomparingAnneFrank’sexperiencestothoseofothers

duringtheHolocaust.SkillsnecessaryforPerformanceTask:

1. providesandengagingintroductionthatclearlystatesthetopic2. clearlyorganizesideasandconceptstomakeconnections3. includesfacts,definitionsandexamplesthatsupportideas4. usestransitionstoclarifyrelationshipsamongideas5. providesaconclusionthatsupportsthecentralidea


1. theDiaryofAnneFrank-Drama

2. TheDiaryofAnneFrank-DiaryL1020

3. AfterAuschwitz-SpeechL1410

4. TherebutfortheGrace:Poem5. CloseReader:

a. TheDiaryofAnneFrank:ActIScene1and2.

Independent/AdditionalReadingCollection:● HolySonnet

○ JohnDonne● Meditation17

○ JohnDonne

KeyLearningObjective1. Analyzethekeyelementsofadramaincluding

itsstructureCharacters,dialogueandevents.2. analyzetheelementsofadiaryentry,andmake

andsupportinferencesaboutthetext.3. Identifypersuasivetechniquesandrhetorical

devicesinaspeech4. Analyzetheuseofsounddevicesinapoemto

understandhowtheyimpactmeaning

LanguageandStyle● Useellipses

VocabularyStrategy● Connotationanddenotation● Latinsuffixes





1. Analyzesettingdetails,tracksequenceofevents,analyzerelationships

2. Analyzefigurativelanguage3. Trackdifferingviews 4. Analyzeimagery5. Trackopposites

Collection____5____UnitPlanning● -Creategraphicorganizer/outlineto

organizetimelines,cause/effectrelationships,compare/contrastcharacters.






Extend

1. Analyzemotivation,analyzetheimpactofperspective,debateissues

2. AnalyzeDiary’seffect3. Analyzevoice4. Analyzethespeaker5. Analyzesounddevices

CollectionEssentialQuestion:WhatisthelastingImpactofayounggirlandherdiary?


PerformanceTaskUnpacked:Createacampaigntorecognizeacertainlifeevent-suchasvoting,gettingadriver’slicense,orlivingindependently-asthestartofadulthood.

1. Createamultimediacampaigntopresentyourresponseto“WhendoKidsbecomeAdults?”2. IncludeanEditorial3. Amessageinoneortwoothermediums


1. presentsanargumentthatsupportsclaimswithclearreasonsandrelevantevidence2. drawsevidencefrominformationaltextsandfromprintanddigitalresearch3. integratesmultimediaandvisualdisplaystostrengthenclaimsandtoaddinterest


1. MarigoldsL1140

2. HangingFire/Teenagers

3. RoomforDebate/WhenDoKidsBecomeAdults?L1440

4. Is16TooYoungToDriveaCar?/FatalCarCrashesDropfor16-YearOlds,RiseForOlderTeensL1150/L1070

5. YourPhoneCanWait/DrivingDistracted

6. CloseReaderCollection:a. TheWhistleL800b. Identity/HardonGasc. MuchTooYoungtoWorkSoHard

L1050IndependentReadingCollection:

● TheSongofHiawatha○ HenryWadsworthLongfellow

● TheSevenAgesofMan○ WilliamShakespeare

● FromPoorRichard’sAlamanck○ BenjaminFranklin

● Epigrams○ MarkTwain

KeyLearningObjective1. Identifythemotivationsofcharactersina

storyanddeterminethefactorsthathelpthemunderstandthethemeofthestory.

2. Makeinferenceanddeterminethethemeofapoem

3. Traceandevaluateargumentsandevaluatesupportingevidencetodeterminewhetheritisrelevantorirrelevant.

4. Determinecentralideasanddetailswhileanalyzingrelationshipsbetweenideas

5. Analyzethepurposeofapublicserviceannouncementandunderstandtheelementsunderstandtheelementsusedinit.


LanguageandStyle

● Infinitives● WordsEndinginy● ShiftsinVoiceandMood● Fragments

VocabularyStrategy● UseLatinSuffixes● GreekRoots● DomainSpecificWords











1. VisualizeDescriptions2. OrganizeInformation3. IrregularPlurals4. AnalyzeGraphics5. UseacharttoTrackDetails6. AnalyzeArgument7. DescribeImages

Extend

1. MakeInferences2. DetermineMeaningofWordsandPhrases3. FactandOpinion4. Writeanobjectivesummary5. PersuasiveTechniques

a. Visualandprintnarration


CollectionEssentialQuestion:Whatisthepassagefromchildhoodtoadulthood?


Grade8 Collection3 TheMoveTowardsFreedom

PerformanceTaskUnpacked:Writealiteraryanalysisinwhichyouconsiderthesymbolisminastoryinlightofitshistoricalcontext.

1. Usethetext“TheDrummerBoyofShiloh”2. ConductResearchtolearnhowthehistoricaldetailsoftheBattleofShiloharerelevanttothestory.3. participateinasmallgroupdiscussionaboutyourinsightinto“TheDrummerBoyofShiloh”4. Writealiteraryanalysisinwhichyouofferaninterpretationofthestory’ssymbolism


1. citesevidencefromthetextthatstronglysupportsideaandanalysis2. Isorganizedinawaythatisappropriatetopurposeandaudience3. conveysideasthroughtheselectionorganization,andanalysisofrelevantcontent


1. NarrativeoftheLifeofFrederickDouglass,anAmericanSlave.Autobiography(L1010)

2. HarrietTubman:ConductorontheUndergroundRailroad:Biography(L1010)

3. TheDrummerBoyofShiloh:HistoricalFiction(L980)

4. OCaptain!MyCaptain!:Poem5. CloseReader

a. MyFriendDouglass:HistoricalWriting(L1180)

b. AMysteryofHeroism:ShortStory(L1010)

c. CivilWarJournal:JournalEntries(L1480)

IndependentReadingSelections:● LettertoHarrietTubman

○ FrederickDouglass● ToAlthea,fromPrison

○ RichardLovelace● Donotweep,maiden,forwarisKind

○ StephenCrane

KeyLearningObjective1. Analyzeanautobiographyandexplainthe

author'spurpose.2. Identifymethodsofcharacterizationina

biographyandanalyzetheauthor'scraft.3. Identifyandanalyzethekeyelementsof

historicalfictionandexaminehowauthorscreatemoodinastory.

4. Identifyandandanalyzeacompareandcontrastorganizationalpatterninatextandunderstandtheimpactofaword’sconnotationonmeaning.

5. Recognizeelegyasapoeticformandunderstandhowextendedmetaphorscanbeusedtoexpressfeelingsandideas

LanguageandStyle1. 2. ConditionalMood3. IndicativeMood4. Gerunds

VocabularyStrategy1. UseContextClues2. Usewordrelationships3. Interpretfiguresofspeech4. Usecontextclues


5. 5.











1. Analyzepunctuation,Readwithfluency

2. Analyzestructurephrasesandclauses,trackshiftsintime

3. Analyzearchaiclanguage4. Analyzecompare-contraststructure,create

timeline 5. Analyzestorystructure

Extend

1. CollaborativeDiscussion:WhydidDouglassfeelthatbeingabletoreadisacurse?

2. AnalyzeAllusions

3. Analyzemotivation4. Analyzeauthor’sperspective

5. Analyzestanzaandrhymescheme

CollectionEssentialQuestion:HowdidthequestforfreedomledtotheAmericanCivilWar?



Grade8 Collection2 TheThrillofHorror

OptionA:PerformanceTaskUnpacked:PresentanArgument(W1a-e,W4,W5,W8,SL4,SL5,SL6)Thehorrorgenreisintendedtoinspireterror.Inthisactivity,

1. youwillgiveaspeech2. arguing3. whetheraclassicofthehorrorgenre,“TheTell-TaleHeart,”isappropriateforyouragegroupto

read.SkillsnecessaryforPerformanceTask:OptionA

1. containsanengagingintroductionthatestablishtheclaim2. supporttheclaimwithreasonandrelevantevidencefromavarietyofcrediblesources3. emphasizeskeypointsinfocusedcoherentmanner4. useslanguagethateffectivelyconveysideasandaddsinterest5. concludesbyleavingtheaudiencewithalastingimpression

OptionB:PerformanceTaskUnpacked:WriteaLiteraryAnalysisInthisactivity,youwill

1. writealiteraryanalysisofoneorbothofthefictionalhorrorstoriesinthiscollection.2. Usethecriteriaforhorrorexplainedin“WhatIstheHorrorGenre?”bySharonA.Russelltosupport

youranalysis.3. Thinkaboutthestructureofhorrorfictionandthetoolsitsauthorsuse,suchassuspenseandplot.4. Asyouanalyzethestoryorstories,payattentiontosetting,events,anddetailsthatmakethework

bothbelievableandentertaining.SkillsnecessaryforPerformanceTask:OptionB

● providesanintroductionthatcapturesthereader’sattentionandclearlystatesthetopic● citestextualevidencethatstronglysupportsthewriter’sideas● clearlyorganizesideasandconcepts● conveyskeypointsthroughtheanalysisofrelevantcontent● providesastrongconclusionthatsummarizestheanalysis


1. TheTellTaleHeart:shortstory(Lexile850)

2. ScaryTales:essay(Lexile920)

3. TheMonkey’sPaw:shortstory(Lexile920)

4. TheMonkey’sPaw:film

KeyLearningObjective1. Determinethepointofviewfromwhichastory

istold,evaluatethecredibilityofanarratorandidentifytechniquesusedtocreatesuspenseinafictionalaccount

2. analyzeanessaytodeterminetheauthor’sviewpoint,counterarguments,andelementsoflanguagethatcontributetotheauthor’sstyle.

3. Determineandanalyzeauniversalthemeandanalyzeforeshadowinginashortstory.

4. analyzethechoicesafilmmakermakeswhenhe


5. WhatistheHorrorGenre?:Literary

Criticism(Lexile1030)6. CloseReaders:

a. TheOutsider:ShortStory(Lexile1270)

b. Frankenstein:Poemc. Man-MadeMonsters:Essay(Lexile

1210)IndependentReading:

● MasqueoftheRedDeathL1240○ EdgarAllanPoe

orshedecidestoadaptawrittenstorytomovieform.

5. Analyzeliterarycriticismtogaininsightintoliterature

LanguageandStyle1. Usingdashes2. Subject-Verbagreement3. Subjunctivemood4. 5. Commas

VocabularyStrategy1. Useathesaurus2. 3. UsingLatinroots4. 5. UsingSuffixes






● -Model/Practiceeffectivediscussionsusing

DIfferentiatedInstructionReteach

1. Analyzelanguagerepetition,tracksequenceofevents

2. Analyzelanguagecontractions3. Analyzearchaicterms,trackcharacter’saction4. Multiplemeaningwords,viewingwithapartner5. Pronounreferents,trackcriteria

Extend

1. Analyzevoice2. Conductadebate3. CompareTexts4. Participateinclassroomdiscussion-interactive

whiteboardlesson


CloseReadScreencastsinclass.Studentsusenotesduringdiscussions.




CollectionEssentialQuestion:WhydoestheHorrorGenrebothterrifyandfascinate?


Grade8 Collection6 TheValueofWork

PerformanceTaskUnpacked:OptionAPresentaNarrativeThiscollectionincludesnarrativesthatexplorethevalueofwork.

● TheexcerptfromTheAdventuresofTomSawyerand“OneLastTime,”forexample,relatetalesofhowtwochildren—onefictionalandonereal—respondtotheideaofwork.

● Inthefollowingactivity,youwillscriptand● presentanarrative● thatrevealsalessonlearnedthroughanexperiencewithwork.


1. establishescontext,appropriateregister,andpointofview2. presentsalogicalsequenceofevents3. usesavarietyofconnectingandtransitionalwordsorphrasestolinkideasandevents4. employsnarrativetechniquestobringthestorytolife5. providesaconclusionthatreflectsontheexperience

PerformanceTaskUnpacked:OptionBWriteanArgument

● Writeanargument● thatjustifiesyourviewsabout● whetherteenagersshouldgainworkexperienceduringtheirschoolyears.● Useevidencefromthetextsinthecollectiontosupportyourposition.

SkillsnecessaryforPerformanceTask:OptionB

● containsanengagingintroductionthatestablishestheclaim● supportstheclaimwithcrediblereasonsandevidence● establishesandmaintainsaformalstyle● includesaconclusionthatfollowsfromtheargument


1. TheAdventuresofTomSawyer:NovelExcerptL1040

2. OneLastTime:MemoirL1140

3. TweensNeedJobs,NotJustCash:ArgumentTeensatWork:ArgumentL1310

KeyLearningObjective1. Recognizethecharacteristicsofastorytoldby

anomniscient,thirdpersonnarrator,howathird-personpointofviewcreatesdramaticirony,andhowelementsofawriter’sstylecontributetoahumoroustone

2. citeevidencetodrawconclusionsaboutatextandanalyzeimageryandsensorydetails

3. Analyzeanargumentanddeterminewhetheritsclaimsaresufficientlysupported

4. analyzeapoem’sformtounderstandhowthe


4. Chicago:PoemFindWork:PoemMyMotherEnterstheWorkForce:Poem

5. CloseReader:a. TheFlyingMachine:ShortStory

L790TheFlyingMachine:GraphicNovel

b. TheRealMcCoy:BiographyL1250c. TobeofUse:Poem

TheStoryofHowaWallStands

Independent/AdditionalReadingCollection:● TheVillageBlacksmith

○ HenryWadsworthLongfellow● FromRoughingIt

○ MarkTwain● TheChimneySweeper(fromSongsof

Innocence)○ WilliamBlake

● TheChimneySweeper(fromSongsofExperience)

○ WilliamBlake

useoffigurativelanguageemphasizescertainideas

LanguageandStyle● interrogativemood● semicolonandrun-ons

VocabularyStrategy● verbalironyandpuns● usingadictionary● usinggreeksuffixes






1. Analyzelanguage:dialect,modelfluency2. Tracksequenceofevents3. Trackreasonsandevidence4. Analyzerhythm

Extend

1. Createdialogue2. Brainstormtitles3. Evaluateargument4. Createapoem

Collection____5____UnitPlanning● -Modelannotationstrategies:Have

studentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.





CollectionEssentialQuestion:Whatarethebenefitsandchallengesthatarepartofbeingaworker?


Grade8 Collection1CultureandBelonging

Performance Task Unpacked: Option A: Write an Informative Essay (W2a-f, W4, W5, W8): This collection focuses on immigration and its impact. You read texts about adjusting to a new culture. In this activity, research and write a short informative essay on the best ways for people from other countries to adjust to living in the United States.

1. provide an introduction that catches the reader’s attention and clearly state the topic. 2. develop the topic using facts, definitions, examples, and quotations 3. logically organize main ideas and supporting details 4. use appropriate transitions to connect ideas 5. provide a conclusion that summarizes and supports the topic

Option B: Write a Personal Narrative(W3a-e, W4, W5, W10): Like the characters in ¨My Favorite Chaperone,¨ and ¨The Latehomecomer, many people struggle to adjust to new situations or to fit in with different groups. think about a time when you faced that type of challenge and write a personal narrative about your own experience.

1. establish a situation and introduce a narrator and characters 2. organize a well-structured event sequence that unfolds naturally and logically 3. use narrative techniques such as dialogue, pacing, relevant descriptive details, and reflection to

develop experiences 4. provide a conclusion that follows from and reflects on the narrated experiences and events

Skills necessary for Performance Task: Option A: Informative Essay ● identify and understand issues that seem common to the characters and people in the collection’s texts.

○ How are lives different for immigrants; cost of living or maintaining ties to the country of origin, cultural differences?

● identify in research answers to relevant questions such as

○ Where can people go to find tips for adjusting to life in the United States? ○ What are some of the biggest obstacles to adjusting to life in a new country? ○ What sources are available to immigrants when they first arrive

● identify relevant and credible resources ● understanding purpose and audience

Option B: Write a Personal Narrative(W3a-e, W4, W5, W10): ● Establish the situation

○ Have you faced a situation in which you need to fit in or adjust to something new? How did you deal with it?


○ How were the strategies you used similar to or different from the strategies that the characters in the selections used?

○ WHat contribute to making the event significatnt for you? ● Identify point of view; first person or third ● Sequencing of events in an order that make sense to the reader

○ use of graphic organizer ● Use of sensory details ● Consideration of purpose and audience


1. My Favorite Chaperone (L790)

2. Bonne Ammee (L700)

3. A Place to Call Home (L1220)

4. The Latecomer (L940)

5. New Immigrants Share Their Stories

6. Powwow at the End of the World 7. Close Reader

○ Golden Glass L1010 ○ What to Bring L1010 ○ Museum Indians L850

Independent Reading Selections: ● Jaw of Life L910

○ Jack London

Key Learning Objective 1. Recognize and analyze the elements of a story’s

plot and the author’s methods of characterizations

2. Analyze elements of a personal essay, including its purpose, structure, central idea, and supporting details

3. Use text features and graphic aids to analyze and understand a nonfiction text

4. Analyze imagery and figurative language to better understand a memoir.

5. Recognize elements used in a documentary and understand and evaluate the purpose of each one

6. Use imagery and allusion to make inferences about the deeper meaning of a poem.

Language and Style ● Imperative Mood ● Participles ● Active and Passive Voice

Vocabulary Strategy 1. Context Clues 2. Using a Glossary 3. Using Greek Prefixes 4. Using Latin Prefixes



● -Paraphrase/rewordlargeparagraphsfrom

Differentiated Instruction Reteach

1. Use graphic organizer to keep track of story events

2. Use an idea support map to keep track of central ideas and supporting details


thetextsinordertosupportcomprehension.







3. Use an idea support map to keep track of central ideas and supporting details. As they continue reading, repeat with subheading for Part 2.

4. Use the cause and effect graphic organizer to help students keep track of the new law’s effect on Yang and her family.

5. Review the term motive with students and discuss different motives that filmmakers might have when they make a documentary. Use this graphic to evaluate this documentary.

6. Analyze Modern fiction - interactive whiteboard lesson

Extend

1. Analyze character choices 2. Determine Author’s Purpose 3. Collaborative discussion: Have students discuss

the responses of the immigrants surveyed and compare them to their own attitudes about life in the United States.

4. Create examples of imagery, similes, and metaphors

5. Create your own documentary dealing with an issue at this school.

6. Determine meaning of words and phrases: allusion

Collection Essential Question: What does it mean to face challenges fearlessly , even if it means failing in the attempt?


Grade8 Collection6 TheValueofWork

PerformanceTaskUnpacked:OptionAPresentaNarrativeThiscollectionincludesnarrativesthatexplorethevalueofwork.

● TheexcerptfromTheAdventuresofTomSawyerand“OneLastTime,”forexample,relatetalesofhowtwochildren—onefictionalandonereal—respondtotheideaofwork.

● Inthefollowingactivity,youwillscriptand● presentanarrative● thatrevealsalessonlearnedthroughanexperiencewithwork.


1. establishescontext,appropriateregister,andpointofview2. presentsalogicalsequenceofevents3. usesavarietyofconnectingandtransitionalwordsorphrasestolinkideasandevents4. employsnarrativetechniquestobringthestorytolife5. providesaconclusionthatreflectsontheexperience

PerformanceTaskUnpacked:OptionBWriteanArgument

● Writeanargument● thatjustifiesyourviewsabout● whetherteenagersshouldgainworkexperienceduringtheirschoolyears.● Useevidencefromthetextsinthecollectiontosupportyourposition.

SkillsnecessaryforPerformanceTask:OptionB

● containsanengagingintroductionthatestablishestheclaim● supportstheclaimwithcrediblereasonsandevidence● establishesandmaintainsaformalstyle● includesaconclusionthatfollowsfromtheargument


1. TheAdventuresofTomSawyer:NovelExcerptL1040

2. OneLastTime:MemoirL1140

3. TweensNeedJobs,NotJustCash:ArgumentTeensatWork:ArgumentL1310

KeyLearningObjective1. Recognizethecharacteristicsofastorytoldby

anomniscient,thirdpersonnarrator,howathird-personpointofviewcreatesdramaticirony,andhowelementsofawriter’sstylecontributetoahumoroustone

2. citeevidencetodrawconclusionsaboutatextandanalyzeimageryandsensorydetails

3. Analyzeanargumentanddeterminewhetheritsclaimsaresufficientlysupported

4. analyzeapoem’sformtounderstandhowthe


4. Chicago:PoemFindWork:PoemMyMotherEnterstheWorkForce:Poem

5. CloseReader:a. TheFlyingMachine:ShortStory

L790TheFlyingMachine:GraphicNovel

b. TheRealMcCoy:BiographyL1250c. TobeofUse:Poem

TheStoryofHowaWallStands

Independent/AdditionalReadingCollection:● TheVillageBlacksmith

○ HenryWadsworthLongfellow● FromRoughingIt

○ MarkTwain● TheChimneySweeper(fromSongsof

Innocence)○ WilliamBlake

● TheChimneySweeper(fromSongsofExperience)

○ WilliamBlake

useoffigurativelanguageemphasizescertainideas

LanguageandStyle● interrogativemood● semicolonandrun-ons

VocabularyStrategy● verbalironyandpuns● usingadictionary● usinggreeksuffixes






1. Analyzelanguage:dialect,modelfluency2. Tracksequenceofevents3. Trackreasonsandevidence4. Analyzerhythm

Extend

1. Createdialogue2. Brainstormtitles3. Evaluateargument4. Createapoem

Collection____5____UnitPlanning● -Modelannotationstrategies:Have

studentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.





CollectionEssentialQuestion:Whatarethebenefitsandchallengesthatarepartofbeingaworker?


7/25/16 1

Argument Writing Rubric Grade 8


The writing –

introduces precise claim(s) (9-10W1a)

distinguishes the claim(s) from alternate or opposing claims (9-10W1a)

creates an organization that establishes clear relationships among claim(s), counterclaim(s), reasons, and evidence (9-10W1a)

uses words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims (9-10W1c)

skillfully provides a concluding statement or section that follows from and supports the argument presented (9-10W1e)

skillfully produces clear and

coherent writing appropriate to task,

purpose, and audience (9W4)

The writing –


acknowledges and distinguishes the

claim(s) from alternate or opposing claims

(8W1a)

organizes reasons and evidence logically

(8W1a)

uses words, phrases, and clauses to create

cohesion and clarify the relationships among

claim(s), counterclaims, reasons, and

evidence (8W1c)

provides a concluding statement or section

that follows from and supports the argument

presented (8W1e)

produces clear and coherent

writing appropriate to task, purpose, and

audience (8W4)

The writing –

attempts to introduce the claim(s)

attempts to acknowledge and

distinguish the claim(s) from alternate

or opposing claims

attempts to organize reasons and

evidence logically

attempts to use words, phrases, and

clauses to create cohesion and clarify

the relationships among claim(s),

counterclaims, reasons, and evidence

attempts to provide a concluding

statement or section that follows from

and supports the argument presented

attempts to produce clear and coherent

writing appropriate to task, purpose,

and audience

The writing –

makes little or no attempt to introduce the claim(s)

makes little or no attempt to acknowledge and distinguish the claim(s) from alternate or opposing claims

makes little or no attempt to organize reasons and evidence logically

makes little or no attempt to use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence

makes little or no attempt to provide a concluding statement or section that follows from and supports the argument presented

makes little to no attempt to produce clear and coherent writing appropriate to task, purpose, and audience

Org

an

izati

on

/Pu

rpo

se

2 x

____=

____

The writing –

develops the claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns (9-10W1.b)

uses relevant information from

multiple authoritative print and digital sources (9-10W8)

integrates information into the text

selectively to maintain the flow of ideas

avoids plagiarism (9-10W8)

skillfully follows a standard format for citation, when

appropriate (9-10W8)

The writing –

supports claim(s) with clear reasons

and relevant and sufficient evidence

(8W1b)

uses accurate, credible resources

(8W1b)

uses relevant information from multiple print and digital sources (8W8)

appropriately quotes or paraphrases

data and conclusion of others while

avoiding plagiarism (8W8)


when appropriate (8W8)

The writing –

attempts to support claim(s) with clear

reasons and relevant and sufficient evidence

attempts to use accurate, credible

resources

attempts to use relevant information from multiple print and digital sources

attempts to appropriately quote or

paraphrase data and conclusion of

others while avoiding plagiarism

attempts to follow a standard format for

citation, when appropriate

The writing –

makes little to no attempt to support claim(s) with clear reasons and relevant and sufficient evidence

makes little to no attempts to use accurate, credible resources

makes little or no attempt to use relevant information from multiple print and digital sources

makes little to no attempts to appropriately quote or paraphrase data and conclusion of others while avoiding plagiarism

makes little to no attempt to follow a standard format for citation, when appropriate

Evid

en

ce/E

lab

ora

tio

n

2 x

____=

____


7/25/16 2


The writing –

establishes and maintains a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing (9-10W1d)

skillfully demonstrates a command of grade-level appropriate standard English grammar, usage, and conventions (9-10L1-2)*

has errors that do not interfere with understanding (9-10L1-2)*

The writing –

establishes and maintains a formal style (8.W.1d)

employs language and tone appropriate to

purpose and audience (L3)*

demonstrates a command of grade-level

appropriate standard English grammar, usage, and conventions (8L1-2)*


understanding (8L1-2)*

The writing –

attempts to establish and maintain a formal style

attempts to employ language and tone appropriate to purpose and audience



The writing –

makes little to no attempt to establish and maintain a formal style

makes little to no attempt to employ language and tone appropriate to purpose and audience

makes little to no attempt to demonstrate a command of grade-level appropriate standard English grammar, usage, and conventions


La

ng

uag

e/C

on

ven

tio

ns

1 x

____=

____

Non-scorable responses: insufficient information, copied text, in language other than English, off topic, off purpose (see Text-Based Scoring Guidelines). *Conventions Chart p. 3


7/25/16 3

CONVENTIONS CHART GRADES 8

Spelling Capitalization Punctuation Grammar Usage Sentence Completion

Spells words at grade level and below correctly (L2c)


Comma, Ellipsis, Dash(8L2a):

To indicate a pause or break Ellipsis (…):

To show omitted words)

Comma, parenthesis or dash to set off nonrestrictive/ parenthetical information*

Verbs:

Correctly uses verbs in the active and passive voice (8L1b)

Correctly uses verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood (8L1c)

Correctly uses consistent and appropriate voice and mood (e.g., passive vs. active voice; conditional and subjunctive) (8L1d)

Avoids inappropriate shifts in verb tense (8L1)*

Pronouns (previous grade L1c):

Avoids inappropriate shifts in pronoun number and person*

Avoids vague or ambiguous or unclear pronoun references*

Agreement (previous grade L1d) :

Pronouns and antecedents agree (Everybody wants his or her own book bag VS They all want their own book bags)

Subjects and verbs agree (People who forget the words just hum the tune)



Avoid “fused” sentences*

Avoids sentence fragments*

May use purposeful fragments.





11/30/15 1

Informative/Explanatory Writing Rubric

Grade 8

Score of 4 – Above Grade Level Score of 3 – On Grade Level Score of 2 – Approaching Grade Level Score of 1 – Below Grade Level The writing –

introduces the topic (9-10W2a)

organizes complex ideas, concepts, and information to make important connections and distinctions (9-10W2a)

uses appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts (9-10W2c)

skillfully provides a concluding statement or section that follows from and supports the information or explanation presented (9- 10W2f)

skillfully produces clear and coherent writing appropriate to task, purpose, and audience (9- 10W4)

The writing –

introduces the topic clearly, previewing what is to follow (8W2a)

organizes ideas, concepts, and information into broader categories (8W2a)

uses appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts (8W2c)

provides a concluding statement or section that follows from and supports the information or explanation presented (8W2f)


The writing -

attempts to introduce the topic clearly, previewing what is to follow

attempts to organize ideas, concepts, and information into broader categories

attempts to use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts

attempts to provide a concluding statement or section that follows from and supports the information or explanation presented

attempts to produce clear and coherent writing appropriate to task, purpose, and audience

The writing -

makes little or no attempt to introduce the topic clearly, previewing what is to follow

makes little or no attempt to organize ideas, concepts, and information into broader categories

makes little or no attempt to use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts

makes little or no attempt to provide a concluding statement or section that follows from and supports the information or explanation presented


Org

an

izati

on

/Pu

rpo

se

2 x

__

__

=_

__

_

The writing –

develops the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic (9-10W2b)

skillfully includes formatting, graphics, and multimedia when useful to aiding comprehension (9-10W2a)

uses precise language and domain-specific vocabulary to manage the complexity of the topic (9-10W2d)

uses relevant information from multiple

authoritative print and digital sources (9-10W8)

integrates information into the text selectively to

maintain the flow of ideas and avoid plagiarism

(9-10W8)

skillfully follows a standard format for citation, when appropriate (9-10W8)

The writing –

develops the topic with relevant, well-

chosen facts, definitions, concrete details,

quotations, or other information and

examples (8W2b)

includes formatting, graphics,

and multimedia when useful to aiding

comprehension (8W2a)

uses precise language and domain-

specific vocabulary to inform about or

explain the topic (8W2d)

uses relevant information from multiple

print and digital sources (8W8)

quotes or paraphrases data


plagiarism (8W8)


The writing –

attempts to develop the topic with relevant,

well-chosen facts, definitions, concrete

details, quotations, or other information and

examples

attempts to include formatting, graphics,

and multimedia when useful to aiding

comprehension

attempts to use precise language and domain-

specific vocabulary to inform about or

explain the topic

attempts to use relevant information from

multiple print and digital sources

attempts to quote or paraphrase data


plagiarism


The writing –

makes little or no attempt to develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples

makes little or no attempt to include formatting, graphics, and multimedia when useful to aiding comprehension

makes little or no attempt to use precise language and domain-specific vocabulary to inform about or explain the topic

makes little or no attempt to use relevant information from multiple print and digital sources

makes little or no attempt to quote or paraphrase data and conclusion of others while avoiding plagiarism

makes little or no attempt to follow a standard format for citation, when appropriate

Evid

en

ce

/Ela

bo

rati

on

2 x

__

__

=_

__

_

The writing –

establishes and maintains a formal style and objective tone while attending to the norms and conventions of the discipline in which it is written (9-10W2e)

demonstrates a command of grade-level appropriate standard English grammar, usage, and conventions (9-10L1-2) *


The writing –

establishes and maintains a formal style (8W2e)

maintains consistency in style and tone (L3)*

demonstrates a command of grade-level

appropriate standard English grammar,

usage, and conventions (8WL1-2)*


understanding (8WL1-2)*

The writing –

attempts to establish and maintain a

formal style

attempts to maintain consistency

in style and tone

attempts to demonstrate a command of grade-

level appropriate standard English grammar,

usage, and conventions

has errors that may interfere with

understanding

The writing –

makes little or no attempt to establish and maintain

a formal style

makes little or no attempt to maintain

consistency in style and tone

makes little or no attempt to demonstrate a

command of grade-level appropriate standard

English grammar, usage, and conventions


La

ng

ua

ge

/Co

nv

en

tio

ns

1 x

__

__

=_

__

_



11/30/15 2



level and below correctly (L2c)





Comma, parenthesis or dash to set off nonrestrictive/

parenthetical information*

Verbs:



Correctly uses consistent and appropriate voice and mood (e.g., passive vs. active voice; conditional and subjunctive) (8L1d)

Avoids inappropriate shifts in verb tense

(8L1)*
















12/3/15 1

NARRATIVE WRITING RUBRIC GRADE 8

Score of 4 – Above Grade Level Score of 3 – On Grade Level Score of 2 – Approaching Grade

Level Score of 1 – Below Grade

Level

The writing –

engages and orients the reader by setting out a problem, situation or observation (9-10W3a)

establishes one or multiple point(s) of view (9- 10W3a)

skillfully introduces a narrator and/or characters (9-10W3a)

creates a smooth progression of experiences or events (9-10W3a)

uses a variety of techniques to sequence events so that they build on one another to create a coherent whole (9-10W3c)

integrates information into the text selectively to maintain the flow of ideas (9-10W8)

provides a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative (9- 10W3e)

skillfully produces clear and coherent writing appropriate to task, purpose, and audience (9- 10W4)

The writing –

engages and orients the reader by establishing a context and point of view (8W3a)

introduces a narrator and/or characters (8W3a)

organizes an event sequence that unfolds naturally and logically (8W3a)

uses a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events (8W3c)

provides a conclusion that follows from the narrated experiences or events (8W3e)


The writing –

attempts to engage and orient the reader by establishing a context and point of view

attempts to introduce a narrator and/or characters

attempts to organize an event sequence that unfolds naturally and logically

attempts to use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events

attempts to provide a conclusion that follows from the narrated experiences or events

attempts to produce clear and coherent writing appropriate to task, purpose, and audience

The writing –

makes little or no attempt to engage and orient the reader by establishing a context and point of view

makes little or no attempt to introduce a narrator and/or characters

makes little or no attempt to organize an event sequence that unfolds naturally and logically

makes little or no attempt to use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events

makes little or no attempt to provide a conclusion that follows from the narrated experiences or events


Org

an

izati

on

/Pu

rpo

se

2 x

__

__

=_

___

The writing –

skillfully uses narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters (9-10W3b)

uses precise words and phrases, concrete details, and sensory language to convey a vivid picture of the experiences, events, setting, and/ or characters (9-10W3d)

uses relevant information from multiple authoritative print and digital sources, when appropriate (9W-108)

quotes or paraphrases while avoiding plagiarism (9-10W8)

follows a standard format for citation, when appropriate (9-10W8)

The writing –

uses narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters (8W3b)

uses precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events (8W3d)

uses relevant information from multiple print and digital sources, when appropriate (8W8)

quotes or paraphrases while avoiding plagiarism (8W8)


The writing –

attempts to use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters

attempts to use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events

attempts to use relevant information from multiple print and digital sources, when appropriate

attempts to quote or paraphrase while avoiding plagiarism

follows a standard format for citation, when appropriate

The writing –

makes little or no attempt to use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters

makes little or no attempt to use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events

makes little or no attempt to use relevant information from multiple print and digital sources, when appropriate

makes little or no attempt to quote or

paraphrase while avoiding plagiarism


when appropriate

Evid

en

ce/E

lab

ora

tio

n

2 x

__

__

=_

___


12/3/15 2



conforms to the guidelines in a style manual appropriate for the discipline and writing type, when appropriate (9-10L3a)

demonstrates a command of grade-level appropriate standard English grammar, usage, and conventions (9-10L1-2)*


The writing –

maintains consistency in style and tone (L3)*

demonstrates a command of grade-level appropriate standard English grammar, usage, and conventions (8L1-2)*


The writing –

attempts to maintain consistency in style

and tone



The writing –

makes little or no attempt to maintain consistency in style and tone

makes little or no attempt to demonstrate a command of grade-level appropriate standard English grammar, usage, and conventions


La

ng

uag

e/C

on

ven

tio

ns

1 x

____=

__

__



12/3/15 3



level and below correctly (L2c)





Comma, parenthesis or dash to set off nonrestrictive/

parenthetical information*

Verbs:



Correctly uses consistent and

appropriate voice and mood (e.g., passive vs. active voice; conditional and subjunctive) (8L1d)

Avoids inappropriate shifts in verb tense

(8L1)*


















ELA Scope and Sequence Based on the Collections Series Unit Number & Title

Time Frame (in months or weeks)

Standards Addressed Anchor

Text Summative Performance Task (**indicates a Common Assessment)

Unit 1: Collection 1 Finding Common Ground

September-October

RI 1, RI 4, RI 5, RI 6, RI 8 W 1, W 1a, W 1b, L 1b, L 4, L 4b

A Quilt of a Country Argument by Anna Quindlen (Lexile 1260 L)

*Diagnostic Test Writing Activity: Argument Writing Activity(W 1a-b): Using what you have learned about how to develop an argument, write and support a claim about a positive aspect of your school or community.

1. Think about something you feel is an important, positive feature of your school or community. Write a claim about it.

2. Make notes about the reasons that support your claim. Then collect evidence that supports your reasons. Consider an opposing claim and list valid counterarguments.

3. Write a draft of your argument. Work carefully to present your reasons and evidence in a logical order.

4. Revise your draft to eliminate unrelated or illogical evidence. Finally, check your work to make sure you have used the conventions of standard English.

RL 1, RL 2, RL 4, RL 5, RL 6, W 3, L 1b, L 3, L 4c

Once Upon a Time Short Story by Nadine Gordimer

Speaking Activity: Fairy Tale Speaking Activity (W 3): Nadine Gordimer uses her writing to convey ideas about the society and country she lives in. Explore this idea by developing a modern fairy tale that you can perform with a partner.

1


(Lexile 1390 L)

1. Identify a community or school event that has happened

or that you have observed. Then make notes about the two characters and plot a fairy tale.

2. Think about a theme for your fairy tale. For example, you might consider the themes of fairness, justice, or equality. What important symbols can you include to convey your theme?

3. Combine your ideas to write a short fairy tale that conveys a message. Refer back to “Once Upon a Time” to examine how Nadine Gordimer wrote using a fairy tale structure.

4. Perform your fairy tale with your partner. Ask your audience to evaluate if you were successful in conveying your underlying message.

RL 1, RL 2, RL 4, RL 5, RL 7

Views of the Wall Photo Essay (Lexile N/A) The Vietnam Wall Poem by Alberto Rios (Lexile N/A)

Media Activity: Reflection Media Reflection (RL 7): Choose between two mediums (Activity A or B) to express ideas about the value of war memorials.

A. Think about the ideas expressed in the poem and the photo essay. Draw a picture or paint a scene to express similar ideas. Then write a short description of the difference between what a painting or drawing can express as compared to photographs or a poem.

B. Work with a partner to produce a short video interviewing classmates and teachers about the memorial. Include a final scene in which you and your partner discuss the advantages and disadvantages of using film to capture emotions about the memorial.

2


RI 1, RI 4, RI 5, RI 6, RI 8 W 1, W 1a, W 1b, L 1b, L 4, L 4b

Close Reader:Making the Future better, together ( Lexile 1170L)

RL 1, RL 2, RL 4, RL 5, RL 6, W 3, L 1b, L 3, L 4c

Close Reader:Night Calls (Lexile 1101L)

RL 1 RL 2 RL 4 RL 6 SL 1 L 5b

Rituals of Memory (Lexile 1380L)

Speaking Activity: Discussion (SL 1) In her essay, Blaeser lists a few mementoes that are linked to memorable events in her life. What connections can you make between objects and memories? Share your reflections in a group discussion. 1. Collect two keepsakes or souvenirs that represent meaningful

events from your life, events that you are willing to discuss. Make notes on how these objects serve as reminders and why the events are important to you.

2. Bring your notes to a group discussion along with your

mementoes, if you can. If not, take a photograph or video recording of the objects to show. Share your objects, describe your events, and explain their significance.

RL 1 RL 6 RL 9 SL 1d SL 6 L 1a L4a

The Gettysburg Address ( Lexile 1170L)

Speaking Activity: Informative Presentation

3


The Gettysburg Address is one of the most famous speeches in U. S. history. Work in a small group to prepare an oral presentation of the speech. Follow these steps: 1. Reread the speech silently to yourself, making notes about

pacing and emphasis. Pay particular attention to the effects of punctuation on your presentation.

2. In a small group, have a volunteer read the speech aloud. Discuss any questions about the meaning of the speech and the best way to present it. Summarize in writing points of agreement and disagreement,acknowledging that different people may want to emphasize different words or phrases in the speech.

3. Practice your speech with a partner. After each partner has delivered the speech, discuss what was effective in the performance. Use your summary to help guide your constructive criticism.

4. Use the feedback from your partner to deliver the speech to

your class.

RL 1 RL 6 RL 9 SL 1d SL 6 L 1a L4a

Close Reader:Oklahoma Bombing Memorial Address (Lexile 1060L)

Independent Reading: Of Mice and Men

They are an unlikely pair: George is "small and quick and dark of face"; Lennie, a man of tremendous size, has the mind of a young child. Yet they have formed a "family," clinging together in the face of loneliness and alienation.

4


Laborers in California's dusty vegetable fields, they hustle work when they can, living a hand-to-mouth existence. For George and Lennie have a plan: to own an acre of land and a shack they can call their own. When they land jobs on a ranch in the Salinas Valley, the fulfillment of their dream seems to be within their grasp. But even George cannot guard Lennie from the provocations of a flirtatious woman, nor predict the consequences of Lennie's unswerving obedience to the things George taught him.

Unit Assessment(s): Option A. Speaking Activity: Present a Speech (SL 4, SL 6): This collection focuses on the conflict and the tension between individuals and society-from the individualś struggle to be part of a nationś struggle to unite for a common cause. Look back at the anchor text, Ä Quilt of a Country,¨ and the other texts you have read in this collection. Synthesize your ideas about them by preparing and presenting a speech. Option B. Writing Activity: Analytical Essay: (W 2 a-f, W 4, W 5, W 9a-b): This collection focuses on the conflict and the tension between individuals and society-from the individualś struggle to be a part of a society to a nationś struggle to unite for a common cause. Look back at the anchor text, Önce Upon a Time,”and at the other texts you have read in this collection. Synthesize your ideas about them by writing an analytical essay. Collection Test 1

5


Unit 2 Collection 2 The Struggle for Freedom

November-December

RI 1, RI 2, RI 3, RI 4, RI 5, RI 6, RI 7, RI 9, W 2, L 1a

I Have a Dream Speech by Martin Luther KIng Jr. (Lexile 1120 L)

Writing Activity: Analysis (W 2): In Collection 1, you read another seminal United States speech, Abraham Lincolnś Gettysburg Address. Compare the ideas in Lincolnś speech to Ï Have a Dream.” Write a one-to-two-page analytical essay in which you compare how Lincoln and King address the theme of freedom.

1. Identify each speakerś purpose. 2. Evaluate how the idea of freedom is articulated in each

speech. 3. Give examples of how each speaker uses rhetorical

devices to achieve his purpose. 4. Use the conventions of standard English.

RI 1, RI 2, RI 3, RI 4, RI 5, RI 6, RI 7, RI 9, W 2, L 1a

Close Reader: A Eulogy For Dr. Martin Luther King

RI 1, RI 2, RI 3, RI 4, RI 5, RI 6, RI 7, W 3, W 3d, L 4c

from Nobody Turn Me Around: A Peopleś History of the 1963 March on Washington History Text by Charles Euchner (Lexile 1030L)

Writing Activity: Account (W 3): Imagine that you were in the audience for Kingś speech and write a one-page first-person account of your experience.

● Gather information and impressions about the event from both the history text and the video.

● Consider how you would respond in that situation, and write a one-page letter or diary entry.

● Be sure to include specific details that convey the atmosphere in the Mall.

● Use the conventions of standard written English.

6


America The Story of Us: March on Washington (A&E Television Networks,LLC, 2011)

RI 1, RI 3, RI 4, W 2b, W 5, W 7, W 8, SL 4, L 1b, L 4c, L 4d, L 6

from Cairo: My City, Our Revolution Diary by Ahdaf Soueif (Lexile 990L)

Research Activity: Oral Report (W 2b, W 7, W 8, SL 4): In her diary, Ahdaf Soueif provides her own personal account of the Egyptian revolution of 2011. Explore the topic in greater depth through two brief tasks:

1. Conduct research about a specific event in the revolution. Gather information from multiple sources and remember to cite them following standard format.

2. Write a brief report of your findings and share it with the class. Be sure to include well-chosen, relevant, and sufficient facts in your report.

RL 1 RL 2 RL 6 RL 7 W3 W6 L3 L4 L 5b

Memoir by Azar Nafisi From Reading Lolita in Tehran (Lexile 1150L) Graphic Novel by

Media Activity: Graphic Novel Imagine that Nafisi had written her memoir in the form of a graphic novel. How would she have integrated graphics and rhetoric? • Using a computer or poster board and a pencil, create a series

of graphic novel panels that follow Sanaz as she leaves the author’s home.

• Add captions and speech and thought bubbles, including details from the memoir that you think advance the story.

7


Marjane Satrapi from Persepolis (Lexile 1150L)

• In a small group, compare your graphic representations of Nafisi’s memoir. Discuss whether you were able to convey the same ideas and point of view through graphics as Nafisi was

able to convey in her memoir. Was your use of rhetoric in your graphic representation as effective as Nafisi’s in her memoir?

RL 1 RL 2 RL 3 RL 4 RL 5 RL 6 W3 W9 L1 L2a-b L4b

Short Story by Luisa Valenzuela “ The Censors” (Lexile 1200L)

Writing Activity: Letter Juan’s letter to Mariana is central to this story’s plot. Explore that letter through two brief writing tasks. In both pieces of writing, include evidence from the text and use the conventions of standard English. 1. In the character of Juan, write the one-page letter you

imagine he wrote to Mariana at the beginning of the story. Then annotate a copy of the letter to identify evidence of anti-government ideas that a censor might find.

2. Write a one-page report in the character of Juan as a

Censorship Division employee explaining why the letter shows that Juan is a

traitor to his country.

RL 1 RL 2 RL 3 RL 4 RL 5 RL 6 W3 W9 L1 L2a-b L4b

Close Reader: The Prisoner who wore Glasses ( Lexile 970L)

8


Independent Reading: Behind Rebel Lines

In the year 1861, the United States was plunged into the Civil War. Thousands of men on both sides volunteered to fight. Emma Edmonds, a young woman with a fiery spirit, decided to take a stand for her adopted country. With a new short haircut and a set of men’s clothes, she enlisted in the Union army and set out on one of the greatest adventures of her life. When Emma heard a very important Union spy had been killed, she quickly volunteered to take the job. Under many different clever disguises, she went behind enemy lines to bring back information to help the Union cause. Would she be able to keep her wits about her and keep her secret safe?

Unit Assessment(s): Writing Activity: Argument (W 1a-e, W4, W 5, W 9a-b): The texts in this collection focus on the universal desire for freedom and the ongoing struggle around the world to win political, social, and sometimes even personal freedom. Some people argue that freedom is never given; it must be demanded. Do you agree with this belief? Choose three texts from this collection, including the anchor text, Ï Have a Dream,¨ and identify how each writer addresses the struggle for freedom in his or her society . Then, write an argument in which you cite evidence from all three texts to support your claim. Collection 2 Test

Unit 3 Collection 3 The Bonds Between Us

January-February

RL, 1, RL 2, RL 3, RL 4, RL 5, W 3, L 1b, L 4b

When Mr. Pirzada Came to Dine Short Story by Jhumpa Lahiri (Lexile 1170L)

Writing Activity: Letters (W 3): ¨When Mr. Pirzada Came to Dine”is told from the point of view of 10 year-old Lilia. What might we learn if we could know Mr. Pirzadaś point of view? Write two letters from Mr. Pirzada to his family in Dacca.

● In the first letter, have Mr. Pirzada describe Lilia and her family. Have him explain why he enjoys giving Lilia candy and what she does with it.

9


● In a second letter, have him describe Halloween. Include details about the pumpkin carving and Liliaś trick-or-treating.

RL, 1, RL 2, RL 3, RL 4, RL 5, W 3, L 1b, L 4b

Close Reader: And of Clay Are We Created

RI 1, RI 4, RI 5, RI 8, SL 1d, SL 3, L 2b, L 4c

Monkey See, Monkey DO, Monkey Connect Science Writing by Frans de Waal (Lexile 1160L)

Speaking Activity: Debate (SL 1d, SL 3): The author of ¨Monkey See, Monkey Do, Monkey Connect¨ presents one view of the ways in which humans relate to one another. Do you agree with his view, or do you believe that people are, or should be, ¨Robinson Crusoes sitting on separate islands¨?

● Form teams of two to three students each, with half arguing the points of the article and half taking the position that humans are , or should be more ¨rational decision makers.¨

● Each team should gather evidence to support its position.

● Follow the rules for debating found in the Handbook at the end of this book. Afterward, write a brief evaluation of which side presented a stronger case.

RI 1, RI 4, RI 5, RI 8, SL 1d, SL 3, L 2b, L 4c

Close Reader: From Animals in Translation

RL 1, RL 4, L 5a

The Grasshopper and the Bell Cricket/

Speaking Activity: Poetry Reading (RL 4, L 5a): The language of poetry is meant to be heard as well as read. Get together with a partner or small group to read Ät Dusk”aloud.

10


With Friends like These/At Dusk Poem by Natasha Trethewey (Lexile N/A)

● Sit across from one another, or, if you are in a small group, sit in a circle facing one another.

● Take turns reading the poem aloud. Practice reading with feeling, emphasizing key words and phrases.

● After your reading, discuss what words and phrases stand out to you when you hear them read aloud.

● Write a brief summary of what you learned by reading the poem aloud.

RL 1, RL 4, L 5a

Close Reader: My Ceremony for Taking / The Stayer

RI 1, RI 2, RI 5, RI 6, W 6,W 7, SL 3

Count on Us Public Service Announcement from the Corporation for National and Community Service (Lexile N/A)

Media Activity: Public Service Announcement (W 6): Explore using media to send a message and call for action.

● Create a PSA to raise awareness of a school issue. Generate a list of possible issues.

● Use video, audio, or a poster format to produce your PSA.

● Remember to give your audience specific details and organize your visuals so that the message and call to action is clear.

● Share your PSA with your class.

Independent Reading: Raisin in the Sun

In the 1950s, a time when the civil rights movement is just beginning and prejudice is everywhere, the Younger family is African American and poor. It seems like none of their dreams can ever come true. But then the family receives a life insurance check, giving them more money than they have ever had. Everyone in the family has a different idea of what to do with the money. Will it buy them the life they desire?

11


Or will the realization of their dreams face the obstacles of family conflict and prejudice?

Unit Assessment (s): Option A. Fictional Narrative (W 3a-e, W 4, W 5, W 9a-b): The texts in this collection focus on our connections to family, friends, pets and community. Look back at the anchor text, Ẅhen Mr. Pirzada Came to Dine,¨ and at the other fiction and poetry you have read in this collection. How do these texts use narrative techniques to explore interpersonal connections? Synthesize your ideas about the texts by writing a narrative that shows how a character or characters connect with others. Option B. Create a Group Multimedia Presentation (W6, SL 1a-d, SL 2, SL 4, SL 6): This collection focuses on our links to family, friends, pets, and community. Look back at the anchor text, ¨Monkey See, Monkey Do, Monkey Connect,¨ and at the other texts you have read in the collection. Consider the various kinds of connections explored in each text. Then synthesize your ideas by collaborating on a multimedia presentation about the bonds people form with others. Collection 3 Test

Unit 4 Collection 4 Sweet Sorrow

February-March

R L 1, RL 2, R L 3, R L 4, R L 5, W 3, W 10, S L 1, L 1a, L 5a

The Tragedy of Romeo and Juliet Play by William Shakespeare (Lexile N/A) *Parts of the play or The Close

Writing Activity: Eulogy (W 3): Use your knowledge of Romeo and Juliet to write a eulogy, a tribute to someone who has died, for both of them.

1. With a partner, brainstorm important details about their lives and their relationship. Think about their motivations, how they fell in love, the challenges they faced, and how they changed each other.

12


Reader can be read for pacing purposes.

2. With your partner, craft your eulogy, highlighting key details about the characters of the two young people. Be sure your ideas are grounded in details from the play.

In both pieces of writing, include evidence from the text and use the conventions of standard English.

RL 2 RL 3 RL 4 RL 5 RL 7 RL 9 W 3 L 1b L3 L4a L 4d

Duty (Lexile 940L)

Writing Activity: Journal Entries Use characters from Romeo and Juliet, as presented in “Duty,” to explore how point of view can be used to transform source material. 1. In the character of lady Capulet, create a journal entry in

which she delivers her opinions on the responsibilities of children to their parents and their families.

2. In the character of Juliet’s nurse, create another journal entry in which the nurse delivers her opinion on how Lady Capulet raised her daughter, Juliet.

In both pieces of writing, include evidence from the text and use the conventions of standard English.

R L 1, RL 2, R L 3, R L 4, R L 5, W 3, W 10, S L 1, L 1a, L 5a

From The Tragedy of Romeo and Juliet Prologue

13


Act II Scene 2

RL 1, RL 2, RL 3, RL 4, RL 5, RL 9, W 2, W 9

Pyramus and Thisbe Myth Retold by Ovid Translated by Allen Mandelbaum (Lexile N/A)

Writing Activity: Essay (W 2): Write a comparison of ¨Pyramus and Thisbeänd Romeo and Juliet.

● Consider the fact that Romeo and Juliet is a play, while ¨Pyramus and Thisbe¨ is a narrative poem.

● Compare and contrast the play and the narrative poem in terms of plot, conflict, and characters.

● In your essay, consider how the genre of each text affects these elements.

● Review your essay with a partner and revise for standard English grammar and usage.

RI 1, RI 2, RI 3, RI 4, RI 5, W 10, SL 1, L 1b, L 4a, L 4c, L 4d

from Loveś Vocabulary Essay by Diane Ackerman (Lexile 1020L)

Speaking Activity: Discussion (W 10, SL 1): Does Ackerman provide convincing evidence that, as a nation, ¨we are embarrassed by love?¨

1. Form groups of four to five students and discuss these questions:

● Why does Ackerman say we are embarrassed by love or inhibited about it? What evidence does she cite?

● Does Ackerman herself find love embarrassing? Cite examples from the text.

2. As a group, write a one-page summary of your discussion. Be sure to include specific examples from the text and revise the summary to use the conventions of standard English.

RL 1,RL 2, RL 4, RL 7, RL 9, L 3

My Shakespeare Poem by

Media Activity: Reflection (RL 9): Can Kate Tempestś Shakespeare be your Shakespeare?

14


Kate Tempest (Lexile N/A)

● Create a blog that features Kate Tempestś performance of ¨My Shakespeare.¨

● Write an introduction or make your own video to introduce Kate Tempestś performance.

● Explain how you responded to the poem, citing specific examples from the text and video.

● Use conventions of standard written English.

Unit Assessment(s): Analytical Essay(W 2a-f, W 9a-b): This collection explores the many facets of love-joy, pain, passion, and conflict, to name just a few. Look back at the anchor text, The Tragedy of Romeo and Juliet, and at the other texts of the collection. As you review the selections, consider the attributes or characteristics of love that are represented in each text. Synthesize your ideas by writing an analytical essay.

Independent Reading: A Midsummer Night’s Dream by William Shakespeare

What happens when you combine love and magic? In this play, you will meet mixed-up lovers, mischievous fairies, and even a man with the head of a donkey. This unlikely cast of characters wanders through a forest outside of ancient Athens on a summer night.

Unit 5 Collection 5 A Matter of Life or Death

March-April

RI 1, RI 2, RI 4, RI 6, W 2, L 3, L 4, L 4c

from Night Memoir by Elie Wiesel (Lexile 440L)

Writing Activity: Analysis (W 2): Elie Wieselś account of the concentration camp deeply personal. Think about what he wrote and what he wrote and what he may have wanted to achieve with his account. Then write a brief analysis in which you answer the following questions:

● Why did Wiesel write Night? What did he hope to accomplish? Did he succeed?

● Did his descriptions of life in the camp connect with you, the reader? How?

15


● Elie Wieselś account of the Holocaust was written years after the events took place. How might Night be different if it had been written as a diary, a first-person account of events immediately after they happened?

● Would you recommend this memoir to others? Why? In your writing, include evidence from the text to support your analysis and use conventions and standard English.

RI 1, RI 2, RI 4, RI 6, W 2, L 3, L 4, L 4c

Close Reader: From An Ordinary Man

RL 1, RL 2, RL 4, RL 5, RL 6, W3d, W 9a, SL 1a, L 5a

¨The End and the Beginning” Poem by Wislawa Szymborska (N/A)

Writing Activity: Reflection (W 9a, SL 1a,L 5a): Szymborska uses vivid images that, on a literal level, describe the physical activity of recovering from a war. Think about how the images also have a figurative meaning, related to the work of rebuilding a government and a society that have been destroyed by war.

1. Select two examples of imagery from the poem and analyze the meaning of the images as they relate to rebuilding a government or a society.

2. Write a brief explanation of the figurative meaning of each image that you chose.

3. Share and discuss your findings with a partner.

RI 2, RI 4, RI 6, RI 8, SL1a, SL1d, SL 4, L 3, L4c

Is Survival Selfish? Argument by Lane Wallace (Lexile 1140L)

Speaking Activity: Debate (SL 1a, SL 4): In the selection, Lane Wallace explores whether survivors are selfish for trying to save their own lives while rescuers are heroic for trying to save others. Review the author's argument before completing this activity.

1. Divide the class into two teams. One team should take the position that survivors are selfish and uncivilized and that rescuers are heroic; the other team should take the position that survivors are smart and that rescuers are foolish.

16


2. Work with your team to gather evidence and use it to build a well-reasoned argument.

3. Hold a debate in which members from each team take turns stating the reasons and evidence for their claim, as well as responding to the other teamś argument.

4. After the debate, write a brief evaluation of each teamś argument and explain which argument was more convincing.

RI 1, RI 2, RI 3, RI 4, RI 5, RI 6, W 1, L2a, L2b, L4a

from Deep Survival Science Writing by Laurence Gonzales

Writing Activity: Argument (W 1): What quotation from the text best supports Laurence Gonzalesś central idea-his most important message about survival? Write an argument explaining why you agree or disagree with Gonzalesś ideas about survival.

1. Sum up what the author wants you to know about survival. Then, write a claim stating your position about what it takes to survive a life-threatening event.

2. Make notes about reasons that support your claim. Then, collect evidence that supports your reasons. Consider an opposing claim and list valid counterarguments.

3. Write a draft of your argument. Be sure to present your reasons and evidence in a logical order.

4. Revise your draft to eliminate unrelated or illogical evidence. Finally, check your work to make sure you have used the conventions of standard English.

RI 1, RI 2, RI 3, RI 4, RI 5, RI 6, W 1, L2a, L2b, L4a

Close Reader: Truth at all Costs

17


RL 1, RL 2, RL 4, RL 5, RL 6, W3d, W 9a, SL 1a, L 5a

Close Reader: The Survivor Who Understand Me but Me

Independent Reading: Behind Rebel Lines (Lexile 980)

In the year 1861, the United States was plunged into the Civil War. Thousands of men on both sides volunteered to fight. Emma Edmonds, a young woman with a fiery spirit, decided to take a stand for her adopted country. With a new short haircut and a set of men’s clothes, she enlisted in the Union army and set out on one of the greatest adventures of her life. When Emma heard a very important Union spy had been killed, she quickly volunteered to take the job. Under many different clever disguises, she went behind enemy lines to bring back information to help the Union cause. Would she be able to keep her wits about her and keep her secret safe?

Unit Assessment(s) Option A. Write an Argument: (W 1a-e, W 4, W 5, W9a-b): This collection explores how people cope with situations of extreme hardship and danger-who survives, who doesn't, and why. Look back at the anchor text, Night, and at the other texts in the collection. Based on the evidence from at least three selections, would you say that survival requires selfishness? Synthesize your ideas by writing an argument in support of your position. Option B. Participate in a Panel Discussion: (SL 1a-d, SL 3, SL 4, SL 6): This collection focuses on the ways people endure through devastating experiences. Look back at the anchor text, ¨The End and the Beginning,¨ and at the other texts in the collection. How do individuals and communities adapt to radically different situations in order to survive? Synthesize your ideas by holding a

18


panel discussion about how each selection shows people adapting for survival.

Unit 6 Collection 6 Heroes and Quests

May-June

RL 1, RL 2, RL 3, RL 4, RL 5, RL 6, W 3a, W 3d, L1b, L4c, L 5a

from the Odyssey Epic Poem by Homer Translated by Robert Fitzgerald (Lexile N/A)

Writing Activity: Narrative (W 3a, W 3d): The point of view in the Odyssey rarely wavers from Odysseus’ perspective. Nevertheless, other characters words and actions hint at what they are thinking. Explore the epic from another point of view through this brief writing task:

● Narrate an event from the Odyssey from the point of view of one of the following characters: Polyphemus, Circe, Eurylochus, Tiresias, Scylla, Athena, Eumaeus, Telemachus, Eurymachus, or Penelope.

● Engage and orient the reader using techniques such as dialogue and description to set up the situation and create a smooth progression of events.

● Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the events.

RL 1, RL 2, RL 3, RL 4, RL 5, RL 6, W 3a, W 3d, L1b, L4c, L 5a

Close Reader: From the Odyssey / From The Cyclops

RI 1, RI 2, RI 3, RI 5, RI 6, W 2, L 3, L 5b

from The Cruelest Journey: 600 to Timbuktu Travel Writing by Kira Salak (Lexile 1030 L)

Writing Activity: Analysis (W 2): At first glance, you might think this selection is about travel on the Niger River, an adventure in Mali, or a long journey. What central idea gives meaning to all the details about Salakś adventure.

● Write a brief essay that analyzes the central idea of this selection. State the central idea and then use quotations and paraphrases to support your analysis.

● Remember to follow the conventions of standard English in your writing.

● Exchange essays with a partner and give each other feedback. Did you both use quotation marks to indicate

19


an authorś words? Are your paraphrases accurate? Does your evidence support the central idea you identified.

RI 1, RI 2, RI 3, RI 5, RI 6, W 2, L 3, L 5b

Close Reader: From the Good Soldiers

Independent Reading: Holes by Louis Sachar

Stanley Yelnats is from a bad-luck family. His great-grandfather was robbed of a fortune, his father’s inventions never take off, and now Stanley’s serving time at a juvenile detention camp for a crime he didn’t commit. The family blames their bad luck on Stanley’s no-good-rotten-pig-stealing great-great-grandfather. At Camp Green Lake, Stanley and the other boys have to dig holes every day, despite the danger of rattlesnakes, yellow-spotted lizards, and dehydration. The boys are told that digging holes “builds character,” but eventually Stanley and Zero realize that they’re actually digging for buried treasure—something valuable that was buried years ago by the outlaw Kissin’ Kate Barlow. As Stanley unravels the past, he discovers a way to undo the curse on his family. But will he succeed, and can he live long enough to enjoy his change in fortune?

RI 1, RI 2, RI 3, RI 4, RI 5, RI 6, RI 8, W 1, L 3, L 4c

The Real Reasons We Explore Space Argument by Michael Griffin

Writing Activity: Editorial (W 1): Michael Griffin argues that exploring space is important and provides both äcceptable¨ and ¨real¨ value. However, space exploration comes with a large price tag. Is that price tag worth it? Should exploring space be part of our national budget? Write an editorial for or against continuing the space program. In your editorial,

20


● state a clear claim for your argument and present at least three supporting reasons.

● use evidence consisting of examples, questions, and facts.

● avoid faulty logic ● include a conclusion restating your claim. ● use the conventions of standard English.

RL 1, RL 2, RL 4, RL 5, SL 1, SL 1a, L 5a

The Journey Poem by Mary Oliver (Lexile N/A)

Speaking Activity: Discussion (SL 1a): Think about the journey portrayed in this poem and the journey Kira Salak undertakes in The Cruelest Journey: 600 Miles to Timbuktu (also in this collection). What similarities and differences are there between the journeys?

● Meet with a small group and discuss your responses to the question.

● Cite evidence from both selections to support your ideas.

● When you are done, write a summary of the key points of your discussion. Conclude by making a generalization about the nature of journeys.

Unit Assessment (s): Writing Activity: Research and Analytical Essay (W 2a-f, W 6, W 7, W 8, W9a-b):

21


This collection explores the concept of the journey as an act of traveling as well as a personal passage or transformation. Recall the collection quotation: Ïf a journey doesn't have something to teach you about yourself, then what kind of journey is it?¨ Review the three texts in this collection, including the anchor text, the Odyssey, and consider Salekś perspective on travel. What compels characters or real people to set off on a journey-physical, mental, or spiritual-and what do they learn from their experiences? Synthesize your ideas in an analytical essay. Use evidence from the texts and from additional sources to support your conclusions. Collection 6 Test

22

Collection1-FindingCommonGroundUnitPlanning

Performance Task Unpacked: Plan and Deliver a speech about how people can learn to live together. 1. Recall the quotation from Kofi Annan that opened this collection: “We may have different religions,

different languages, different colored skin, but we all belong to one human race.” Do you think individuals can live together as “one human race”

2. Using evidence from the collection texts, you will present your ideas on this topic in a speech. Skills necessary for Performance Task:

1. has a clear, logical thesis statement supported by reasons and evidence 2. includes an introduction, a logically structured body including connecting and transitional words, and

a conclusion demonstrates appropriate and clear use of language 3. uses suitable expression, volume, and pronunciation 4. engages listeners through gestures and eye contact

Performance Task Unpacked: Write an Essay discussing how symbols or images can convey ideas about how individual’s role in society.

1. The texts in this collection focus on the tension between individuals and society. Look back at the anchor text “Once Upon a Time” and at the other texts you have read in this collection.

2. You will discuss the ideas they present about an individual’s role in society in an analytical essay. Skills necessary for Performance Task:

1. clearly and accurately analyzes the texts 2. provides quotations or examples to support main points 3. has an introduction, a logically structured body including transitions, and a conclusion follows the

conventions of written English Texts to be used in Collections:

1. A Quilt of a Country 2. Once Upon a Time 3. From Rituals of Memory 4. The Gettysburg Address 5. Views of the Wall/The Vietnam Wall 6. Close Reader: Making the Future Better,

Together 7. Close Reader: Night Calls 8. Close Reader: Oklahoma Bombing

Memorial Address 9. Independent Reading: A Raisin in the Sun

by Lorraine Hansberry

Key Learning Objective 1. Analyze and evaluate an author’s claim

and delineate and evaluate an argument 2. Analyze author’s choices concerning text

structure; determine and support inferences about the theme; and cite text evidence to support analysis of the text

3. Determine a central idea and analyze its development over the course of a text

4. Analyze an author’s purpose and the use of rhetorical devices in a seminal U.S document

5. Analyze the representation of a subject in two different mediums

Language and Style

1. Noun Clauses 2. Prepositional Phrases 3. Parallel Structure

Vocabulary Strategy 1. Patterns of Word Changes 2. Words from Latin 3. Denotations and Connotations

Collection1-FindingCommonGroundUnitPlanning

4. Multiple-Meaning Words Instructional Support: -Take notes on historical events as they present themselves throughout the unit in order to reflect back. -Paraphrase/reword large paragraphs from the texts in order to support comprehension. -Create graphic organizer/outline to organize timelines, cause/effect relationships, compare/contrast characters. -Model annotation strategies:Have students use reading tools in the online textbook (ie; highlighter) to highlight important parts of the text (text evidence). Have students highlight in different colors using their annotating tools. Categorize highlights by concept/skill set in the student notes section. -Model/Practice effective discussions using Close Read Screencasts in class. Students use notes during discussions. - Preview vocabulary/Remind students they will encounter the vocabulary through the unit. -Model utilizing key vocabulary in class discussions. Encourage students to use vocabulary in pairs and in whole group. Write paragraphs demonstrating knowledge of key vocabulary. -Students highlight key vocabulary as they encounter it and highlight context clues that helped them define the word.

Differentiated Instruction

1. Level Up Tutorial: Analyzing Arguments 2. Level Up Tutorial: Theme 3. Level Up Tutorial: Main Idea and Support

Details 4. LeveL Up Tutorial: Evaluate an Argument

Extend

1. Interactive Lesson: Writing Arguments 2. Interactive Lesson: Writing Narratives 3. Interactive Lesson: Analyzing and

Evaluating Presentations 4. Interactive Whiteboard Lesson: How to

Conduct an Effective Web Search 5. Interactive Whiteboard Lesson: Poetry:

Language and Form

Collection Essential Question: What are the effects of an individual’s struggle to be a part of a society and a nation’s struggle to unite for a common cause?


Performance Task Unpacked: Write an argumentative essay about whether freedom should be given or must be demand

1. Choose three texts from this collection, including the anchor text, “I Have a Dream,” and identify how each writer addresses the struggle for freedom in his or her society.

2. Then, write an argument in which you cite evidence from all three texts to support your claim. Skills necessary for Performance Task:

1. make a claim and develop the claim with valid reasons and relevant evidence from the texts 2. anticipate opposing claims and counter them with well-supported reasons and relevant evidence 3. establish clear, logical relationships among claims, counterclaims, reasons, and evidence 4. include an introduction, a logically structured body linked with transitions, and a conclusion 5. follow the conventions of standard written English


1. I have a Dream 2. Nobody Turn me Around: A People’s

History of the 1963 March on Washington/America The Story of us: March on Washington

3. From Cairo: My City, Our Revolution 4. Reading Lolita in Tehran 5. The Censors 6. Reading Lolita in Tehran/ Persepolis 7. A Eulogy For Dr. Martin Luther King 8. Close Reader: The Prisoner Who wore

Glasses 9. Independent Reading: Adventures of

Huckleberry Finn by Mark Twain

Key Learning Objective 1. Analyze a seminal U.S. Document and the

impact of its rhetoric 2. Analyze connections between ideas and events

and analyze accounts in different mediums 3. Analyze how an author unfolds events in a

diary and analyze the impact of word choice on tone

4. Determine author’s point of view and analyze accounts in different mediums

5. Determine author's point of view and analyze accounts in different mediums

6. Analyze an author’s point of view and cultural background , and also analyze an author’s choice about style and structure

Language and Style: 1. repetition and parallelism 2. noun phrases 3. rhetorical questions 4. colons and semicolons

Vocabulary Strategy: 1. words from greek and latin 2. reference sources 3. denotations and connotations 4. suffixes that form nouns

Instructional Strategies: -Take notes on historical events as they present themselves throughout the unit in order to reflect back. -Paraphrase/reword large paragraphs from the texts in order to support comprehension. -Create graphic organizer/outline to organize

Differentiated Instruction: Level Up tutorial:

- Primary and Secondary Sources - Point-by- point Organization - Chronological Order

Interactive Whiteboard Tutorial:

- Historical and Cultural Contexts - Analyze Author’s Choice: Irony

Collection____2____UnitPlanningtimelines, cause/effect relationships, compare/contrast characters. -Model annotation strategies:Have students use reading tools in the online textbook (ie; highlighter) to highlight important parts of the text (text evidence). Have students highlight in different colors using their annotating tools. Categorize highlights by concept/skill set in the student notes section. -Model/Practice effective discussions using Close Read Screencasts in class. Students use notes during discussions. - Preview vocabulary/Remind students they will encounter the vocabulary through the unit. -Model utilizing key vocabulary in class discussions. Encourage students to use vocabulary in pairs and in whole group. Write paragraphs demonstrating knowledge of key vocabulary. -Students highlight key vocabulary as they encounter it and highlight context clues that helped them define the word.

Extend Interactive Whiteboard Lesson

- conduct Research on the Web

Collection Essential Question: From the American Civil Rights Movement to the Middle East and Latin America, What do these experience reveal about the universal desire for freedom?


Performance Task Unpacked: Write a Narrative about interpersonal connections that employs narrative techniques

1. The texts in this collection focus on our connections to family, friends,pets, and community. Look back at “When Mr. Pirzada Came to Dine” and the other fiction and poetry in this collection. How do these texts use narrative techniques to explore interpersonal connections?

2. Write a narrative that shows how we connect with others. Skills necessary for Performance Task:

1. begins by introducing a setting, a narrator, and a main character 2. has an engaging plot with a central conflict 3. provides a clear sequence of events 4. uses a variety of narrative techniques 5. includes sensory language and descriptive details 6. ends with a logical and satisfying resolution to the conflict

Performance Task Unpacked: Develop group multimedia presentation that explores the bonds that people form.

1. Use the anchor text “Monkey See, Monkey Do, Monkey Connect” and t the other texts in the collection.

2. Then collaborate on a multimedia presentation about the way people form bonds with others.

Skills necessary for Performance Task: 1. uses technology to share information through text, graphics, images, and sound 2. integrates information from a variety of sources and media 3. presents information and evidence from the texts clearly, concisely, and logically 4. uses language and structures appropriate for a presentation 5. prepare in advance by reading and analyzing the chosen texts 6. work with group members to decide on the goals and 7. deadlines of the project and to assign individual roles 8. encourage participation from all group members 9. allow for different perspectives and seek to achieve consensus


1. When Mr. Pirzada Came to Dine 2. Monkey See, Monkey Do, Monkey

Connect 3. The grasshopper and the bell cricket 4. With Friends Like These 5. At Dusk 6. Count on Us 7. Close Reader: And of Clay are we

created 8. Close Reader : Extreme Perception 9. Close Reader: My Ceremony For Taking

Key Learning Objective 1. Cite textual evidence to analyze character and

theme in a short story and to support inference about themes.

2. Delineate and evaluate an author’s claim and determine the technical meanings of words used in the text.

3. Analyze an author’s point of view and cultural background and also analyze the impact of word choice on tone

4. analyze how an author unfolds a series of ideas in an informational text


10. Close Reader: The Slayer 11. Independent Reading: Holes by Louis

Sachar

5. interpret figurative language 6. Analyze the purpose and development of

ideas in a public service announcement 7. Analyze an author’s point of view and

cultural background and also analyze the impact of word choice on tone.

Language and Style:

1. Adverbial Clauses 2. Colons 3. Using Verb Phrases 4. Adjectives and Adverb Phrases

Vocabulary Strategy: 1. Patterns of Words Changes 2. Words from Greek 3. Context Clues 4. Patterns of Word Change

Instructional Strategy: -Take notes on historical events as they present

themselves throughout the unit in order to reflect back.

-Paraphrase/reword large paragraphs from the

texts in order to support comprehension. -Create graphic organizer/outline to organize

timelines, cause/effect relationships,

compare/contrast characters. -Model annotation strategies:Have students use

reading tools in the online textbook (ie;

highlighter) to highlight important parts of the text (text evidence). Have students highlight in

different colors using their annotating tools.

Categorize highlights by concept/skill set in the student notes section.

-Model/Practice effective discussions using

Close Read Screencasts in class. Students use notes during discussions.

- Preview vocabulary/Remind students they will

encounter the vocabulary through the unit. -Model utilizing key vocabulary in class

discussions. Encourage students to use

Differentiated Instruction: Level Up Tutorial

- Character Traits - Evidence - Tone - Reading For Details - Figurative Language

Extend Interactive Lesson

- Persuasive Planner - Producing and Publishing with Technology

Interactive Whiteboard Lesson - Evaluate a Speaker’s Reasoning - Conducting Research on the Web

Collection____3____UnitPlanningvocabulary in pairs and in whole group. Write paragraphs demonstrating knowledge of key

vocabulary.

-Students highlight key vocabulary as they encounter it and highlight context clues that

helped them define the word. Collection Essential Question: What links us to Family, Friends, pets and community?


Performance Task Unpacked: Write an analytical essay exploring an aspect of love. 1. Use the Anchor text; “The Tragedy of Romeo and Juliet and other text in the collection. 2. Consider the attributes or characteristics of love that are represented in each text. 3. Write an analytical essay exploring an aspect of love.

Skills necessary for Performance Task:

1. includes a clear thesis statement 2. develops a comparison using examples from the texts 3. organizes central ideas in a logically structured body 4. uses transitions to create cohesion between sections of the essay 5. has a concluding section that relates back to the introduction and leaves the reader with a thought-

provoking statement about love Texts to be used in Collections:

1. “Love’s Vocabulary” from A Natural History of Love

2. My Shakespeare 3. Shakespearean Drama 4. The Tragedy of Romeo and Juliet 5. “Pyramus and Thisbe” From the

Metamorphoses 6. Duty 7. Close Reader: The Tragedy of Romeo and

Juliet 8. Independent Reader:

Pride and Prejudice by Jane Austen

Key Learning Objective 1. analyze ideas presented in an essay and

determine word meanings 2. analyze how a modern artist draws on and

transforms source 3. material for a new artistic expression 4. analyze character motivations and parallel plots 5. analyze source material 6. Analyze how an author's drawas on and

transforms source materials and how an author’s choice of point of view creates desired effect.

Language and Style: 1. Participial Phrases 2. Parallel Structure 3. Independent and Dependent Clauses

Vocabulary Strategy: 1. Synonyms 2. Puns 3. Context Clues

Instructional Strategies: -Take notes on historical events as they present



texts in order to support comprehension. -Create graphic organizer/outline to organize

timelines, cause/effect relationships,

compare/contrast characters.

Differentiated Strategies : Level Up Tutorial

- Reading For Details - Universal and Recurring Themes - Plot: Sequence of Events - Point of View

Extend Interactive Whiteboard Lesson

- Text Structure and Meaning Interactive Lesson

- Theme in Literature

Collection____4____UnitPlanning-Model annotation strategies:Have students use reading tools in the online textbook (ie;

highlighter) to highlight important parts of the

text (text evidence). Have students highlight in different colors using their annotating tools.







vocabulary in pairs and in whole group. Write paragraphs demonstrating knowledge of key

vocabulary.


helped them define the word.

Collection Essential Question: What is the nature of love and the conflicts surrounding it?

Collection5-AMatterofLifeorDeathUnitPlanning

Performance Task Unpacked: Write and argument about the personal qualities necessary for survival 1. Based on the evidence from at least three selections, would you say that survival requires selfishness? 2. Synthesize your ideas by writing an argument in support of your position.


1. makes a persuasive claim and develops it with valid reasons and relevant evidence from the texts 2. anticipates counterclaims and addresses them 3. establishes clear, logical relationships among claims, counterclaims, reasons, and evidence 4. includes a logically structured body, including transitions 5. has a satisfying conclusion that effectively summarizes the claim

Performance Task Unpacked: Participate in a panel discussion about how people adapt in order to survive.

1. This collection focuses on the ways people endure devastating experiences. Look back at the anchor text “The End and the Beginning” and at the other texts in the collection. How do individuals and communities adapt to radically different situations in order to survive?

2. Synthesize your ideas by holding a panel discussion about how each selection shows people adapting for survival.


1. makes a clear, logical, and well-defended generalization about the ways people adapt for survival in one of the selections

2. uses quotations and specific examples to illustrate ideas 3. responds thoughtfully and politely to the ideas of the moderator and other panel members 4. evaluates other panel members’ contributions 5. summarizes the discussion by synthesizing ideas


1. Memoir by Eie Wisel from Night 2. Argument by Lane Wallace “ Is survival

Selfish” 3. Science Writing by Laurence Gonzales

from Deep Survival 4. Short Story by Louise Erdrich “ The

Leap” 5. Poem by Wislawa Szymborska “ The End

and the beginning” 6. Close Reader: A Ordinary Man 7. Close Reader: Truth at all costs 8. Close Reader: The Survivor 9. Independent Reader: The Tragedy of

Macbeth by William Shakespeare

Key Learning Objective 1. Analyze an author’s purpose and his use

of rhetoric and the impact of word choice on tone

2. delineate and evaluate an argument by examining a claim and the evidence provided to support that claim

3. analyze ideas and events presented in the text, determine the central idea,and summarize the text

4. Analyze the impact of an author’s choices and make inference about theme

5. determine the meanings of figurative language and how it influence tone in poetry

Language and Style: Vocabulary Strategies:


1. Tone 2. Indefinite Pronouns 3. Colons and Semicolons 4. Relative Clauses

1. Multiple Meaning Words 2. Synonyms 3. Context Clues 4. Prefixes

Instructional Strategies

-Take notes on historical events as they present themselves throughout the unit in order to reflect

back.

-Paraphrase/reword large paragraphs from the texts in order to support comprehension.

-Create graphic organizer/outline to organize

timelines, cause/effect relationships, compare/contrast characters.

-Model annotation strategies:Have students use

reading tools in the online textbook (ie; highlighter) to highlight important parts of the

text (text evidence). Have students highlight in

different colors using their annotating tools. Categorize highlights by concept/skill set in the

student notes section.

-Model/Practice effective discussions using Close Read Screencasts in class. Students use notes

during discussions. - Preview vocabulary/Remind students they will

encounter the vocabulary through the unit.

-Model utilizing key vocabulary in class discussions. Encourage students to use vocabulary

in pairs and in whole group. Write paragraphs

demonstrating knowledge of key vocabulary. -Students highlight key vocabulary as they

encounter it and highlight context clues that



- Audience - Analyzing Arguments - Summarizing - Theme - Imagery

Extend Conduct a Debate Interactive Whiteboard Lesson

- Cite Textual Evidence - Character Development - Determine Theme

Collection Essential Question: How do humans endure in the face of adversity?



Performance Task Unpacked: Write an analytical essay about the factors that motivate people to undertake arduous journeys.

1. Review the journeys taken in three texts in this collection, including the Odyssey. 2. Answer what compels characters or real people to set off on a journey—physical, mental, or

spiritual—and what do they learn? 3. Synthesize your ideas in an analytical essay 4. Use evidence from the texts and from additional sources to support your conclusions.


1. includes a clear thesis statement about how and why people gain insights from their travel or their mental/spiritual journeys

2. engages the reader in the introduction with an interesting observation, quotation, or detail from one of the selections

3. organizes central ideas in a logically structured body 4. smoothly integrates source information that avoids plagiarism, with correctly cited sources 5. uses transitions to show how ideas are related 6. includes quotations or examples to illustrate central ideas 7. has a concluding section that sums up the central ideas


1. Odyssey 2. The cruelest Journey: 600 miles to

Timbuktu 3. The real reason we explore space 4. The Journey 5. Close Reader: The good Soldiers 6. Close Reader: The Good Soldiers 7. Independent Reader: Sword of the

Rightful King by Jane Yolen

Key Learning Objective 1. Analyze elements of an epic poem, such as

plot, setting, theme, and character as well as its figurative language

2. Determine the central idea of a text, analyze the ideas and events presented, and cite text evidence

3. Delineate and evaluate an argument 4. Interpret Figurative Language

Language and Style: 1. Absolute Phrases 2. Sentence Length 3. Transitions

Vocabulary Strategy: 1. Words for Latin 2. Denotation and Connotation 3. Synonyms and Antonyms

Instructional Strategies:

-Take notes on historical events as they present



texts in order to support comprehension.


- Universal and Recurring Themes - Reading for Details - Analyzing Arguments - Figurative Language

Extend

Collection____6____UnitPlanning-Create graphic organizer/outline to organize timelines, cause/effect relationships,

compare/contrast characters.

-Model annotation strategies:Have students use reading tools in the online textbook (ie;

highlighter) to highlight important parts of the text (text evidence). Have students highlight in

different colors using their annotating tools.







vocabulary in pairs and in whole group. Write paragraphs demonstrating knowledge of key

vocabulary.



Interactive Whiteboard Lesson - Write an Analysis - What is Imagery - Poetry: Language and Form

Collection Essential Question: How can the hero’s journey take many forms?




ELA Scope and Sequence Based on the Collections Series

Unit Number

& Title


Standards Addressed

Anchor Text


Unit 1: Collection

1 Ourselves and Others

September- October

RL 1, SL 1a, L 3, L 4a

What, Of This

Goldfish Would

You Wish?

(Lexile)900

By Etgar Keret

Speaking Activity: Discussion

Speaking Activity SL1a: Discussion ¨What, of This Goldfish, Would You Wish?¨ provides a modern twist on the ẗhree wishes”structure used in many folk tales. Explore this aspect of the story with a small group.

● Write a summary of your groupś conclusions about Keretś story and other tales of three wishes.

RL 1, SL 1a,

L 3, L 4a

Close Reader:

The

1


Wife’s Story

RL 1, SL 1a,

L 3, L 4a

My So- Called

Enemy ( Movie

Trailer)

Speaking Activity: Argument Do you think that face-to-face interactions can help resolve conflicts? Express your view in a short speech. • Review the trailer, noting evidence

that supports your ideas. Add ideas

from your experiences to your notes.

• Write a one-page argument expressing

and supporting your ideas. Then,

deliver the argument as a speech.

RI 1-5, RI 8, RI 9, W 2b, W 7, L 1b, L

4b

From Texas v. Johnson Majority Opinion (Lexile 1420L)

America

n Flag Stands

For

Writing Activity: Comparison W2b

The Supreme Court determines whether official actions follow the Constitution. In Texas v. Johnson, the Courtś ruling centered on the First Amendment. Compare ideas in the decision and the amendment: First Amendment Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; abridging the freedom of speech, or of the press; or the

2


Tolerance (Lexile 1170 L)

right of the people to peaceably to assemble, and to petition the Government for redress of grievances.

● Identify concepts that are discussed in both documents. How does each document address them?

● In a paragraph, compare the two documents. Support your points with examples from both texts.

Writing Activity: Analysis (Standard) Beginning with the examples on the previous page, analyze the differences in meaning and tone between the Texas v. Johnson court opinion and the newspaper editorial discussing the decision.

● Using photocopies or sticky notes, identify word choices and sentences in both texts that strongly contribute to the overall tone of each.

● Write a one-page analysis of the differences in tone between the two texts. Conclude your analysis by explaining how the tone of each text fits the context for which it was written.

3


RI 1-5, RI 8, RI 9, W 2b, W 7, L 1b, L

4b

Close Reader:

From the Universa

l Declarati

on of Human Rights

RI 1-5, RI 8, RI 9, W 2b, W 7, L 1b, L

4b

Close Reader:

From Towards

a True Refuge

RL 1-5 W 1

W 1d L 3

L 4a L 5b

The Lottery

by Shirley Jackson (Lexile 1140L)

Writing Activity: Letter W1 The publication of ¨The Lottery¨ in The New Yorker prompted many readers to write letters expressing their feelings about it. What would you say to the magazineś editors about the storyś events and its overall meaning? Write your own letter, following these steps.

RL 1 RL 2

RL 4 Without

Title Speaking Activity: Narrative Presentation Plan and present a spoken narrative

4


RL 5 W3

SL 1 SL 3 SL 4

SL 6 L1

about one day in the life of the speaker's family. • Decide who will be the narrator: the

speaker, the speaker's father or mother,

or a third-person narrator outside the

poem.

• Write a draft describing the events of

one day through your narrator's voice,

incorporating details from the poem.

• Make sure your narrative builds to a

logical conclusion that reflects what

the characters experience in the poem.

• Speak using conventions of English

that are appropriate to the narrator

and context.

Independent

Reading: Lord of

the Flies

The book focuses on a group of British boys stranded on an uninhabited island and their disastrous attempt to govern themselves.

Unit Final Assessment A

Speech (SL 4):

5

https://en.wikipedia.org/wiki/Desert_island

https://en.wikipedia.org/wiki/Desert_island


Based on the texts studied in the first unit make a generalization about how the relationships with the others help define who we are.

Unit Final Assessment B Analytical essay (W 2, W 9) Synthesize the texts studied explore the ideas of accepting others by writing an analytical essay.

● Collection 1 Test RL 1-5 RI 1-6 L 1b, L 3, L 4a, L 5 b

Unit 2 Collection

2 The

Natural World

November-December

RI 1-6, SL 1,

SL 1d, L 1b

Essay by Barbara Kingsolv

er ¨Called

Out¨ (Lexile 1180 L)

Speaking Activity: RI 1, RI 4: Analyze Kingsolverś essay uses figurative, connotative, and technical language to give readers new perspectives on the desert ecosystem. What kind of language is most effective in communicating scientific information to a general audience? Discuss this topic with a small group of classmates.

6


RI 1-6, SL 1,

SL 1d, L 1b

Close Reader: Starfish

RI 1-6, SL 1,

SL 1d, L 1b

Close Reader:

Sea Stars

RL 1-5,

W 4, SL 1

Poem by Walt

Whitman ¨When I heard

the Learn´d Astrono

mer¨

Writing Activity: Comparison W 4

Whitmanś poem contrasts two different ways of viewing the natural world.Write a paragraph that similarly contrasts two ways of looking at something in your world.

1. Think of a place, event or idea that people view in different ways. Create a T-chart to brainstorm details about the opposing views of the subject.

2. Write a paragraph that explores contrasting views of your subject, describing the view you hold last.

3. Share your paragraph with the class, and explain how it does or does not mirror Whitmanś theme.

7


RI 1-6 W 2 L 1b L 4b

Argument by Jane

Goodall From

Hope for Animals and their

World (Lexile 1300 L)

Writing Activity: Analysis RI 1, RI 4, RI 5; W 2: A key aspect of Goodallś writing style is her enthusiastic tone. In two paragraphs, analyze how she creates this tone and what effect it has on her argument.

1. Review the text, noting word choices, punctuation, and other examples that contribute to Goodallś tone. Summarize these techniques in your first paragraph.

2. Reflect on your response to Goodallś tone as you read. Did her tone make you more or less receptive to her claim about the importance of the American burying beetle? Discuss this effect in your second paragraph.

8


RI 1-6 W 2 L 1b L 4b

Close Reader: Emma Marris:

In Defense

of Everglad

es Pythons

RL 1-7 W 7 W 9

W 10 SL 2, SL 4, L 2b, L 4c

Short story by Margaret Atwood ¨My Life as a Bat” (Lexile 1020 L)

Speaking Activity: Research SL 2, SL 4 ¨My Life as a Bat”includes many details about how bats live. Examine these details to determine whether the story details are factually accurate.

1. With a partner, list details about bats from the story, such as where they live, how they behave, what they eat, what they look like.

2. Research facts about these aspects of bats.

3. Create a chart or Venn diagram to compare the details with the facts.

4. Write and present your findings in a brief oral report in which you evaluate the authorś use of factual material.

9


RL 1-7 W 7 W 9

W 10 SL 2, SL 4, L 2b, L 4c

Close Reader:

The Seventh

Man

RL 1 RL 2 RL 3 RL 4

RL 5 W 4 SL 1 SL 1a SL

1c L 5b

Carry

Speaking Activity: Response to Literature In “Carry,” descriptions of water are central to the poem’s meaning. Discuss the choices the poet made in her use of water imagery. • Form a small group of three or four

students to analyze the descriptions of

water throughout the poem.

• For each image of water in the poem,

ask questions about what feelings or

ideas the author wanted to convey. For

example, why did the poet choose to

use a “broken mirror” as an image?

• Consider how the images of water

10


develop throughout the poem, from

an inanimate object to a powerful

living force.

• Write a brief summary that includes

the most important insights from the

discussion.

Unit 2 Performance Tasks A. Write a research report (W 2, W 4,

W 7-9): ● Choose three of the texts studied that

illustrate ways in which humans interact with the natural world.

● Identify one aspect of the interaction and conduct additional research.

● Write a report that develops your central findings about our relationship with nature.

B. Participate in a panel discussion/Socratic seminar SL 1a-d Look back at the texts studied and consider what we learn about ourselves through our experiences with nature.

● Collection 2 Test RL 1, 2, 4, 5

11


RI 2, 4, 5, 6 L 1b, 2b, 4b

Unit 3 Collection

3 Responses to Change

January-February RL 1-6

W 4 SL 1a

Novella by Franz

Kafka from The

Metamorphosis (Lexile 1110)

Speaking Activity: Discussion W 4, SL 1 What can you infer about the kind of person Gregor is based on how he responds to the change he has undergone?

● Make notes about the progression of Gregorś thoughts and actions in this selection. Use your notes to make inferences about Gregorś character, and jot down at least two adjectives that describe his personality.

● Use your notes to respond to this question in a group discussion: Does being changed into ä horrible vermin¨ really change Gregor? Why or why not?Write a summary of your groupś answer.

RL 1, 2, 3, 4,

5, 7, 9 W 4

Graphic Novel by

Peter

Speaking Activity: Comparison RL 7, W 4, SL 1, SL 1a

12


SL 4 L 1b

L 4a-d

Kuper From The

Metamorphosis

How does the graphic novel expand on the ideas in Kafkaś version of The Metamorphosis? Choose one page of the graphic novel to compare with the source text in a short speech.

● Identify the page of the graphic novel that is the closest to or the furthest from what you visualized as you read the novella. Complete the Venn Diagram comparing the page with the same part of the written story.

● In a speech, explain how Kuper interprets an idea from Kafka´s story and evaluate how effectively the page you chose communicates Kafkaś ideas. Show the page to facilitate your explanation.

RL 1, 2, 3, 4, 5, 7, 9 W 4 SL 4 L 1b

L 4a-d

Close Reader: Painting

and Poem:

The Starry Night

RI 1-5

W 2 SL 1

Science Writing

by

Writing Activity: Analysis W 2, W 2a, W2c, W2d, SL 1, L 1

13


L 1, L 4, L 5 Jeffrey Kluger From

Simplexity

(Lexile 1490)

What does Klugerś analysis of responses during an evacuation tell you about human nature? Write an analysis using evidence from the text as well as your own experience.

● Reread Simplexity, making notes about how humans behave in a crisis situation and why.

● Add to your notes your own thoughts about how you might react as well as evidence from other real-life events.

● Use your notes to draft a one-page analysis of why people act as they do during a crisis.

● Organize your ideas in a cause-and-effect order to make your points clear to readers.

RL 1, RL 2, RL 4, W 1,

L 1b

Poem by Cathy Song

¨Magic Island¨

Writing Activity: Argument W 1 Consider the Chinese proverb, Ẅhen the wind of change blows, some build walls while others build windmills.”Which does the family in this

14


poem do? Explore your ideas in a written argument.

● Consider what ẅind of change”has affected the family. Then make a two-column chart listing examples of their metaphorically building walls and windmills. Identify which column contains stronger examples.

● Write a paragraph in which you make your case for whether the family builds walls or windmills. Cite evidence from your chart to support your ideas.

RL 1 RL 2 RL 3 RL 5 RL 7 SL 5

Documentary Film: From Rivers

and Tides

Media Activity: Reflection

What connections can you make between changes

you see in nature or your community and the kinds

of major life changes people

experience? Share your ideas in a media

presentation.

• Take photographs, make video

recordings,or organize a collection

of existing images of a meaningful

change. (Be sure any images made by

others are copyright free or allowed for

15


classroom use.)

• Record an audio track to accompany

your visuals that tells what change

they show and how that change is

a good metaphor for a specific life

change-moving, changing schools,

growing up,etc.

RL 1 RL 2 RL 3 RL 5 RL 7 SL 5

Close Reader:

Life After

People

Independent

Reading:The

Chambered

Nautilus Oliver

Wendell Holmes

Unit 3 Assessments

A. Writing Activity: Panel Discussion

16


W9a-b, SL1a-d, SL 3,SL 6 This collection explores the concept of change and how people respond to it. Recall the anchor text The Metamorphosis¨ (both versions) and the other texts you have read. Synthesize your ideas about them by making a generalization about the ways in which people adapt to a major change. Then make your case in a panel discussion, citing evidence from the texts to support your points. B. Writing Activity: Write an argument W 1a-e, W 9a-b This collection focuses on change and our response to it. Look back at the anchor media selection Rivers and Tides and other selections you read in the collection. In each selection, is change viewed as mostly positive, mostly negative, or a combination of both? Synthesize your ideas by writing an argumentative essay.

● Collection 3 Test RL 1, 2, 7 RI 2, 3, 4 L 1b, L 4d, L 5a W 2c

17


Unit 4 Collection

4 How We

See Things

February-March RL 1, RL 2, RL 5, W 1,

SL 1, L 1, L 2

Poems: “We

Grow Accustomed to

the Dark”&

“Before I got my

eye out” by Emily Dickinso

n

Writing Essay: Essay (RL 1, RL 4, W 1): Both of these poems are metaphorical-that is, they are not only about the literal loss of sight or physically stumbling in the darkness. Explore the metaphor of sight in Dickinson’s poems by writing an analytical essay.

1. Identify what the speaker loses in “Before I got my eye put out” and explain the speaker’s reaction to that loss. Would the speaker in “We grow accustomed to the Dark” react differently to the same loss?

2. In your essay, explain your interpretation of the attitude of each speaker toward sight.

3. Cite evidence from each poem to support your ideas, and use the conventions of Standard English.

RL 1, RL 2, RL 5, W 1,

SL 1, L 1, L 2

Close Reader:

The Trouble

with Poetry Today

18


RI 1-6, W 5, SL 1a, L 1a, L 4a, L 4c

Essay: “Coming to OUr Senses” by Neil

de Grasse Tyson (Lexile 1310)

Speaking Activity: Discussion (SL 1a): In lines 102-143, Tyson imagines how our world and our history might be different if we had been born with the super senses that scientific tools now give us. Review this section. Then, explore the author’s technique through the task.

1. In a small group, discuss how the author presents this idea, inviting the reader to imagine life with super senses. Discuss how this technique helps shape the author’s central idea.

2. Write a one-page summary of the discussion, including all relevant points. Be sure to organize ideas in a clear and coherent way and use the conventions of Standard English.

RI 1-6, W 5, SL 1a, L 1a, L 4a, L 4c

Close Reader: Every

Second Counts

RI 1-5, W 2a, W 2c, SL 1c, L 4a, L 4c, L 4d

Essay: The

Math Instinct” by Keith

Writing Activity: Research (W 7): Conduct research on the use of dead reckoning, and summarize your findings in a one-page essay.

19


Devlin (Lexile 1210)

1. Research how dead reckoning was used to navigate before the invention GPS. How were sailors able to orient a ship correctly?

2. Compare the usefulness and accuracy of dead reckoning with GPS.

3. End with a conclusion that explains the pros and cons of each way of navigating.

4. List your sources at the end of the essay.

RL 1, RL 3, RL 4, RL 5, RL 6, W 1, L 1b, L 4

Short Story: “The Night

Face Up” by Julio Cortazar translate

d by Paul

Blackburn (Lexile 1210 L)

Writing Activity: Analysis (RL 1, RL 3, RL 4, RL 5, RL 6, W 1, L 4): A central message or idea that an author wants to communicate through a story is its theme. The theme is usually something universal about human nature or the human experience. Usually, the theme of a story is not explicitly stated; it is the reader’s job to infer the theme through an analysis of characters, plot, setting, tone, and imagery. Think about “The Night Face Up.” Write a one-page analysis of the story in which you consider the following points:

● the theme of the story ● how the characters, plot, imagery, tone,

and setting help convey the theme. Support your discussion of the story’s theme with evidence from the text, and write using the conventions of Standard English.

20


RI 1-5, W 2a, W 2c, SL 1c, L 4a, L 4c, L 4d

Close Reader: Whale Sharks

Use Geometr

y to Avoid

Sinking

RL 1 RL 2 RL 5 RL 6

RL 7 W9 SL 3 SL 4

Musee Des

Beaux Arts/

Landscape with the Fall

of Icarus

Speaking Activity: Response to Literature Plan and deliver a short speech in which you compare Auden’s poem with Landscape with the Fall of Icarus. • Begin planning your comparison by

making a Venn diagram in which you

list key details from the painting and

the poem.

• Draft a short speech in which you

point out the details and ideas that

appear in both works.

• Draft a conclusion in which you

analyze the significance of these

shared details.

• Deliver your speech. Be sure to quote

21


from Auden’s poem and point out

details in the painting, using domain-

specific vocabulary.

Independent

Reading: Ode on a Grecian Urn John

Keats

Unit Assessment(s): Option A: Present a Speech-synthesize ideas (SL 4, W9a-b): This collection focuses on how we perceive the world around us, from the use of our senses and instincts to the help of scientific instruments. Look back at the anchor texts “We grow accustomed to the Dark” and “Before I got my eye put out” and the other texts you have read in this collection. Synthesize your ideas about them by preparing and presenting a speech.

22


Option B: Write a Short Story-synthesize ideas into a suspenseful, surprising short story ( W 3a-e, W 4): Write a Short Story The texts in this collection focus on how individuals see things, both from a scientific viewpoint and from a more subjective, emotional perspective. Look back at the anchor text “Coming to Our Senses” and the other texts you have read in this collection. Synthesize your ideas about them by writing a suspenseful short story.

● Collection 4 Test

Unit 5 Collection

5 Absolute

Power

March-April

RI 1, RI 4, RI 5, RI 6, RI 8, W 1, SL 4,

L 1, L 5

Argument by

Michael Mack from “Why Read

Shakespeare”

Speaking Activity: Argument W 1, SL 4): In his speech to college freshman, Mack presents his opinion on the value of reading Shakespeare. Evaluate how successfully he appeals to his audience by writing and delivering a brief speech of your own.

● Present an argument about whether Mack succeeds in achieving the ultimate

23


(Lexile 980 L)

purpose of persuading his audience to read Shakespeare.

Cite text evidence to discuss whether Mack’s style and tone appeal to you as a student and whether you find the comparisons he makes relevant.

RL 1-5, RI 7,

W 2, SL 1, L 3, L 5, L 5a

The Tragedy

of Macbeth

by William Shakesp

eare

Writing Activity: Analysis (W 2, R L 3): How are Macbeth and Lady Macbeth different? Use their major speeches in Scene 7 to contrast their characters.

● First, identify what lines 1-28 reveal about Macbeth as he lists the reasons they should not go ahead with the plan. What does he decide?

● Next, consider what is revealed about Lady Macbeth’s character through her reaction to Macbeth’s decision and her response in lines 47-59.

● Summarize their key differences in a paragraph.

Writing Activity: Analysis (SL 1, W 4): Why does Lady Macbeth faint? Is it a distraction or is it real? Support your conclusion with evidence from the text.

24


● Jot down ideas about what Lady Macbeth does and says in Act II that might explain why she faints.

● In a small group, discuss these ideas and your interpretation of her action. Together, draw one or more conclusions about her motives.

● Summarize the group discussion and present your ideas to the class.

Speaking Activity: Analysis (RL 5, W 2): How does dramatic irony intensify the impact of Act III?

● Create a three-column chart with these headings: Lines; What characters do or say; What the audience knows.

● With a partner, identify the two strongest instances of dramatic irony on the audience’s understanding of Macbeth’s character.

Speaking Activity: Debate (SL 1a-d): Some directors omit much of the scene in which Malcolm tests Macduff. What would be lost or gained by omitting this part of the play?

25


● With a group, come to a consensus on the

significance of that part of Scene 3. Create an outline that included reasons and evidence to support your opinion.

● Present your argument in the form of a panel discussion or debate. Have other groups present their opposing arguments.

● Ask listening classmates to evaluate which argument is most compelling and why.

Writing Activity Argument (W 1): Is Macbeth a tragic hero? Refer to the introductory essay on Shakespearean Drama, and explore your ideas in an essay.

● Review the definition of a tragic hero. Decide which of the characteristics Macbeth embodies. Find details in the text to support your thesis.

● Organize your ideas logically. Write an essay in which you defend your view of Macbeth.

● Use the conventions of standard written English in your essay.

26


RL 1-5, RI 7,

W 2, SL 1, L 3, L 5, L 5a

Close Reader:

From the Tragedy

of Macbeth

Act I

RL 2, RL 7, SL 4, SL 5

Film by Penny

Woolcock from

Macbeth on the Estate

Speaking Activity Argument (SL 4): How effective was this modern resetting of Macbeth in expressing key themes of Shakespeare’s play? Discuss your thesis in a short speech.

● Review the clip, making notes of themes that emerge through the modern setting. Cite specific details from the film in your notes.

● Compare those themes to major themes of the play.

● Draft a statement expressing your overall evaluation of the modern production’s effectiveness.

● Present your evaluation in a short speech in which you support your claim with specific , relevant evidence from the film and the play.

27


RL 2, RL 7, SL 4, SL 5

RL 1, RL 4, RL 9, W 3

History by

Raphael Hlinshed Holinshe

d’d’s Chronicl

es (Lexile 1630)

Short

story by James

Thurber “The

Macbeth Murder

Mystery”

Speaking Activity:Discussion (RI 1, RI 3, RI 9, SL 1): In a small group, discuss Macbeth and the Chronicles:

● What events and characters are similar? What differences did you notice?

● What does each work reveal about the author’s point of view toward Macbeth?

● What might account for differences between the two views of Macbeth?

● Take notes and cite evidence from each text to support your ideas. Then, write a paragraph summarizing your discussion.

Writing Activity: Narrative (W 3): In this story, characters misinterpret a dramatic tragedy as a murder mystery. How does the understanding of literary genres shape the interpretation of a story? Can characteristics of one genre be applied to another for a different interpretation? Explore these ideas transforming one type of story into another.

28


1. With a partner, choose a familiar fable or fairytale. Note elements that make the story you chose a fable or fairytale.

2. Think about the conflict or characters in the story. In what different genre might the conflict or characters appear? List the elements of the new genre. Genres you might consider include romance, science fiction, mystery, and comedy.

3. Rewrite your story so that it maintains the same events but contains the characteristics of the new genre. For example, a fairy tale can be rewritten as a science fiction story by eliminating the magical elements and by changing the setting.

4. Exchange your story with another pair and try to identify the fairytale or fable your classmates used as their source.

RL 1-5, W 2, W 9a, SL 2,

SL 6

Poem by Patricia Smith “5:00 p.m.,

Tuesday, August

23, 2005”

Speaking Activity: Poetry Reading (RL 4, SL 6): Patricia Smith is a National Poetry Slam Champion and this poem is meant to be spoken. Work with a small group to adapt the poem for a male voice and practice reading it aloud.

1. Discuss what words and phrases in the poem stand out and what figurative and

29


connotative meanings they have. How should those words be spoken? Ominously? Angrily?

2. Think about how the poem could have instead personified the hurricane as male. Discuss what words and phrases could be substituted to adapt this poem for a male voice.

3. Take turns reading the poem aloud, emphasizing key words and phrases. Read both versions, demonstrating both female and male voices.

4. Write a brief summary of what you learned by reading the poem aloud and by adapting the language to suit a male speaker.

Collection 5 Test RL 3, 4, 6, 9 RI 1, 6, 8 L 3, 3a, 4c

Unit 6 Collection

6 Hard-Won

Liberty

May-June

RI 1, RI 2, RI 4, RI 5, RI 6,

RI 8, RI 9, W 5, W9b,

W10, L 1a, L 4a,

L 4d

Argument by

Martin Luther King Jr. Letter from

Writing Activity: Comparison (W 5, W 2, 9b, W 10): Compare the ideas in King’s letter with those in President Franklin Roosevelt’s seminal “Four Freedoms: Speech (pg. R 22)

30


Birmingham Jail (Lexile 1190L)

RI 1, RI 2, RI 4, RI 5, RI 6,

RI 8, RI 9, W 5, W9b,

W10, L 1a, L 4a,

L 4d

Close Reader: Speech at the March

on Washing

ton

RI 1, RI 3, RI 4, RI 5, RI 6,

RI 8, W 7, W 8, SL 2, SL 4,

L2b, L4d, L6

Memoir by Waek Gnonim

from Revoluti

on 2.0 (Lexile 1100)

Speaking Activity: Speech (W 7, W 8, SL 4, L2b, L4d, L6): Research current developments regarding one subtopic. In a speech, compare ideas in your chosen section of the text with information for your research. Conclude with your view of whether or not progress has been achieved.

RI 1, RI 3, RI 4, RI 5, RI 6,

RI 8, W 7, W 8,

Argument by

Mohandas K

Writing Activity: Analysis (W 2, W 7, W 9, L 3a, L 5b, RI 1, RI 5, RI 6):

31


SL 2, SL 4, L2b, L4d, L6

Ghandi From

Letter to Viceroy,

Lord Irwin

(Lexile 1210 L)

Write a one-paragraph analysis of his claims, reasons, evidence, and rhetoric providing examples from the text of the letter.

RI 1-8, W 2, W 7, W 9, SL 1, L 3a,

L 5b

Documentary

Film by BBC

From Gandhi: The Rise To Fame

Speaking Activity: Debate (SL 1, SL 2): Which communicates Gandhi’s ideas more effectively, the letter or the film? Form two teams of two-three students each with half defending that letter is more effective and half defending the film clip.

RL 1-5, W 4,

L2a

The Briefcase Short

Story by Rebecca Makkai (Lexile 860L)

Writing Activity: Personal Letter: (W 4): Assume the identity of the chef. Write a letter to the professor’s son in which you attempt to convince him that you could serve as the boy’s father.

32


RL 1-5, W 4,

L2a

Close Reader:

Bile

RL 1 RL 2 RL 3 RL 4 RL 5 SL 1a

SL 1c SL 1d L 1b L 5b

Cloudy Day

Speaking Activity: Discussion Consider the poet’s use of imagery and repetition. 1. Make a list of details from the poem

that appeal to any of your five senses,

and label them as expressing either

confinement or freedom. Also, list

examples of repeated phrases or ideas

in the poem, and label them the same

way.

2. Bring your notes to a group

discussion, and use them to analyze

the themes of the poem.

3. At the end of the discussion, write

a summary of how the discussion

extended or challenged your ideas

about the poem’s theme.

Indepen

dent Reading

33


:Old Ironsides Oliver Wendell Holmes

Unit Assessment(s): Writing Activity: Argument (W1a-e, W 9a-b): This collection explores the struggle for freedom experienced around the world and ways in which people fight to overcome oppression. Look back at the texts in the collection, including the anchor text, “Letter from Birmingham Jail,” and consider the question: What constitutes true freedom? Synthesize your ideas about the texts by writing and delivering an argument about the meaning of freedom. Collection 6 Test RL 2, 3, 4 RI 6, 7, 8, 9 L1b, 2a, 2b, 4a, 5b

34

Collection___OurselvesandOthers_1____UnitPlanningCollection1:OurselvesandOthers

PerformanceTaskUnpacked:Writeanessayabouthowthetextsinthiscollectiondoordonotsupporttheideathatpeoplemustacceptotherswhoaredifferentfromthemselves.

1. ReviewtheanchorselectionsonburningtheAmericanflag—inthecontextofthecollection-openingquotationfromBarbaraJordan.

2. Synthesizeyourideasinananalyticalessay.SkillsnecessaryforPerformanceTask:

1. makeslogicalconnectionsbetweenthequotationandtexts2. clearlyandaccuratelyanalyzesthetexts’contentandthemes3. providesquotationsorexamplesfromthetextsthatsupportandelaborateontheanalysis4. hasanintroduction,alogicallystructuredbodyincludingtransitions,andaconclusion5. usesappropriatelyformalstyleandsentencestructures

PerformanceTaskUnpacked:DeliveraSpeechabouthowpeople’srelationswithothersshapewhotheyare.

1. Thiscollectionexploresthesignificanceofourrelationshipswithothers,asindividualsandingroups.Lookbackatthetextsyouhaveread,includingtheanchortext“What,ofThisGoldfish,WouldYouWish?”

2. Makeageneralizationabouthowourrelationshipshelpdefinewhoweare.3. Shareyourideasinaspeechthatincorporatesmediaelements.

SkillsNecessaryforPerformanceTask:1. presentsaclear,logicalthesisstatement2. providesevidencefromthetextstoillustratethethesis3. incorporatesappropriateimages,music,andothermediatoenhancemeaningandmaintain

audienceinterest4. engageslistenerswithappropriateandclearuseoflanguage,emphasis,volume,and

gesturesTextstobeusedinCollections:

1. What,ofthisGoldfish,WouldyouWish?2. MySo-CalledEnemy3. Texasv.JohnsonMajorityOpinion/

AmericanFlagStandsforTolerance4. TheLottery5. WithoutTitle6. CloseReader:ThewifeStory7. CloseReader:TheUniversalDeclaration

ofHumanRights8. CloseReader:TowardsaTrueRefuge9. IndependentReading:LordoftheFlies

KeyLearningObjective1. Analyzetheimpactofculturalbackgroundon

pointofview2. AnalyzeaSupremeCourtOpinion,cite

evidenceusedtomakeinferencesinaneditorial,andcomparetoneintwotextsbyanalyzingtheimpactofwordchoice

3. Analyzehowadirectorunfoldsaseriesofideastoadvanceapurposeandapointofview

4. Analyzeawriter’schoiceintermsofpacing,wordchoice,toneandmood

5. supportinferenceabouttheme.

Collection___OurselvesandOthers_1____UnitPlanning LanguageandStyle:

1. Formalvs.InformalTone2. NounClauses3. Colloquialisms

VocabularyStrategy:1. contextclues2. wordsforLatin3. denotationandConnotation

InstructionalSupport:-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.-Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

DifferentiatedInstruction:LevelUptutorial

- HistoricalandCulturalContext- Author’sPurpose- Evidence- Theme

InteractiveVocabularyTutorial- DenotativeandConnotativeMeanings

ExtendInteractiveWhiteboardLesson

- MakingInference- MaintainingaformalStyleandObjectiveTone

LevelUpTutorial- ElementsofPoetry

*AnalyzeThemesinSeminalU.SDocuments

CollectionEssentialQuestion:Howdoweinteractwithotherpeople-family,enemies,neighbors,strangers,andthosewithwhomwedisagree?

Collection___OurselvesandOthers_1____UnitPlanning


PerformanceTaskUnpacked:WriteResearchreportaboutaninteractionbetweenhumansandnature.1. Choosethreetexts,including“CalledOut.”Identifyanelementoftheinteractionbetween

humansandnaturereflectedinthetexts,andconductresearchaboutit.2. Synthesizeyourfindingsinareportthatdevelopsyourthesis.


1. aclearthesis,supportedbytextevidenceandadditionalresearch2. anintroduction,alogicallystructuredbody,andaconclusion3. smoothlyintegratedsourceinformationthatavoidsplagiarismandcitessourcescorrectly4. preciseuseoflanguagewithappropriatelyformaltoneandstyle

PerformanceTaskUnpacked:ParticipateinapanelDiscussionexploringwhatwelearnaboutourselvesthroughnature

1. Everytextinthiscollectionwasinspiredbyitsauthor’sexperiencewithnature.2. Considerthekindsofexperiencesrelatedinthreeofthesetexts,includingtheanchortext

"MyLifeasaBat."3. Whatexperienceofyourowndooneormoreofthesetextsbringtomind?4. Explorethatexperiencemoredeeply,andshareitinanoralnarrative

SkillsNecessaryforPerformanceTask:1. incorporateideasfromtextsinthiscollectionandothersources2. useeffectivenarrativetechniques3. explorethesignificanceoftheexperience4. uselogicaltransitionstolinkeventsandideas


1. CalledOut2. WhenIheardtheLearn’dAstronomer3. HopeforAnimalsandTheirWorld4. MylifeasaBat5. Carry6. CloseReader:Starfish/SeaStars7. CloseReader:EmmaMarris:InDefenseof

Everglade8. CloseReader:TheSeventhMan

KeyLearningObjective1. Determineacentralideainaessayand

figurative,connotativeandtechnicalmeaningofwordsandphrases

2. Identifythethemeofapoemthroughwritinganobjectivesummarythatstatesthekeyeventsandideasinthepoem

3. Analyzewriter’schoicesintermsoftextstructure,figurativemeaningandtone

4. supportinferencesabouttheme

LanguageandStyle1. ParticipialPhrase2. RelativeClauses3. ColonsandDashes

VocabularyStrategy1. ScientificTerms2. PatternsofWordChanges3. UsingReferenceSources

InstructionalStrategies DifferificatedInstructionLevelUpTutorial

Collection____2____UnitPlanning-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.-Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

- MainIdeaandSupportingDetails- UniversalandRecurringThemes- ElementsofanArgument- Plot:SequenceofEvents- Imagery


- AnalyzeTextStructure- FigurativeLanguageandImagery

*RespondThoughtfullyinDiscussions*AnalyzeImpactofWordChoiceonTone*ConductResearchontheWeb

CollectionEssentialQuestion:Howareweintertwinedwithnature?Doweaffectitasmuchasitaffectsus?

Collection__3ResponsetoChange______UnitPlanning

PerformanceTaskUnpacked:Participateinapaneldiscussionaboutthewaysinwhichpeopleeitherdoordonotadapttochange

1. Thiscollectionexplorestheconceptofchangeandhowpeoplerespondtoit.2. RecalltheanchortextTheMetamorphosis(bothversions)andtheothertextsyouhaveread.3. Synthesizeyourideasaboutthembymakingageneralizationaboutthewaysinwhich

peopleadapttoamajorchange.4. Thenmakeyourcaseinapaneldiscussion,citingevidencefromthetextstosupportyour

points.SkillsNecessaryforPerformanceTask

1. makesaclear,logical,andwell-defendedgeneralizationaboutthewayspeopleadapttochange

2. usesquotationsandexamplesfromTheMetamorphosisandtwoothertextstoillustratehisorherideas

3. synthesizesideasfromallthreetextswithhisorherownexperiences4. respondsthoughtfullyandpolitelytotheideasofothersonthepanel5. evaluatesotherpanelmembers’contributions,includingtheuseofvalidreasoningand

soundevidencePerformanceTaskUnpacked:Writeanargumentaboutthepositiveandnegativeaspectofchange

1. Thiscollectionexploreschangeandourresponsetoit.ReviewtheanchorselectionRiversandTidesandothercollectiontexts.

2. Ineach,ischangeviewedasmostlypositive,mostlynegative,oracombinationofthetwo?3. Synthesizeyourideasinanargumentativeessay.

SkillsnecessaryforPerformanceTask:1. includesaclearclaim2. beginsbyengagingthereaderwithaninterestingobservation,quotation,ordetailfromone

oftheselections3. organizescentralideaslogically,supportingandelaboratingontheclaimusingquotations

andexamplesfromthetexts4. usestransitionstocreatecohesionamongsectionsofthetext5. hasaconcludingsectionthatfollowslogicallyfromthebodyoftheessayandexpressesthe

writer’sownviewpointonchangeTexttobeusedinthisCollection:

1. theMetamorphosis2. TheMetamorphosis(GraphicNovel)3. Simplexity4. MagicIsland5. RiversandTides

KeyLearningObjective:1. citetexttosupportinferences2. Analyzerepresentationindifferents

mediums3. usecauseandeffectrelationshiptomake

connectionsbetweenideasandevents


6. CloseReader:TheStarryNight7. CloseReader:LifeAfterPeople

4. Analyzelanguageandmakeinferenceaboutthethemeofapoem

5. Analyzethedevelopmentofideasinadocumentary

LanguageandStyle1. Prepositional,AdjectivalandAdverbial

Phrases2. TransitionalWordsandPhrases3. NounPhrasesandVerbPhrases

VocabularyStrategies1. VerifyingWordMeaning2. FigurativeMeanings

InstructionalStrategies-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.-Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

DifferentiatedInstructionLevelUpTutorial

- MakingInferencesaboutCharacters- CharactersandConflict- CauseandEffectOrganization- Theme- MainIdeaandSupportingDetails


- AnalyzeComplexCharacters- UsingMediainPresentation

InteractiveLesson- GivingaPresentation

CollectionEssentialQuestion:Changeisinevitable;Doeshow,werespondtoitrevealswhoweare?



PerformanceTaskUnpacked:Deliveraspeechabouthowweperceivethings.1. ReviewtheEmilyDickinsonpoemsandothercollectiontexts.2. Synthesizeyourideasaboutthembyplanningandpresentingaresponsetoliterature.


1. focusestheaudience’sattentiononaclearthesis2. hasalogicallystructuredbodyincludingtransitions3. providesevidencefromthetextsthatillustratethethesis4. oncludesinsightfully,logicallyfollowingthespeech’sideas5. demonstratesappropriateandclearuseoflanguage6. engageslistenersthroughemphasis,volume,andgestures7. maintainsaformaltonethroughtheuseofstandardEnglish

PerformanceTaskUnpacked:WriteAshortStoryusingtechniquesemployedbyauthorsinthiscollection

1. Thetextsinthiscollectionfocusonthesometimessurprisingdifferencesbetweenhowweseethingsandhowtheyreallyare.Lookbackattheanchortext“ComingtoOurSenses”andothertextsfromthiscollection,andthinkaboutthewaysinwhichthingsarenotastheymayfirstappearinthesetexts.

2. UsethosesurprisinginsightsasthebasisofasuspensefulorsurprisingnarrativeofyourownSkillsnecessaryforPerformanceTask:

1. beginsbyintroducingasetting,anarrator,andamaincharacter2. hasanengagingplotwithacentralconflict3. usesavarietyofnarrativetechniquestodevelopcharacters,plot,theme,andsuspenseor

surprise4. includessensorylanguageanddescriptivedetails5. endswithalogicalandsatisfyingresolutiontotheconflict


1. WegrowaccustomedtotheDark/BeforeIgotmyeyeputout

2. Comingtooursenses3. TheMathInstinct4. MuseedesBeauxArts/Landscapewith

thefallofIcarus5. TheNightFaceUp6. CloseReader:thetroublewithPoetry7. CloseReader:EverySecondCounts8. CloseReader:WhaleSharksuse

GeometrytoavoidSinking

KeyLearningObjective1. Identifyandcomparepoeticstructureacross

twopoemsaswellasparaphraseandsummarizeideas

2. Analyzethedevelopmentofideasinnonfiction3. Determinemeaningandanalyzeideas4. citetextualevidenceandanalyzehowan

authorusesparallelplots,tone,pace,andforeshadowingtocreatetension

5. Analyzerepresentationsindifferentmediums

Collection____4____UnitPlanningLanguageandStyle

1. WritingConventions2. ParallelStructure3. AdverbialClauses

VocabularyStrategies1. UsingReferencesSources2. Prefixes

InstructionalStrategies-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.-Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.


- ElementsofPoetry- ReadingforDetails- MainIdeaandSupportingDetails- UniversalandRecurringThemes

*GraphicOrganizerExtendInteractiveWhiteboardLesson

- DetermineFigurativeMeaning- ForminPoetry

CollectionEssentialQuestion:Howdoesourviewoftheworlddependsnotonlyonourfivesensesbutalsoontechnologyandsurprisinginsight?


Collection__5-AbsolutePower______UnitPlanning

PerformanceTaskUnpacked:WriteanalysisexplaininghowMacbeth’scharactercontainstraitsthatallofusshare.

1. Thiscollectionfocusesonhumanambitionandoureternalquestforpower.Inhisspeech“WhyReadShakespeare?”MichaelMackarguesthatifyoudon’tseeyourselfinMacbeth’sambition,you’reeithermisreadingtheplayormisreadingyourself.

2. Reviewthetextsinthiscollection,includingtheanchor,Shakespeare’sMacbeth.ThenwriteaninformativeessaythatexplainshowoneaspectofMacbeth’scharacterrepresentsauniversalhumantrait.

SkillsnecessaryforPerformanceTask:1. includesaclearthesisabouttheuniversalityofoneofMacbeth’skeypersonalitytraits2. engagesreaderswithaninterestingobservation,quotation,ordetail3. organizescentralideasinalogicallystructuredbodythatclearlydevelopsthethesis4. usesdomain-specificvocabularyandlogicaltransitionstoclarifyandconnectideas5. includesevidencefromthetextstoillustratecentralideas6. hasaconcludingsectionthatfollowslogicallyfromthebodyoftheessayandsumsupthe

centralideasoftheanalysisTextstobeusedinCollections:

1. “WhyReadShakespeare?”2. TheTragedyofMacbeth,3. fromMacbethontheEstate4. fromHolinshed’sChronicles,5. “TheMacbethMurderMystery,

6. “5:00P.M.,Tuesday,August23,2005,”7. closeReader:TheTragedyofMacbeth

KeyLearningObjective1. analyzetheuseofrhetoricinanargument2. analyzeinteractionsbetweencharactersandtheme3. analyzerepresentationsofascene4. analyzehistoricaltext5. analyzehowanauthordrawsonShakespeare6. makeandsupportinferencesaboutwordchoice

LanguageandStyle

1. RhetoricalQuestions2. InvertedSentencesStructure3. AbsolutePhrases

VocabularyStrategies1. ArchaicLanguage2. WordsfromLatin

InstructionalStrategies-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.-Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.-Modelannotationstrategies:Havestudentsuse


- AnalyzingArguments- Theme- MethodsofCharacterization- ElementsofDrama- FigurativeLanguage


- IdentifyFallaciousReasoning- AnalyzePoeticForm

*AnalyzingCulturalExperience

Collection__5-AbsolutePower______UnitPlanningreadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

CollectionEssentialQuestion:Howcanhumanambitionbetimelessanditsfruitsfleeting?

Collection____6-HardWonLiberty____UnitPlanning

PerformanceTaskUnpacked:Writeanargumentthatanswersthisquestion:WhatconstitutestrueFreedom?

1. Usetheanchortext,“LetterfromBirminghamJail,”andconsiderthisquestion:Whatconstitutestruefreedom?

2. Synthesizeyourideasaboutthetextsbywritinganddeliveringanargumentaboutthemeaningoffreedom.


1. makesapersuasiveclaimaboutwhatconstitutesfreedom2. developstheclaimwithvalidreasonsandrelevanttextevidence3. anticipatesandaddressescounterclaims4. usestransitionstolinkreasonsandtextualevidencetotheclaim5. includesalogicallystructuredbody6. hasasatisfyingconclusionthateffectivelysummarizestheclaim7. demonstratesappropriate,clearuseoflanguage,maintaininga8. formaltonethroughtheuseofstandardacademicEnglish


1. LetterFromBirminghamJail2. Revolution2.03. LettertoViceroy,LordIrwin4. Gandhi:TherisetoFame5. TheBriefcase6. CloudyDay7. CloseReader:MarchonWashington8. CloseReader:Bile

KeyLearningObjective1. Analyzeargumentinaseminaldocument2. analyzeevidenceandideasinafunctional

document3. Analyzeanargumentandrhetoricand

compareaccountsindifferentmediums4. Analyzeinteractionsbetweencharacterand

themeinashortstory5. Analyzehowapoem’sshiftintonecontributes

toitstheme

LanguageandStyle1. RepetitionandParallelism2. Colons3. Semicolons4. PrepositionalPhrases

VocabularyStrategies1. ContextClues2. Domain-SpecificWords3. DenotationsandConnotations

InstructionalStrategies-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.


- AnalyzingArguments- InformationalText- PrimaryandSecondarySources- Theme

Collection____6-HardWonLiberty____UnitPlanning-Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

- ToneExtendInteractiveWhiteboardLesson

- WordChoiceandTone*AnalyzingThemesinSeminalDocuments*IntegrateInformationSources*SynthesizeSources*WordSharpInteractiveTutorial

- DenotativeandConnotativeMeanings*InteractiveLesson

- ParticipatinginCollaborativeDiscussions

CollectionEssentialQuestion:Howdopeoplearoundtheworldwintheirfreedomfromoppression?





Unit Number

& Title


Standards Addressed

Anchor Text


Unit 1: Collection 1 Coming

to America

September-October

RI1, RI2, RI3, RI4,RI5,RI6, RI7,RI8,RI9 W 3C L 1, L 3a, L4 W 3d

Of Plymouth Plantation (Lexile 1440L) *Parts of the narrative can be selected for pacing purposes

Writing Activity: Journal Entry and Letter Writing Activity (W 3d): Bradford’s account describes how the Pilgrims adapted to life in New England. Explore that experience in two brief writing tasks.

● Choose an event that Bradford describes and write a journal entry in the character of one of the other English participants in the event. Consider how a personal journal might be different from Bradford’s narrative written for publication.

● In the character of one of the Pilgrims who survived the first year in New England, write a letter to someone describing your current situation and how it has improved.

Base both pieces of writing on details from the text to create a coherent narrative. As much as

1


possible, mirror the seventeenth-century style that Bradford uses.

RI, RI 2, RI 4, RI 6, RI 10, W 1, SL 1a, SL 1b, SL 1c, SL 1d, L 3a, L4c, L 6

Coming of Age in the Dawnland History Writing by Charles Mann (1290L)

Writing Activity: Argument (W 1): This selection presents Mann’s view of Indian societies in New England. Evaluate how successfully he achieves his purpose by writing a brief argument.

● Write a statement that summarizes Mann’s purpose for writing.

● Decide whether you think he succeeded or failed in achieving that purpose. Are the style and content of his writing strong and persuasive? Your position on that question is the claim of your argument.

● If you think Mann achieved his purpose, cite evidence that supports that claim. If you think he failed, provide reasons for your opinion.

● Present your reasons and evidence in a logical order.

RL 1, RL 4, W2, W 2b

from The Tempest

(Lexile N/A) *Parts of the play can be selected for

Writing Activity: Essay (Compare/Contrast)

Writing Activity (W 2, W 2b): Ariel and Caliban are both identified as Prospero’s servants, yet they have different relationships with him. Explore these

2


pacing purposes *Translated version may be helpful for struggling readers

relationships by writing an explanatory essay following these steps: (1) Identify passages that reveal Ariel’s and Caliban’s character. Look at their own words and actions and what others say about them. (2) Identify passages that reveal Prospero’s relationship with each of them. Look at his words as well as his actions. (3) Make inferences from this evidence to explain the reasons for these different relationships. (3) Organize your information in a compare-contrast structure.

RL 1, RL 2, RL4, RL 5,

RL 7, SL 1a, W 2b, W 3a, W 3d, W 4, L 1, L 4a,

Media Version of The Tempest

(BBC Shakespeare)

Lexile: N/A

Media Version of The Tempest

(2010 Film)

Writing Activities: (W 4, W 2b): Review: Based on this scene, would you recommend this film to others? Why or why not?

● Write a review for the school newspaper, presenting your opinion on this interpretation of Shakespeare’s play.

● Support your opinion with specific reasons and examples from the film.

● Discuss at least two elements of filmmaking from the chart below.

● Organize your ideas logically and use the conventions of standard written English.

Captions: Complete these activities with a partner.

3


● Write an extended caption for each image that shows a scene in the film.

● Draw from the text of the play to include quotations and other details that provide context for each image and help explain what is happening at that specific moment.

● Share your captions with the class.

RL 2, RL 3, RL 5, RL 6, L 4a, L 4d,

W 3b

Balboa Short Story by Sabina Murray

(920L)

Writing Activity: (W 3b): Dramatic Monologue: Through the portrayal of Balboa, Murray creates a dynamic, multi-dimensional main character. Her characterization enables readers to see him clearly and almost hear his voice. Write a dramatic monologue from the point of view of this fictional Balboa, expressing what he might have said aloud as he stood on the boulder surveying the Pacific Ocean.

● Draw upon the text for details about the path he followed to “the edge of the world.”

● Reveal his motives and his feelings upon accomplishing his goal.

● Include his reflections on what his accomplishment really means, incorporating your ideas about the theme.

● Present your monologue to a small group.

4


RL 1, RL 2,

RL , RL 5, RL 6, W2

Mother Tongue Essay by Amy Tan (1120L)

Writing Activity: Short Response (W2): Trace the structure of Tan’s essay, describing both its organization and its methods. How does the structure of her essay support her purpose? Cite evidence from the text to support your response.

RL 1, RL 2, RL 3, RL 4, RL 5, RL 6,

L 3a

New Orleans Poem by Joy Harjo Lexile

N/A (Close Reader)

Speaking Activity: New Orleans is clearly a place of significance to Joy Harjo and the Creeks. Explore that significance through the research and present your findings in an oral presentation.

● Conduct a short research project to find out more about Creek Indian Removal and its relation to the city of New Orleans. Synthesize at least two sources on the topic.

● Reread “New Orleans” and notice how this new information affects your understanding of the poem. Make note of specific passages that you understand more deeply.

● Create a chart or other graphic display that summarizes your findings.

● Share your findings with a small group. ● Present a clear perspective on Creek

Indian Removal and how it affects the interpretation of New Orleans.

5


RI 1, RI 2, RI 3, RI 4, RI 5, RI 6 W 2b L 2, L 3a, L 5b

“Blaxicans” and Other

Reinvented Americans(Lexi

le 1040L)

*Parts of the argument can be selected for pacing purposes

Writing Activity: Evaluation

Writing Activity (W 2b): Do you find Rodriguez’s argument convincing? Write a

two-paragraph evaluation of his essay: In the first paragraph, identify the claim and

analyze the author’s support of it, offering examples from the text to identify areas where

you find the argument compelling or uncompelling.

In the second paragraph, evaluate the effectiveness of his rhetoric, examining his use

of irony.

RL 1, RL 2, RL 3, RL 4, RL 5, RL 6

L 3a SL 2, W 7

“New Orleans” Poem by Joy Harjo (Lexile

N/A)

Speaking Activity: Visual Presentation Speaking Activity (SL 2, W 7): New Orleans is clearly a place of significance to Joy Harjo and the Creeks. Explore that significance through research and present your findings in an oral presentation. Conduct a short research project synthesizing at least two sources. How does this research impact your understanding of the poem? Make note of specific passages you have more understanding about and display them graphically (chart or other graphic display).

RL 1, RL 2, RL 4, W 7

Indian Boy Love Song (# 2)

Writing Activity: Short Response (W 7):

6


Poem by Sherman Alexie

(Lexile N/A) Close Reader

What do you think is the theme of “Indian Boy Love Song # 2? What is the central idea about life or human nature that Alexie wants to communicate to his readers? Cite textual evidence in your response.

● Unit Final Assessment Write an Argument (W 1 a-e, W 9): Look back at the anchor text “Of Plymouth Plantation” and at the other texts you have read in this collection. Synthesize your ideas about them writing an argument. Your argument should persuade readers to agree with your claim about how immigration changed America, and how America changes those who come here.


Unit 2: Collection

2 Building a Democrac

y

November-December

RI 1, R4, RI 5, RI 6, RI 8,

RI 9, W 2a, W 2b,

W 7, W 8, W9b SL 6

The Declaration of Independence (Lexile 1320L)

from the United

States

Writing Activity: Explanatory Essay

Writing Activity (RI9, W2):

In many ways, the Constitution was built on the foundation of The Declaration of Independence. Explore the details of how the Declaration

7


L 3a, L 4c, L 6

W2, W4, W9, SL 1

Constitutiom (Lexile 1580L)

*Use Close Reader for struggling

readers

influenced the Constitution by writing an explanatory essay considering the following questions:

● How might the abuses of the British government have influenced the type of government the United States established and the type of rights it wanted to protect?

● How did the focus on “unalienable rights” in the Declaration specifically influence ideas in the Bill of Rights?

● Cite evidence from both documents to support your ideas. Communicate your ideas clearly and accurately using a formal style.

from the United States Constitution

Public Document

(1470L) Close Reader

Writing Activity: Analyze how the author’s structured this part of

the Constitution. How does this part of the Constitution uphold the principles of a

representative democracy, a separation of powers, and a system of checks and balances?

Review your reading notes. Be sure to cite textual evidence in your response.

RI 1, RI 4, RI 6, RI 8,

SL 1b, SL 1c, L 3a, L 5b

The Federalist No. 10

Argument by James Madison

(1390L)

Speaking Activity (SL 1b, SL 1c):

Madison concludes that factions are a part of a free society and that it can be challenging to deal with the animosity that they create. Work

8


with a small group to promote a civil, democratic discussion about an issue that creates factions by following these steps.

● brainstorm with your group to choose a topic that creates factions at school, in your community, or in the nation.

● Together, write a set of rules that will guide your discussion.

● In your discussion, pose and respond to questions that will allow a full range of contrary positions to be heard.

● Write a brief evaluation of how well your rules worked.

Public Document

Petition to the Massachusetts

General Assembly

(2110) Close Reader

Writing Activity: Short Response Summarize the purpose and premises of Hall’s argument. Review your reading notes, and be

sure to include textual evidence.

RI 1, RI 3, RI 4, RI 5, W2, L 2a, L

4c, L 4d

History Article by Ron

Chernow (1340L)

Writing Activity:Essay ( W2): Chernow states that the clash between Hamilton and Jefferson “produced two divergent visions of the country’s future that divide Americans to the present day.”

● Write an essay that provides a point-by-point comparison of these two

9


visions using Chernow’s article as a model for the structure and a source of content.

● Conclude your essay with a paragraph that explores how these visions continue to divide Americans, based on prior knowledge or research.

● In your essay, include evidence from the text and use the conventions of standard English.

Article by Woody Holton Abigail Adams’

Last Act of Defiance (1250L)

Writing Activity: Short Response

What problem did Adams confront about what was her solution? Review your reading notes,

and be sure to cite text evidence in your response.

RL 1, RL 2, RL4, RL 5,

RL 9, W 9 SL 1, SL 1d

Poems by Phillis

Wheatley(Lexile N/A) On the

Emigration to America and Peopling the

Speaking Activity (Compare/Contrast) Speaking Activity (SL 1): How does each poet’s attitude toward authority affect his or her interpretation of life in the colonies? With a partner, discuss similarities and differences. Write a brief summary of your discussion that includes the similarities and

10


Western country

*For pacing purposes

choose two poems to

compare and contrast.

differences you found between the two poets and key textual evidence that supports your analysis.

RL 1, RL 5, RL 6, W 5,

W 7, W 9a, W 10, SL 1a,

SL 3, L 3a

Short Story by Charles Johnson

A Soldier for the

Crown(1250L)

Writing and Speaking Activity (W 5, W 7, W 9a, W 10): Alexander Freeman decides to continue fighting for the British in the Revolution after her brother died. However, she had several other options. Prepare for a small group discussion by doing some research and writing an outline of your notes. Complete these steps:

● Identify the other alternatives Freeman considers

● research the alternatives by looking for information about the role of African Americans in the Revolutionary War.

● write notes about your research, remembering to identify each of your sources.

● gather with a small group to discuss and evaluate Alexander Freeman’s options

● use your research notes to support your ideas during the discussion.

11


● as a group write a summary of your discussion including whether you agree or disagree about the decision Alexander Freeman made.

RI 3, RI 7, RI 9, W1, W 6, SL 1, SL 4, SL 5

Documentary by History

Patrick Henry: Voice of Liberty

(Lexile N/A)

Media Activity: Presentation (SL 4, SL 5): What is a foundational document for the 21st century? Work with a partner to create a media presentation that responds to this question.

● Choose a book, album, movie, Website, or even law that could be considered the equivalent of a foundational document today.

● Explain the impact of this work on society, citing specific details.

● Incorporate your defense of your choice into a media presentation. If possible, use elements similar to those seen in Patrick Henry: Voice of Liberty.

Unit Final Assessment Informative Essay (W 2, W 4, W 9, SL 1):

12


Choose three texts you have read in this collection, including the anchor texts-the Declaration of Independence and the U.S. Constitution-and identify how each author, character, or founder finds a balance between preserving the individual rights and forming a strong and long lasting union. Write an informative essay in which you cite evidence from all three texts to support your topic.


Unit 3: Collection

3 The

Individual and

Society

January-February

RL 1, RL 2, RL 3, RL 4, RL 5, RL 6, SL 4, SL 6, L 3a, L 5a

Poem by Walt Whitman from

“Song of Myself”

(Lexile N/A) *Parts of the poem can be selected for pacing purposes

Speaking Activity: Oral Defense Speaking Activity (SL 4, SL 6): Whitman has been accused of being an “egoist”, or overly focused on himself, by some readers of his poetry. Use your reading of the selections from “Song of Myself” to defend him against this charge. Present your defense to the class. Have class members evaluate the effectiveness of your argument.

Poems by Walt Whitman “I

Hear America Singing” “A Noiseless

Writing Activity: Short Response What is the theme of the poem? What details communicate that theme? Cite evidence from the text.

13


Patient Spider” Lexile N/A

Close Reader

RI 1, RI 3, RI 6, W 1, SL 1a, SL

1c, L 3a, L 4b

Essay by Kesaya E. Noda

Growing Up Asian in

America (900L)

Speaking Activity: Discussion (SL 1a, SL 1c): Noda describes different ways in which society affects her individual identity. Explore this topic in a group discussion.

● Reread the essay and look for examples of the role of the community and society in shaping the three aspects of Noda’s personal identity.

● prepare notes on your reading to be used in a small group discussion.

● Refer to your evidence to present your ideas. Allow everyone in the group to have a chance to participate in the exchange of ideas.

● Pose and respond to questions to clarify or challenge ideas and conclusions.

RL 1, RL 2, RL 4, RL 6, RL 9, W 1, W 4, L 3,

L4a, L 4b, L 5a

Poems by Emily

Dickinson:The Soul selects her

own society, Because I could

not stop for

Writing Activity: Analysis(RL 2): Emily Dickinson chose each word carefully. But it is up to you the reader to determine the impact of the specific word choices on meaning and tone. Choose one of Dickinson’s poems and write a two paragraph analysis of it.

14


death, Much Madness is

divinist Sense, Tell all truth

but tell it slant (Lexile N/A)

1. In the first paragraph, explain, line by line, what the poem means. Include opposing claims and counterarguments.

2. In the second paragraph, explain how specific words and phrases helped you determine the meaning and tone of the poem.

In your writing, include evidence from the text and use the conventions of standard English.

RI 1, RI 2, RI 3, RI 5,

W 2, W 7 L 3a, L 4A, L 4b, L 4c

Against Nature Argument by Joyce Carol

Oates (Lexile 1000L) *Parts of the argument can be selected for pacing purposes

Writing Activity: Analysis

Writing Activity (W 2, W 7):

Review the Oscar Wilde passage that Oates quotes in the lines 161-176. Do you agree with the ideas he expresses? Write a brief analysis

of the passage. ● Identify Wilde’s central idea and the

details he uses to support it. Decide whether you agree with his idea and why.

● Consider how the passage fits into the structure of Oates argument. What central idea of hers does the Wilde passage support?

15


RI 1, RI 2, RI 3, RI 5, RI 6,

W 2, L3a, L4a, L 4d,

L5a

Essay by Henry David Thoreau from Walden

(1250L)

Writing Activity: Essay(W2): Transcendentalism emphasized living a simple life and celebrating the truth found in nature, emotion, and imagination. HOw does Walden reflect these key aspects of transcendentalism? Write an essay that answers this question.

● Reread the excerpts and look for the most significant evidence of each aspect of transcendentalism.

● Organize your evidence so that you can develop the topic of your essay into a unified whole.

● Use appropriate transitions, varied syntax, and precise language to maintain a formal style

● Provide a concluding statement that follows from the evidence presented.

Essays by Ralph Waldo

Emerson from Nature(990L)

from Self-Reliance

(980) Close Reader


Write an objective summary of the piece by restating the central idea in your own words. Be sure that your objective summary is free from personal opinions. Cite text evidence.

RI 1, RI 2, RI 3, RI 5,

Argument by Joyce Carol

Writing Activity (W2, W7):

16


W 2, W7, L 3a, L4a, L4b, L4c

Oates Against Nature (1000L)

Review the Oscar Wilde passage that Oates quotes in lines 161-176. Do you agree with the ideas he expresses? Write a brief analysis of the passage and its place in Oates ‘s argument.

● Identify Wilde’s central idea and the details he uses to support it. Decide whether you agree with his idea, and why.

● Consider how the passage fits into the structure of Oates’s argument. What central idea of hers does Wilde support?

● Write a brief analysis that summarizes your ideas.

Essay by David Gessner Spoiling

Walden: Or How I Learned

to Stop Worrying and

Love Cape Wind(1050L)


In what ways does the structure of Gessner’s essay help engage his reader? Cite text evidence in your response.

RL 1, RL 2, RL 3, RL 4, RL 5, RL6 RL 7, RL 8,

RL 9 SL 1, SL 3

The Minister’s Black Veil by

Nathaniel Hawthorne

(Lexile 1260L)

Writing Activity: Analysis Writing Activity: (RL 2-9, W 9a):

Reread the American Romanticism essay on page 234. In a one-page essay, describe how “The Minister’s Black Veil” and “The Pit and the

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L 5b W 3, W 7, W

8, W 9a SL 1, SL 1a,

L3a, L4a, L4d

The Pit and the Pendulum by Edgar Allan Poe (1020L)

Pendulum” both exemplify aspects of Romantic Literature. In your analysis, consider the following elements: Narrative features, Tone, themes about life and the historical context of each story.

Unit Final Assessment Option A: Narrative (W 3a-e, W 4, W 5,

W 9a-b): Consider the following quotation: “Trust thyself: every heart vibrates to that iron string.” (Ralph Waldo Emerson, from “Self-Reliance”) What does this quote really mean and how does it connect to the texts in this collection? Should we listen to our own internal sense of what is right or wrong, or what is true or untrue? Look back at the anchor text “Song of Myself” and the other texts in the collection. Then synthesize your ideas about the role of an individual in society by writing a personal, nonfiction, or fictional narrative. Option B: Debate an issue (W1, W 2, W 9a-b, SL 1a-d, SL 3, Sl 4, Sl 6):

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The anchor text “Against Nature” presents a critique of the way many writers have interpreted the natural world, including Henry David Thoreau in his “rhapsodic chapter” on Spring. Do you agree or disagree with Joyce Carol Oates’s critical assessment of nature writing? Synthesize your ideas by writing a brief argument and then debating the issue with your classmates. *read Rhapsodic chapter prior to assessment.


Unit 4 Collection

4 A New

Birth of Freedom

February-March

RI 1, RI 2, RI 5, RI 8, RI 9, SL 1a, SL 1c

L 2, L 3a, L 4c

Second Inaugural

Address Speech by Abraham

Lincoln (Lexile 1160L)

Speaking Activity: Discussion Speaking Activity (SL 1a, SL 1c): As president, Lincoln’s goal was to unify the North and the South. Explore how this speech supports that goal.

● Work with a partner where each partner takes the side of the North or the South.

● Review Lincoln’s speech and discuss how it speaks to your interests and concerns.

● In your discussion, pose and respond to questions that will allow each partner’s position to be fully expressed and heard.

● Write a summary of how Lincoln’s speech promoted unity between the North and the South.

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Legal Document by

Abraham Lincoln The

Emancipation Proclamation

(2130L) Close Reader

Writing Activity: Short Response Analyze Lincoln’s argument that he is taking action that is of “military necessity.”Refer to your reading notes, and cite text evidence in your response.

RI 1, RI 2, RI 5, RI 6, RI 8, W 4, SL 1,

SL 3, L 3a, L 4, L

4c, L 4d

What to the Slave Is the

Fourth of July? Speech by Frederick Douglass

(Lexile 1200L)

Writing Activity: Outline and Summary Writing Activity (RI 6, RI 8, W 4, SL 1): Create an outline with a list of the general principles Douglass discusses. Determine how Douglass supports each general principle with logical evidence or reasoning. Use your outline to write a summary of the speech that includes only the logic and reasoning Douglass used to persuade his audience to agree with his central ideas.

RI 1, RI 3, RI 6, RI 9,

W 2, L 4b

Declaration of Sentiments

Public Document by Elizabeth Cady

Stanton

Writing Activity: Comparison Writing Activity (W 2): What are the similarities and differences between the Declaration of Sentiments and the

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(1430L) Declaration of Independence? Write an essay making a point-by-point comparison of the two documents.

Public Document by Dekanawida

from The Iroquois

Constitution (1270L)

Writing Activity: Short Response What is Dekanawida’s primary purpose for writing this Constitution? What steps does he take to make sure the Confederation is successful? Refer to your reading notes, and be sure to cite text evidence in your response.

RI 3, RI 4, RI 6, W 7,

W 8, SL 1a, SL 3, SL 4, SL 5, L3a, L4a, L4d

History Writing by Iris Chang Building

the Transcontinent

al Railroad (1310L)

Speaking Activity: Discussion (W 7, SL 1a, SL 3): “Building the Transcontinental Railroad” describes the roles the Chinese workers in creating an infrastructure that transformed the United States. Explore the topic in further depth and evaluate Chang’s account through research and discussion.

● Conduct research on the building of the transcontinental railroad. Take notes to compare and contrast your findings with Iris Chang’s account. List similarities and differences between Chang’s account and the accounts you discover in your research.

● Engage in a collaborative group discussion to evaluate the effectiveness of

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Chang’s account based on the details and events she includes, her links among ideas, and her points of emphasis. Support your opinions with evidence from the text and from your research.

Newspaper Article by Joe

Lapointe Bonding Over a

Mascot (1220L)

Close Reader

Writing Activity: Short Response What is the author’s purpose in writing this newspaper article? Cite evidence to show how he supports his ideas in your response.

RI 3, RI 6, RI 7, RI 9

SL 1, SL 2, SL 3, SL 4

The 54th Massachusetts Documentary

by History

Speaking Activity: Debate Speaking Activity (SL 1-SL 4): Would the entrance of black soldiers into the Civil War have been as effective if it had taken place earlier? In a small group, debate this question, drawing on information and ideas presented in the video.

RL 2, RL 4, RL 5, RL 6, W 2b, W 7, W 8, W 9

Poem by Robert Hayden

Runagate Runagate

(Lexile N/A)

Writing Activity: Essay (W2b, W 9): Compare this poem with lines 17-25 in section 33 of Walt Whitman’s “Song of Myself” in Collection 3. Both Whitman and Hayden imagine the plight of fugitives from slavery.

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Write a one page essay exploring the similarities and differences in their presentations.

● Consider the background and purpose of each poet.

● List some of the content and imagery the poets choose to achieve that purpose.

● Think about how the rhythms and diction of each poem contribute to its overall structure and meaning.

● Begin with a brief, objective summary of each poem.

● Include specific examples to support your opinions.


Unit Final Assessment: Persuasive Speech Persuasive Speech (SL 4, W 1a-e, W 9a-b): The texts in this collection focus on the continuing work of bringing freedom and justice to all members of American society. Look back at the anchor text, Lincoln’s Second Inaugural Speech, and other texts in the collection. What messages about freedom-its

23


meaning and its costs-do the texts convey? Synthesize your ideas by preparing a persuasive speech about the kind of freedom you would like to see expanded in today’s world. Incorporate rhetorical and literary devices from the collection texts to enhance the power of your speech.

● Collection Test 4

Unit 5 Collection

5 An Age of Realism

March-April

RL 1, RL 2, RL 3, RL 5,

RL 6, W 3, W 5, L 3a,

L 4c

To Build a Fire by Jack London (Lexile 970L)

Writing Activity: Narrative Writing Activity (W 3, W 5): Realism and Naturalism both feature detailed descriptions of specific places. Write a narrative that incorporates details to describe a place you know well. Provide realistic details to develop the setting. Avoid expressing emotion in the text; allow readers to respond naturally to the details you provide.

Short Story by Stephen Crane The Men in the Storm (1200L) Close Reader

Writing Activity: Short Response Identify the theme of the story and explain how its central ideas develop, interact, and build on one another throughout the course of the text. Be sure to support your ideas by citing text evidence.

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RL/RI 1 RL/RI 2

RL 3 RL/RI 4 RL/RI 5 RL/RI 6

W 2, W 4, W 7, W 8, L 2, L

3a, L 4b, L 4c,

SL 3, SL 4

From The Jungle by

Upton Sinclair (Lexile 1310)

Food Product Design from

Fast Food Nation by Eric

Schlosser (1290L)

Speaking Activity: Debate Speaking Activity (SL 3, SL 4): Are foods safer now than they were when The Jungle was written? Prepare for a debate in which the focus of the debate s on the aspects of food production: meat processing, chemical flavoring, and working conditions. Students may include evidence about new labor and food inspection laws passed in the early 20th century.

Science

Writing by Writing Activity: Short Response

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Mary Roach The Yuckiest Food in the

Amazon (900L)

What is Roach’s purpose in writing this article? How does her tone convey this purpose? Review your reading notes and be sure to cite text evidence in your response.

RI 1, RI 2, RI 4, RI 6, RI 10, SL 2,

SL 6, L3a, L4c, L5a,

L5b

Essay by Mark Twain The

Lowest Animal (1040L)

Speaking Activity: Lecture(SL 2, SL 6): Twain was a popular lecturer in his time. Try delivering a section of “The Lowest Animal” as an effective lecture.

● Use library or internet resources to listen to some audio recordings of actors impersonating Twain’s voice and style of speaking.

● Choose a section of the essay to present as a lecture to a small group. Consider how to make the implicit elements of satire more obvious to listeners.

● As a speaker, use pacing, gestures, and inflection to communicate Twain’s ideas, his humor, and his irony.

● After giving your lecture and listening to those of others in your group, write a one-page summary comparing the experience of reading the essay to speaking it and listening to it.

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RI 1, RI 2, RI 4, RI 5, RI 7,

SL 3, W7, W8, W9

Essay by Jacob Riis Tenements and the “Other Half” (1410L)

Documentary by History America: The Story of Us: Jacob Riis(Lexile N/A)

Writing Activity: Essay (W7, W8, W9): During the late 1800’s and early 1900s, many people, including Jacob Riis, worked to solve societal issues. Write an informative essay to answer this question: What was life like in the New York tenements? Use tips to get started.

● start collecting information to support your claim. Write an outline for your essay. Use information from “Genesis of the Tenement”, Jacob Riis’s photographs, the table, and the video.

● Remember to jot down and include source information.

● In your essay, introduce your topic and develop it by choosing the most significant and relevant information available. Avoid using ambiguous data that can be misinterpreted.

● Consider presenting some of your information in quantitative or visual formats to help your readers understand.

● In your conclusion, summarize the information you have presented.

RL 1, RL 2, RL 3, RL 5,

RL 6, SL 1a, SL 4

Short Story The Story of an Hour by Kate

Speaking Activity: Discussion Speaking Activity (SL 1a):

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Chopin (Lexile 970)

There are many strong examples of irony in “The Story of an Hour.” Collaborate with others to discuss what irony adds to Chopin’s message. Then write a brief summary of the key ideas from your discussion.

● Why did Chopin choose to communicate so much of her theme, or message through the literary device of irony? In the context of her era and of her audience’s possible attitudes, why might this have been an appropriate or attractive choice?

● Consider the irony of Mrs. Mallard’s death. How has her death-its timing and its cause-ironic? What does the irony of her death add to Chopin’s message?

● In your discussion and summary, include evidence from the text and revise to use conventions of standard English.

Short Story by Edith Wharton

A Journey (870L)

Close Reader

Writing Activity: Short Response What do you think is the theme of “A Journey”? How does Wharton’s use of irony hint at a deeper message about life that the author wants to convey? Support your response with explicit textual evidence.

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RL 1, RL 2, RL 4, RL 5, RL 6, W3d,

SL 1

Poem by Elizabeth

Bishop The Fish (Lexile

N/A)

Writing Activity:Description (W 3d): Bishop describes the fish in intense detail, and this detail helps create a symbolic meaning for the fish. Write a paragraph or poem that uses vivid description to help represent a symbol.

1. Choose an object or animal that has a symbolic meaning to you.

2. Gather details about the object or animal to create a vivid, realistic description.

3. Choose specific details that help readers clarify what the object or animal means to you. The meaning should be implicit, not stated directly.

Poem by Pablo Neruda Ode to a Large Tuna in

the Market (Lexile N/A)

Close Reader

Writing Activity: Short Response In the Background section, you read that Neruda does not “believe in symbols.” What do you think the tuna means to him? Review your reading notes, and remember to cite text evidence in your response.

Unit Final Assessment: Analytical Essay Analytical Essay (W 2a-f, W 9a-b):

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This collection opens with the quotation “Reality is that which, when you stop believing in it, doesn’t go away.” Look back at the anchor text, “To Build a Fire”, and at the other texts in this collection. What particular themes or central ideas does each writer want readers to recognize about reality, and why? What stylistic choices does each author make in order to reveal a specific version of reality? Synthesize your ideas by writing an analytical essay.


Unit 6 Collection

6 The

Modern World

May-June

RL 1, RL 2, RL 3, RL 4, RL 5, W 3a,

W 3d, L 3a, L 4c

Winter Dreams by F. Scott Fitzgerald

(Lexile 1100L)

Writing Activity: Letters Writing Activity (W 3a): Explore Dexter’s and Judy’s feelings for one another in two brief writing tasks.

● In the character of Dexter, write a letter in which you profess your love to Judy and tell her what she represents to you.

● In the character of Judy, respond to Dexter’s letter, sharing with him any feelings you have for him.

● Based on these letters, write a brief analysis of why the relationship should succeed or fail.

30


RL 2, Rl 4, RL 5, RL 9, W 2, W 10

Poems of the Harlem

Renaissance

Song of the Son by Jean Toomer

From the Dark

Tower by Countee Cullen

A Black Man

Talks of Reaping by

Arna Bontemps

Writing Activity: Informative Essay Writing Activity (W 2): Write an informative essay in which you compare and contrast the themes of three poems.

● Determine a message about the African American experience expressed in each poem through the use of the extended metaphor of planting and reaping.

● Choose significant imagery from each poem that demonstrates how the poet used the metaphor to convey theme.

● Use a compare-and-contrast organizational structure to highlight similarities and differences among the three poems.

● Draw a conclusion from the information you present about the relationship between the themes of the three poems.

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Essay by Zora Neale Hurston How It Feels to

Be Colored(950L)

Poem by Langston

Hughes(Lexile N/A)

Writing Activity:Short Response Discuss how Hurston’s essay and Hughes ’poem-in their subject matter, style and form, and content-exemplify the themes of the Harlem Renaissance. Review your reading notes, and cite text evidence in your response.

RL 3, RL 4, RL 5, RL 9, W 2, L3a

Poems by Robert Frost

Mending Wall The Death of

the Hired Man (Lexile N/A)

Writing Activity: Interview Summary(W 2): Both “ Mending Wall” and “The Death of the Hired Man” have ambiguous lines in them that can be interpreted in different ways. Simulate a reporter and interview five of your classmates and then summarize their interpretations.

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● Choose several lines from each poem that are ambiguous.

● Ask five classmates to give you their interpretations of the lines.

● Write a summary of their interpretations and include a comparison to your own ideas about the meanings of the lines.

● Discuss your findings in a small group. Do the interpretations across the classroom have certain similarities in tone or content?

RL 3, RL 5, SL 1a, W 2,

W 4

Drama by Arthur Miller The Crucible (Lexile N/A)

Writing Activity:Essay (W 2, W 4): Why does John Proctor change his mind and tear up the confession even though this virtually condemns him to die? In four or five paragraphs, discuss Proctor’s perception of a morally righteous person and how that perception affects his decision. Think about Rebecca Nurse’s reaction to his confession and Elizabeth’s assertion that “there be no higher judge under Heaven than Proctor is!”

● Explain the choices that Proctor must make to arrive at his decision.

● Clarify how Proctor’s idea of morality differs from that of the judges.

● Use quotations and examples from the play to support key points.

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Drama by Arthur Miller

from The Crucible (Lexile

N/A) Close Reader

Writing Activity: Short Answer The plot of The Crucible slowly becomes more and more complicated. Why do you think Miller chooses to reveal information gradually rather than all at once? Look back at your reading notes and be sure to support your ideas by citing evidence from the text.

RL 1, RL 7, W 4, SL 1

Compare Media

Audio Excerpt

from The Crucible by

Arthur Miller (Lexile N/A)

Images from a Film Version

of The Crucible (Lexile N/A)

Writing Activity: Diagram (W 4): Complete these activities in a small group.

● Choose a short scene from the play. ● Diagram the scene with specific

directions for the actors about where to stand and how to move.

● Have volunteer actors within the group follow the directions.

● Discuss how the blocking affects the group’s interpretation of the scene. Share insights with the class,

Writing Activity: Captions (W 4): Every director has to make decisions when interpreting the text of a play for a film adaption.The selected production stills offer clues to one director’s decisions.

● With a partner, write captions identifying when and where the action in the photograph might be happening.

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● Compare the director’s vision of that part of the play with Miller’s drawing from the stage directions as well as the dialogue.

● Discuss the similarities and differences and how they affect your perception of the action.

● Share your analysis with the class.

RI 1, RI 2, RI 4, RI 8, W 2, W 7, SL 3, SL 4, L 3a, L 4c, L 6

Opinion and Dissents by the Supreme Court of the

United States Tinker v. Des

Moines Independent Community

School District (1500L)

Speaking Activity:Debate (SL 3, SL 4): Do students have the right to engage in protests or demonstrations at school? What would be appropriate limits on such activities?

● Form teams of two to three students each, grouped according to what the individuals feel are acceptable forms of protest on school grounds.

● Each team should gather supporting ideas and details for their viewpoint from the two main parts of the Supreme Court decision.

● Conduct a simulated debate, following the rules for debating found in the Handbook.

● After the debate, write an evaluation of which side presented the most compelling argument.

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RI 3, RI 4, RI 5, RI 6, W 7, W 8, SL 1, L 4b, L 4c

Argument by Ray Kurzwell The Coming Merging of Mind and Machine (1200L)

Writing Activity: Research Report (W 7, W 8): Kurzwell’s article touches on many subjects that could themselves be the topics of entire science articles. Select one such topic that interests you and write a brief research report about it.

1. Review the article and find a topic of interest to you, such as the implants used to help patients with Parkinson’s disease, nanobots, virtual reality, speech recognition technology, or something else.

2. Do some research to learn more about your topic.

3. Synthesize what you learn in a brief report. Keep track of the sources of your information, and be sure to draw from only reliable sources.

4. Share your report with a small group of classmates. Discuss how the new information helps you understand Kurzweil’s article more fully.

Essay by Freeman Dyson Science, Guided

by Ethics (1230L)

Writing Activity: Short Response Do you think Dyson offers a convincing argument that green technology must be guided by ethics? Review your reading notes, and

36


evaluate the merit of his claim and evidence offered. Cite textual evidence in your response.

RL 1, RL 2, RL 3, RL 4,

RL 5, SL 5, L 4a, L 4c, L 6

Short Story by David Brin

Reality Check (920L)

Media Activity: Analysis(SL 5): How does the author’s structure create a contrast that helps to convey theme? With a partner, answer this question in a media presentation.

● Take photographs, make video recordings, or find copyright-free images or clips that develop an impression of the “worlds” described or hinted at in this story.

● Record an audio track that explains the effectiveness of the story’s structure in creating contrast between these “worlds.” Put your elements together and make your presentation to the class.

RI 1, RI 2, RI 5, RI 6, W 2a,

W 2b, W 7, SL 5, L 3,

L 4b

Argument by Jared Diamond The Ends of the

World as we Know them

(1230L)

Media Activity: Presentation (SL 5): Adapt part of the selection into a multimedia presentation.

● Work with a small group and decide on the topic(s) of your presentation. Conduct research to find the most relevant visuals, sound, and graphics to enhance Diamond’s ideas.

● Decide how you will present Diamond’s words, such as narration or captions, and

37


how to combine media to help readers understand.

● Use appropriate software to create your presentation and share it with your classmates.

RL 1, RL 2, RL 4, RL 5, W 1, W 10, L 5a, L 5b

Poem by Tracey K. Smith

The Universe as Primal

Scream (Lexile N/A)

Writing Activity: Summary (W 10): Evaluate how the author’s use of sound imagery helps to reveal the meaning of the poem.

1. Make a list of the sounds that the author describes throughout the poem.

2. Note the connotative meanings associated with the sound images.

3. Write a one-page summary of your analysis of the poem’s sound imagery. Include evidence from the text and use the conventions of standard English.

Final Unit Assessment: Write an Argument (Task A): Write an Argument (W 1 a-e, W 4, W 5, W 9a-b):

38


Reread “Winter Dreams,” taking notes about the qualities and behaviors that make the characters modern. Consider the challenges the characters face and how they address them. Then choose two other texts from this collection and make notes about what it means for the people and characters in those texts to be members of our modern society. Pay attention to specific details as you gather evidence from the text. Based on the ideas conveyed in the anchor text and your other chosen texts, write a claim that clearly and concisely states your position on the definition of modernity. Speaking Activity: Participate in a Panel Discussion (SL 1a-d, SL 3, SL 4, SL 6): This collection focuses in part on the abundance of information in American society and how it affects our lives and future. Look back at the texts in this collection, including the anchor text The Crucible, and consider the quote by Gertrude Stein: “Everyday gets so much information all day long that they lose their common sense.” What influences how people react to information? How can we decide what is credible and what is not? Synthesize your

39


ideas by holding a panel discussion about how information overload affects our ability to be responsible, informed, and active citizens. Use evidence from the selections to support your ideas.


40

Collection__ANewBirthofFreedom__4____UnitPlanning

PerformanceTaskUnpacked:Writeapersuasivespeechaboutafreedomthatyoubelieveshouldbeexpandedintheworldtoday.1.Lookbackattheanchortext,Lincoln’sSecondInauguralAddress,andattheothertextsinthecollection.2.Whatmessagesaboutfreedom-itsmeaninganditscosts-dothetextsconvey?3.Synthesizeyourideasbypreparingapersuasivespeechaboutthekindoffreedomyouwouldliketoseeexpandedintoday’sworld.4.Incorporaterhetoricalandliterarydevicesfromthecollectiontextstoenhancethepowerofthespeech.SkillsnecessaryforPerformanceTask:1.Identifyatypeoffreedomtobeexpandedandstatesapreciseclaimaboutit.2.DeveloptheclaimwithvalidreasonsandrelevantevidencefromLincoln’sSecondInauguralAddressandtwoothertexts.3.Anticipatecounterclaimsandaddressesthemeffectively4.Establishesclear,logicalrelationshipsamongclaims,reasons,andevidence.5.Includesaconclusionthatfollowslogicallyfromthebodyofthespeechandmakesapersuasivecalltoaction.6.Engagestheaudiencebyincludingavarietyofrhetoricaldevicesandtechniquestosupporttheclaim.7.MaintainsaformaltonethroughappropriatewordchoicesandtheuseofstandardEnglish.8.Maintainsaudienceinterestwithappropriateemphasis,volume,andgestures.TextstobeusedinCollections:1.SecondInauguralAddress2.TheEmancipationProclamation

KeyLearningObjective1.EvaluateaseminalU.S.speechandanalyzepremisesandpurposesofauthor’sarguments.

Collection__ANewBirthofFreedom__4____UnitPlanning3.WhattotheSlaveistheFourthofJuly4.DeclarationofSentiments5.TheIroquoisConstitution6.BuildingtheTranscontinentalRailroad7.BondingOveraMascot8.The54thMassachusetts9.Runagate,Runagate10.IndependentReading:UncleTom’sCabinTheAdventuresofTomSawyer

2.Analyzepointofview,evaluatinghowtherhetoric,styleandcontentcontributetotext’spersuasiveness.3.Analyzehowthestructureandstyleofanargumentsupportstheauthor’sideasandclaims.4.Analyzeanarrativehistoryandunderstandhowideasareorganizedandsequenceiscreated.5.Integrateandevaluatedocumentaryinformationininterviews,videoreenactments,andphotos.6.Analyzeafreeversepoemforitsallusionsrhythm,andstructure.

LanguageandStyle:

1. BalancedSentences2. RhetoricalDevices3. AvoidingMisplacedModifiers

VocabularyStrategy:1. Pronunciation2. MultipleMeaningWords3. TheLatinRootject4. ContextClues

InstructionalSupport:-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.-Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightin

DifferentiatedInstruction:

1. LevelUpTutorial:AnalyzingArguments2. TeacherEbook:AnalyzingAuthor’sPointof

View3. LevelUpTutorial:Tone4. LevelUpTutorial:EvaluatingCredibility5. LevelUpTutorial:Rhythm6. LevelUpTutorial:Allusions

*GraphicOrganizersfortextswillbedifferentiatedforstrugglingstudents.*Providestudentstextattheirlexilelevel.Extend

Collection__ANewBirthofFreedom__4____UnitPlanningdifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

1. InteractiveWhiteBoardLesson:TextStructureandMeaning.

2. TeacherEbook:DetermineCentralIdeasandDetails.

3. TeacherEbook:AnalyzeIdeas4. InteractiveWhiteBoardLesson:Createa

MultimediaPresentation.5. TeacherEbook:AnalyzePointofView6. InteractiveWhiteBoardLesson:Writeashort

researchpaper.

CollectionEssentialQuestion:HowdidAfricanAmericansandwomengainnewfreedomsafterabloodycivilwar?

Collection___AnAgeofRealism_5____UnitPlanning

PerformanceTaskUnpacked:Writeananalyticalessaythatexaminesthewayinwhichwritersinthecollectionuserealismtopresentandemphasizeavarietyofthemes.

1. Reviewtheanchortext,“ToBuildaFire,”andtheothercollectiontexts.2. Whatparticularthemesorcentralideasdoeseachwriterwantreaderstorecognizeabout

reality,andwhy?3. Whatstylisticchoicesdoeseachauthormaketorevealaspecificversionofreality?4. Synthesizeyourideasbywritingananalyticalessay.


1. includesaclearthesisstatement,orcontrollingidea2. organizescentralideasinalogicallystructuredbodythatclearlydevelopsthethesis

statement3. usestransitionstocreateacohesionbetweensectionsofthetextandtoclarifyrelationships

amongideas4. includesrelevanttextualevidencetoillustratecentralideas5. hasaconcludingsectionthatfollowslogicallyfromthebody


1. AmericanTransformed2. ToBuildaFire3. FromtheJungle4. FoodProductDesign5. TheLowestAnimal6. Tenementsofthe“OtherHalf”7. TheStoryofanHour8. AJourney9. OdetoaLargeTunaintheMarket10. TheFish11. CloseReader:TheMenintheStorm

KeyLearningObjective1. Determineastory’sthemesanddistinguish

realismandnaturalism2. Determineanauthor’spurposeandanalyze

anauthor’schoice3. Identifyanauthor’spurposethrough

understandingtheuseofsatire4. Integrateandevaluateinformation

presentedintext,photographs,tablesandvideo

LanguageandStyle:1. ConsistentTone2. Dashes3. AnaphoraandParallelism

VocabularyStrategy:1. Etymology2. WordFamilies3. NuanceandWordMeaning4. WordCollocations

InstructionalSupport:-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.-Creategraphicorganizer/outlinetoorganize

DifferentiatedInstruction:1. TeacherEbook:AnalyzeStructure:Realism

andNaturalism2. LevelUpTutorial:Author’sPurpose3. LevelUpTutorial:EvaluatingCredibility4. LevelUpTutorial:Irony

*GraphicOrganizersfortextswillbedifferentiated

Collection___AnAgeofRealism_5____UnitPlanningtimelines,cause/effectrelationships,compare/contrastcharacters.-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

forstrugglingstudents.*Providestudentstextattheirlexilelevel.

Extend1. TeacherEbook:DetermineAuthor’sPurpose2. TeacherEbook:DetermineThemesand

MainIdeas3. InteractiveWhiteBoardLesson:Analyze

Language:FiguresofSpeech:CitingTextualEvidence.

4. TeacherEbook:ShortResearch5. TeacherEbook:AnalyzeStructure

Resolution6. InteractiveWhiteBoardLesson:InferTheme

inaPoem

CollectionEssentialQuestion:Howdidpost-CivilWarAmericaexperiencerapidindustrialization,urbangrowth,andsocialchange?

Collection_____2BuildingaDemocracy___UnitPlanning

PerformanceTaskUnpacked:Writeaninformativeessayonhoweachauthor,character,orhistoricalfigurestrikesabalancebetweenpreservingindividualrightsandformingastrong,long-lastingunion.

1. Choosethreetextsinthiscollection,includingtheanchortexts—theDeclarationofIndependenceandtheU.S.Constitution

2. Identifyhoweachauthor,character,orfounderfindsabalancebetweenpreservingindividualrightsandformingastrong,long-lastingunion.

3. Writeaninformativeessayinwhichyouciteevidencefromallthreetexts.SkillsnecessaryforPerformanceTask:

1. anintroductionwithaclearthesisstatementabouttheconflictbetweencentralizedgovernmentandindividualismasexploredintheanchortextsandoneothertextfromthecollection

2. alogicallystructuredbodythatthoroughlydevelopsthetopicwithrelevantexamples,details,andquotationsfromthetexts

3. transitionstoclarifytherelationshipsbetweensectionsofyouressayandtolinkideaswiththetextualevidencethatsupportsthem

4. aconclusionthatfollowsfromtheideasinthebodyoftheessay5. preciseuseoflanguagewithappropriatetoneandstyle


1. ANewAmericanNation2. TheDeclarationofIndependence3. UnitedStatesConstitution:Preambleand

BillofRights4. ArgumentbyJamesMadison“TheFederalist

No.10”5. ThomasJefferson:TheBestofEnemies6. TotheRightHonourableWilliam,Earlof

Dartmouth/OnBeingBroughtfromAfricatoAmerica/OntheEmigrationtoAmericaandPeopletheWesternCountry

7. ASoldierfortheCrown8. DocumentarybyHistory:PatrickHenry:

VoiceofLiberty9. CloseReader:PublicDocumentbyThe

FoundersfromtheUnitedStatesConstitution

10. CloseReader:PetitiontotheMassachusettsGeneralAssembly

11. CloseReader:AbigailAdams’LastActof

KeyLearningObjective1. AnalyzethefeaturesofafoundationalU.S.

document2. Analyzeideas,events,andstructureinan

informationaltext3. Analyzeandcomparetopicsandthemesin

poems


Defiance

12. IndependentReading:JohnnyTremainbyEstherForbes

13. AprilMorningbyHowardFast

LanguageandStyle:

1. ParallelStructure2. FormalandInformalStyle3. Transitions4. Hyphenation5. PointofView

VocabularyStrategy:1. DomainSpecificWords2. EvaluatingNuancesinMeaning3. ConsultingGeneralandSpecialized

ReferenceWorks


DifferentiatedInstruction:1. WordSharpInteractiveVocabularyTutorial:

Specializedvocabulary.2. Level-UpTutorial:ElementsofanArgument3. LevelUpTutorial:Theme4. TeacherEbook:AnalyzeStructure:Suspense

andAmbiguity.5. LevelUpTutorial:Audience6. LevelUpTutorial:MainIdeaandSupporting

Details.*GraphicOrganizersfortextswillbedifferentiatedforstrugglingstudents.*Providestudentstextattheirlexilelevel.

Extend

1.TeacherEbook:WritinganInformativetext.2.InteractiveWhiteboardlesson:Author’sPurposeandPerspective.3.InteractiveWhiteboardlesson:KeyTraits:Argument.4.InteractiveWhiteboardlesson:SearchStrategies

CollectionEssentialQuestion:Howcanpeoplewhoaresodifferentworktogethertocreateaunifiedwholewhilealsoprotectingtherightsofeveryone?


Collection___1:ComingtoAmerica_____UnitPlanning

PerformanceTaskUnpacked:WriteanargumentaboutwhypeoplecometoAmericaorwhatsignificantchangesoccurwhentheydo.

1. UseOfPlymouthPlantationandatothertextsinthiscollection.2. Writeanargumentthatpersuadesreaderstoagreewithyourclaimabouthowimmigration

changedAmericaandthelivesofthosewhosettledhereSkillsnecessaryforPerformanceTask:

1. statesapreciseclaim,orposition,onanissue2. developstheclaimwithvalidreasonsandrelevantevidence3. anticipatesopposingclaimsandofferswell-supportedcounterclaims4. establishesclear,logicalconnectionsamongclaims,counterclaims,reasons,andevidence5. includesanintroduction,alogicallystructuredbody,andaconclusion6. maintainsanappropriatetonebasedonitsaudienceandcontext


1. OfPlymouthPlantation2. ComingofAgeintheDawnlandfrom14913. DramabyWilliamShakespearefromThe

Tempest4. FilmVersionbyBBCShakespeareThe

Tempest(1980)5. FilmVersiondirectedbyJulieTaymorThe

Tempest(2010)6. Balboa7. Blaxicans’andOtherReinventedAmericans8. CloseReader:EssaybyAmyTan9. NewOrleans:Poem10. CloseReader:IndianBoyLoveSong11. CloseReader:TheGeneralHistoryof

Virginia12. IndependentReading:FarewelltoManzanar

LifeandTimesofFrederickDouglass

KeyLearningObjective1. Identifyandanalyzethecentralideasofa

foundationaltext2. Determinetheauthor’spurposeforwriting3. Determinethemesandanalyzestructure4. Traceandevaluateanargument

LanguageandStyle:1. ActiveandPassiveVoice2. Dependent(orSubordinate)Clauses3. UsingColonsEffectively4. SyntaxinPoetry

VocabularyStrategy:1. ArchaicVocabulary5. SpecializedVocabulary6. ContextClues7. TheLatinPrefixcircum

StudentInstructionalSupport:-Projectexamplesfromthetexts(model)skillsetsontheboard(ie;activevs.passivevoice)Invitestudentstocompleteexamplesinpairsandthen

DifferentiatedInstruction:1LevelUpTutorial:ArchaicLanguage(paraphrasing)2.InteractiveWhiteboardlesson:Specialized

Collection___1:ComingtoAmerica_____UnitPlanningindependently.-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.-Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabulary-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

vocabulary3.LevelUpTutorial:MakingInferencesaboutcharacters4.LevelUpTutorial:AnalyzingtheMediaandText:TypesofDrama5.LevelUpTutorial:DeterminingThemes:MakingInferencesaboutcharacters.6.DetermineAuthor’sPurpose(Ereadingworksheets,CommonLitarticles)7.LevelUpTutorial:CitingTextualEvidence*GraphicOrganizersfortextswillbedifferentiatedforstrugglingstudents.*Providestudentstextattheirlexilelevel.

Extend1. Interactivewhiteboardlesson:Typesof

Elaboration2. TeacherEbook:SupportInferences/Draw

Conclusions3. TeacherEbook:AnalyzeInterpretationsof

Drama4. TeacherEbook:DetermineAuthor’sPurpose

andPerspective5. TeacherEbook:AnalyzeNuancesinthe

meaningofwords.6. InteractiveWhiteboardlesson:Search

strategies*AdditionalactivitiesprovidedonEreadingworksheetsandCommonLit

CollectionEssentialQuestion:HowhasAmericabeenalandshapedbyimmigrants?

Collection__TheIndividualandSociety_3_____UnitPlanning

PerformanceTaskUnpacked:WriteaNarrativeabouttheIndividual’srelationshipwithnatureandsociety.

1. Considerthefollowingquotation.“Trustthyself:everyheartvibratestothatironstring.”(RalphWaldoEmerson,from“Self-Reliance”)

2. Whatdoesthisquotereallymeanandhowdoesitconnecttothetextsinthiscollection?3. Shouldwealllistentoourowninternalsenseofwhatisrightorwrong,orwhatistrueor

untrue?4. Lookbackattheanchortext“SongofMyself”andattheothertextsinthecollection.Then

synthesizeyourideasabouttheroleofanindividualinsocietybywritingapersonal,nonfiction,orfictionalnarrative.


1. introducesasettingandmaincharacterandestablishesaclearpointofview

2. engagesreadersbypresentingaconflict,situation,orobservationthatsetsthenarrativeinmotion

3. describesaclearandlogicalsequenceofevents4. usesavarietyofnarrativetechniques,suchasdialogue,pacing,anddescription5. revealsasignificantthemerelatedtotheEmersonquotation6. concludesbyresolvingtheconflictorbyconveyingthewriter’s7. reflectionontheexperiencesdescribedinthenarrative


1. SongofMyself2. CloseReader:IHearAmericaSinging,A

NoiselessPatientSpider3. GrowingUpAsianinAmerica4. Poems:TheSoulselectsherownsociety,

BecauseIcouldnotstopfordeath,MuchMadnessisdivinistSense,Tellalltruthbuttellitslant

5. CloseReader:“Self-RelianceandNature6. FromWalden7. AgainstNature8. CloseReader:SpolingWalden:Or,HowI

LearnedtoStopWorryingandLoveCapeWind

9. TheMinister’sBlackVeil10. ThePitandthePendulum11. IndependentReading:MobyDick

Frankenstein

KeyLearningObjective1. DetermineThemesinPoetry2. Analyzeideasandeventstodiscoveran

essay’sorganizationalpatternsandanalyzecontentandstyletodetermineandevaluateanauthor’spurpose

3. DeterminetheCentralIdeasofthetext4. Analyzehowanauthor’schoiceconcerning

thestructureofatextcontributetoitsmeaning

5. AnalyzetheimpactofatmosphereandstructureondramatictensionandexploredifferentapproachestodarkRomanticismbycomparingthemes.


LanguageandStyle:

1. ParallelStructure2. VaryingSentenceStructure3. RhetoricalQuestions4. Quotations5. Semicolons

VocabularyStrategy:1. PatternsofWordChange2. Affixes3. ContextClues4. PartsofSpeech5. NuancesinWordMeanings6. UsingContextClues

InstructionalSupport:-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.-Creategraphicorganizers/outlinestoorganizetimelines,cause/effectrelationships,compare/contrastcharactersetc.-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

DifferentiatedInstruction:1. LevelUpTutorial:FigurativeLanguage2. LevelUpTutorial:DetermineAuthor’s

Purpose:ScopeandTreatment3. LevelUpTutorial:DetermineThemes:

UniversalandRecurringThemes4. LevelUpTutorial:DetermineCentral

Themes:Summarizing5. LevelUpTutorial:AnalyzeandEvaluate

Structure:AnalyzingArguments.6. TeacherEbook:AnalyzeStructure:Suspense

andAmbiguity7. TeacherEbook:WriteaNarrative

Extend

1. TeacherEbook:AnalyzePointofView2. TeacherEbook:SupportandArgument3. InteractiveWhiteBoardLesson:Formsof

Poetry4. InteractiveWhiteBoardLesson:Text

StructureandMeaning5. TeacherEbook:Writeashortresearch

Report6. ModerateDiscussions7. InteractiveWhiteBoardLesson:Conducting

ResearchontheWeb

*GraphicOrganizersfortextswillbedifferentiatedforstrugglingstudents.*Providestudentstextattheirlexilelevel.*AdditionalpracticeandactivitiesonEreadingworksheets,CommonLit

CollectionEssentialQuestion:Howdidwritersintheearly19thcenturycreateanew“American”Literature?


Collection__TheModernWorld__6____UnitPlanning

PerformanceTaskA.Unpacked:Writeanargumenttoanswerthefollowingquestion:Howdothesetextsdefinethechallengesanindividualorgroupmayfaceinmodernsociety?1.Lookbackatthetextsinthiscollection,includingtheanchortext“WinterDreams,”andconsiderwhatitmeanstobeamodernpersoninourmodernsociety.2.Whatarethechallengesandopportunitiesofmodernsocietypresentedinthesecollections?3.Whatarethepitfallsandhazards?4.Synthesizeyourideasinanargumentstatingwhatitmeanstobe“modern.”SkillsnecessaryforPerformanceTask:1.Makeapersuasiveclaimstatingapositiononwhatitmeanstobemodern.2.Developstheclaimwithvalidreasonsandrelevantevidencefrom“WinterDreams”andtwoothertextsinthecollection.3.Anticipatescounterclaimsandaddressesthemwithwell-supportedcounterarguments.4.Establishesclear,logicalrelationshipsamongclaims,counterclaims,reasonsandevidence.5.Hasasatisfyingconclusionthateffectivelysummarizestheclaim.6.Demonstratesappropriateandclearuseoflanguage,maintainingaformaltonethroughtheuseofstandardEnglish.PerformanceTaskB.Unpacked:Holdapaneldiscussionthatexplorestherisksofinformationoverloadandstrategiesformanaginginformationinaconstructivefashion.1.Lookbackatthetextsinthiscollection,includingtheanchortextTheCrucible,andconsiderthequotebyGertrudeStein:“Everybodygetssomuchinformationalldaylongthattheylosetheircommonsense.”2.Whatinfluenceshowpeoplereacttoinformation?3.Howcanwedecidewhatiscredibleandwhatisnot?4.Synthesizeyourideasbyholdingapaneldiscussionabouthowinformationoverloadaffectsour

Collection__TheModernWorld__6____UnitPlanningabilitytoberesponsible,informed,andactivecitizens.5.Useevidencefromtheselectionstosupportyourideas.SkillsNecessaryforthePerformanceTask1.Makeaclear,logical,andwell-defendedgeneralizationabouttheeffectsofinformationoverload.2.Usequotationsandexamplesfromtheselections-fictionornonfiction-toillustratehisorherideas.3.Synthesizeideasaboutorconnectedtoinformationoverloadbasedoncollectiontests.4.Respondsthoughtfully,politely,andconstructivelytotheideasofothersonthepanel.5.Evaluatesotherpanelmemberscontributions,includingtheuseofvalidreasoningandrelevantevidence.TextstobeusedinCollections:1.WinterDreams2.Ambush3.PoemsoftheHarlemRenaissance4.TheWearyBlues5.HowitFeelstoBeColoredMe6.MendingWall7.TheDeathoftheHiredMan8.TheCrucible9.fromTheCrucible-CloseReader10.AudioexcerptbyArthurMiller11.ImagesfromaFilmVersionMediaversionsofTheCrucible12.IndependentReading:TheGreatGatsby

KeyLearningObjectives1.Analyzecharactermotivationsinashortstoryandsupporttheirinferencesaboutthosemotivationswithevidencefromthetext.2.Analyzeandcomparemultipleworksfromatimeperiodonthebasisoftopicandtheme.3.Analyzethestructureandlanguageofpoetry4.Identifyandanalyzeelementsofdrama.5.Analyzeanaudioexcerptandfilmproductionstillsofaplayforthemeandcharacterization.

LanguageandStyle:1.CraftEffectiveSentences2.InformalStyle3.Dialogue

VocabularyStrategy:1.PreciseUsage2.LegalTerminology3.Etymology

Collection__TheModernWorld__6____UnitPlanning4.ComparingWriter’sStyle7.InformativeWriting

4.NuancesinWordMeaning5.PatternsofWordChange


DifferentiatedInstruction:1.LevelUpTutorial:CharacterTypes2.LevelUpTutorial:Characterization3.LevelUpTutorial:Imagery4.LevelUpTutorial:PlotStages5.LevelUpTutorial:ElementsofDrama6.LevelUpTutorial:HistoricalandCulturalContext7.LevelUpTutorial:MakingInferences8.LevelUpTutorial:Tone9.TeacherEbook:ScienceFiction10.LevelUpTutorial:DrawingConclusions11.InteractiveLesson:WritingEffectiveArguments12.LevelUpTutorial:Imagery*GraphicOrganizersfortextswillbedifferentiatedforstrugglingstudents.*Providestudentstextattheirlexilelevel.

Extend

1.InteractiveWhiteboardActivity:Theme/CentralIdea2.TeacherEbook:Connotations3.LevelUpTutorial:Theme4.InteractiveWhiteboard:ConductingResearchontheWeb5.TeacherEbook:InterpretaDrama6.TeacherEbook:ConstitutionalPrinciples7.TeacherEbook:DebateanIssue8.TeacherEbook:CoiningTerms9.TeacherEbook:DeterminingAuthor’sPurpose10.InteractiveWhiteboardLesson:ExamineForm(Poetry)

CollectionEssentialQuestion:HowhaveAmericansrespondedtomodernlifeinagloballyconnectedworld?





Unit Number

& Title


Standards Addressed

Anchor Text


Unit 1: Collection 1 Chasing Success

September- October

RI 1, RI 2, RI 4, RI 5, RI 7,

RI 10, W 3a, W 3d, L 1, L 4a, L 6

Marita’s Bargain Essay

by Malcolm Gladwell (Lexile 1060L)

*Diagnostic Test

Writing Activity: Diary Writing Activity (W 3a, W 3d):

Gladwell describes how attending the KIPP Academy has affected Marita’s relationships with her old friends who do not go to the school. Write a diary entry in which she reflects on the change in these friendships. Consider the following:

● Marita’s feelings about the importance of succeeding in school

● the reaction of her old friends to the demands of the KIPP Academy.

Nonfiction by Paul

Tough Kewaun

a’s Ambitio

Writing Activity: Short Response Identify two of Tough’s central ideas, and show how he supports them. Review your reading notes, and be sure to cite text evidence from the essay in your response.

1


n from How

Children Succeed (1220L)

Close Reader

RI 1, RI 2, RI 6, W4

Graduation

Speech by

Michael Lewis Don’t Eat

Fortune’s Cookie (Lexile N/A)

Writing Activity: Review (W 4):

Write a review of Michael Lewis’s address for the alumni newsletter from the viewpoint of a graduate in the audience. Comment on these areas.

● the relevance of his central idea ● the development of his central idea ● the focus and organization of his speech ● the style of his delivery

Opinion by Kay Bailey

Hutchinsonand Barbara Mikulski A Right

to

Writing Activity: Short Response Explain whether or not the authors convinced you of the value of same-sex education. Review your reading notes and evaluate the strength and effectiveness of the claims and evidence presented. Cite evidence in your response.

2


Choose Single-S

ex Educati

on (1200L)

RI 1, RI 2, RI 4, RI 5, RI 6, RI 10, W 1C,

L 1, L4b

Science Article

by Carol S.

Dweck (1400L)

Writing Activity: Paragraph(W 1c): With a partner, write an additional paragraph to be included in one of these sections of the article: “The opportunity of Defeat,” “Two Views of Intelligence,” or “Confronting Deficiencies.”

● In your paragraph, develop two examples in the context of a high-school setting that support the point the author is making in that part of the article. Your hypothetical examples should be drawn from your experience and observations and illustrate the characteristics of each mind-set described in that section of the text.

● Use transitional words and phrases that link your paragraph to the main idea.

Short Story by Penelope Lively

Next

Writing Activity:Short Response Compare Charles’s outlook on the school with that of his parents. What specific phrases does Lively use to build an understanding of what

3


Term, We’ll Mash

(780L)

drives the characters? Cite evidence to support your analysis.

RL 1, RL 3, RL 4, RL 10, W 3d, L 2,

L 4c W 2a-f, W 4,

W 5, W 9

A Walk to the Jetty from Annie John

Novel excerpt

by Jamaica Kincaid *Parts of

the novel

excerpt can be

used for pacing

purposes.

Writing Activity: Letter Writing Activity (W 3d): At the end of the selection, Annie realizes that leaving home is harder than she expected. Write a letter from Annie to her parents after she arrives in England. In the letter, have her reflect on what she has given up and whether she feels the sacrifice was worthwhile.

● Maintain a consistent first-person point of view.

● Include details that develop readers’ understanding of Annie’s feelings and the circumstances causing those feelings.

● Incorporate elements of Kincaid’s style to capture Annie’s voice.

RL 1, RL 2, ILE Speaking Activity: Response to Literature

4


RL 3, RL 4, RL 6, W 4,

SL 1a, L 1a, L3

Drama by

Eugene O’ Neill (Lexile N/A)

Speaking Activity (W 4 SL 1a): The captain and Mrs. Keeney have different perspectives on life. In a small group, examine the following lines of dialogue. Discuss how they reveal the conflict between the two characters’ viewpoints. Together, write a summary of your discussion and present it to the class.

● “I used to dream of sailing on the great, wide glorious ocean. I wanted to be by your side in the danger and vigorous life of it all. I wanted to see you the hero…”(Mrs. Keeney)

● “I warned you what it’d be Annie. ‘Whalin’ ain’t no ladies’ tea party’, I says to you.” (Captain Keeney)

● “You see I didn’t believe you. I guess I was dreaming about the old Vikings in the story books and I thought you were one of them.” (Mrs. Keeney)

RL 1, RL 7, W 4, SL 1, SL 4, SL 6

Media Versions

of ILE

Writing Activity: Critique Writing Activity (W 4, SL 6):

5


Is the opera version of ILE a faithful interpretation of O’Neill’s play?

● Prepare a written response to the question, citing specific examples to support your view.

● Identify classmates with opposing viewpoints. Take turns presenting your responses to the class.

● As a class, decide which viewpoint is most compelling.

Assessment Options:

A) Speaking Activity: Debate Speaking Activity (W 6, SL 1a-d, SL 2, SL 3, SL 4): In the anchor text “Marita’s Bargain”, the author describes a school in which the days are longer, summer vacation is shorter, and students are very successful . With a group of classmates, conduct a debate on whether all students should have longer school days and shorter vacations. B) Writing Activity: Compare-Contrast Essay

6


Writing Activity ( W 2a-f, W 4, W 5, W 9): Write an essay in which you compare and contrast Annie John’s experience with that of another character or person profiled in the collection. Discuss the sacrifices these individuals make and whether they are worth it.


Unit 2 Collection

2 Gender Roles

November- December

RL 1, RL 2, RL 3, RL 5, W 4, L 1a, L 1b, L 3a

The Wife of Bath’s Tale from The Cantebury Tales Narrative Poem by Geoffrey Chaucer (Lexile N/A)

Writing Activity: Character Analysis

Writing Activity (W 4):

When the queen demands that the knight find out “What is the thing that women most desire?” he searches for a whole year to find an answer. Does the knight gain understanding of women over the course of the story, or is he still essentially the same as he was at the beginning? Respond to this question by writing a character analysis. Consider the following:

● the knight’s initial crime ● his reaction to the old woman after she

insists that he marry her. his response to the choice she offers him on their wedding day.

7


Narrative Poem by Geoffrey Chaucer The Pardoner’s Tale (Lexile N/A)

Writing Activity: Short Response Relate the story of the rioters to the goal of the Pardoner. How does the tale of the three rioters help the Pardoner make sales? Review your reading notes, and cite text evidence in your response.

RL 1, RL 2, RL 3, W 3d, W 4, W 10,

SL 1, L 1, L4c, L4d

Short Story by Mohammed Naseehu Ali (1150L)

Writing Activity: Description (W 3d, W 4, W 10, SL 1):

Using Ali’s style as a model, write two or three paragraphs describing a familiar setting that is a gathering place in your school or community.

● Include specific sensory details that convey a vivid picture of your setting as well as its atmosphere.

● Organize your details in a way that allows readers to perceive the relationship of setting elements to each other.

● Share and discuss your description in a small group.

8


RL, 1 RL 2, RL 4, RL 5, SL 6, L 3, L

5a

Poem by Shirley Geok-lin Lim My Father’s Sadness(Lexile N/A)

Speaking Activity: Oral Interpretation(SL 6): Prepare an oral reading of the poem.

● On a copy of the poem, highlight important words and phrases that you want to emphasize in your reading to bring out your interpretation.

● Present your reading in a small group. Discuss similarities and differences in the oral interpretations presented by you and your classmates.

RI 1, RI 4, RI 5, RI 6, RI 10, SL 6,

L 1, L 4a, L 4d

Political Argument by Mary Wollstonecraft from A Vindictation of the Rights of Woman (1350L)

Speaking Activity: Oral Presentation (SL 6): Present an oral response to the views and ideas expressed in Wollstonecraft’s argument.

● Which of Wollstonecraft’s views are still relevant?

● What evidence can you present in a counterargument to ideas of Wollstonecraft’s with which you disagree?

● What ideas might Wollstonecraft have added if she had written the argument today?

● Develop speaking notes that present your ideas using a logical organization.

● Support your major points with details and evidence.

● Rehearse your speech with a partner, giving each other feedback.

9


RI 1, RI 2, RI 3, RI 4, RI 5,

RI 6, RI 7, SL 1, SL 2,

SL 5

Compare Media Online Article by Neil MacFarquhar In a Scattered Protest, Saudi Women Take the Wheel (1400L) News Video Saudi Women Defy Driving Ban (Lexile N/A)

Media Activity:News Video(SL 1, SL 2, SL 5): With a partner, produce your own news video on a local or school event.

● Decide on your purpose. Then organize your ideas for written, visual, and sound elements.

● Using available video equipment, shoot footage of relevant sites, events, or people; include interviews with participants or those affected by the event.

● Create your script and decide on sound effects.

● Put all of your elements together, editing to create a unified story.

● Present to the class. Have class members comment on how well you achieved your purpose.

RI 1, RI 2, RI 3, RI 4, RI 6, SL 1c, SL 3,

The Men We

Carry in

Speaking Activity: Debate Speaking Activity (SL 3, SL 4, W 1):

10


SL 4, W 1, L 3a, L 4a

Our Minds Essay

by Scott Russell Sanders (Lexile 1060L)

Sanders presents varying views on gender roles in his essay. As a class debate which view has more validity and relevance today.

1) Form a team with classmates to support one of the positions.

2) Create an outline stating your claim and identifying the evidence that supports this claim.

3) Take turns presenting each argument and answering questions from the listeners.

4) Students in the audience should write an evaluation of the persuasiveness of each side’s argument and decide the “winner” of the debate.

RI 1, RI 4, RI 5, RI 6, RI 10, SL 6,

From A Vindicat

ion of the

Speaking Activity: Oral Presentation Speaking Activity (SL6):

11


L1, L 4a, L4d

Rights of

Woman Political Argume

nt by Mary

Wollstonecraft (Lexile 1350L)

*Parts of the

Argument can

be used for

pacing purpose

s.

Present an oral response to the views and ideas expressed in Wollstonecraft’s argument. To prepare your response, jot down answers to these and other questions.

● Which of Wollstonecraft’s views are still relevant?

● What evidence can you present in a counterargument to ideas of Wollstonecraft’s with which you disagree?

● What ideas might Wollstonecraft have added if she had written the argument today?

● Develop speaking notes that present your ideas in a logical organization.

● Support major points with details and evidence.

● Rehearse your speech with a partner, giving each other feedback.

12


RL 1, RL 2, RL 5, SL 6,

L 3, L 5a

My Father’s Sadness Poem

by Shirley

Geok-lin Lim

(Lexile N/A)

Speaking Activity: Oral Interpretation Speaking Activity(SL 6):

● On a copy of the poem, highlight important words and phrases that you want to emphasize in your reading to bring out your interpretation.

● Present your reading in a small group. Discuss similarities and differences in the oral interpretations presented by you and your classmates.

Essay by Lynn

Peril from Pink

Think (1490L)

Close Reader

Writing Activity: Short Response Review your reading notes to identify elements of Peril’s style. What words and phrases best suggest her perspective, or point of view, on pink think? Cite textual evidence in your response.

Unit Assessment(s): Option A:Informative Essay What does Chaucer suggest about the ability of people to understand someone of the opposite

13


sex? Write an informative essay about understanding between men and women, drawing on ¨The Wife of Bathś Tale” and two other selections in this collection.

● Take notes on what Chaucer is trying to convey about our ability to understand someone of the opposite sex.

● Does our inclination to make generalizations about the opposite sex prevent us from understanding each other?

Option B: Deliver a Reflective Narrative Look back at the texts and think about how gender roles have evolved over time. In the anchor text “The Men We Carry in Our Minds,” Scott Russell Sanders offers a nuanced view of feminism, arguing that the jobs that were once monopolized by men were not always so enviable. How have the texts in this collection changed the way that you think about gender roles? Think about an experience in your own life that has challenged or strengthened your beliefs in the differences between men and women, Write a reflective narrative about

14


your experience and then present it to the class.

● Benchmark Test 1 ● Practice Test 1 (Program Assessment) ● Practice Performance Task 1


Unit 3 Collection

3 Voices of Protest

January-February

RI 1, RI 4, RI 5, RI 6, RI 8, RI 9,

RI 10, W9b, L 3, L 4b

Speech on the

Vietnam War, 1967

Speech by

Martin Luther King

(Lexile 1290L)

*Parts of the

speech can be

selected for

pacing

Writing Activity: Review Writing Activity(W 9b): What would have been newsworthy about Dr. Kingś speech in 1967? Write an article about the speech from the viewpoint of a journalist.

● Identify the purpose of the argument and its major points. Then evaluate the evidence presented and the logic of the conclusion reached.

● Include discussion of Kingś style and the devices that he uses to command attention.


15


purposes

Speech by

Shirley Chishol

m People

and Peace,

Not Profits

and War (1150L)

Writing Activity: Short Response Evaluate Chisholm’s speech against the Vietnam War. Did she convince you that the money being spent on the Vietnam War could be better spent on social programs, such as education? Review your reading notes and cite evidence in your response?

RI 1, RI 2, RI 3, RI 4, RI 6,

RI 8, RI 9, W 2b, W 3d,

W 4, W 9, SL 1a, L 3a,

L 4c

from The

Crisis Essay

by Thomas

Paine (Lexile 1180L)

Speaking Activity: Role Play Speaking Activity (W 2b, SL 1a): What would Paine and Thoreau have to say about some of today’s political issues?

● Working in a group, decide on two or three current events. Develop questions pertaining to these issues and work together to prepare answers from both

16


from Civil

Disobedience

Essay by Henry David

Thoreau Lexile

1200L)

writers’ perspectives, citing specific evidence.

● Choose two members to represent Paine and Thoreau in a whole-class setting, ask prepared questions of the two students, who should respond in their roles.

● Invite other class members to ask questions. As a class, summarize the relevance of each writer’s approach to current issues.

17


RL 6, RI 3, RI 4, RI 5, RI

6, RI 7, RI 10, W 4

L 3a, L4a, L 4d, L 5a

A Modest Proposal Satire

by Jonathan Swift (Lexile 1590L)

Writing Activity: Context Guide Writing Activity(W 4): Working with a partner, reread the essay to identify a section where you need more historical background (context) to understand Swift’s references.

● With your partner, research the history behind a certain reference or passage in the text.

● Record the line numbers of your reference or passage and your sources on a sheet of paper.

● Take notes about your findings and write a short summary statement.

● Review your work for accuracy and standard English grammar and usage. Then share it with the class.

● Gather all notes and summaries into a “Context Guide” folder to help other students who read “A Modest Proposal.”

RI 1, RI 3, RI 4, RI 6,

Essay by Terry

Media Activity: Report (RI 7, W 7, W 8, SL 5,):

18


RI 7, W 7, W 8, SL 5,

L 1, L 3, L 5b

Tempest William

s The Clan of

One-Breasted

Women (990L)

With a small group, present a multimedia report on the nuclear testing in Utah.

● Research the topic, using reliable websites, reference books, and other resources. Remember to document your sources and write notes in your own words.

● Decide on the major point you want to convey through your presentation. Create a storyboard to help organize the visual, audio, and verbal elements of your report.

● Present your report to the class.

Article by Joel Stein Who

Speaks for the

1%? (1080L)

Close Reader

Writing Activity: Short Response What do you think the author’s real point of view on the economic crisis? What is he really satirizing ? Review your reading notes, and evaluate the author’s style. Cite evidence from the text in your response.

RI 6, RI 7, SL 4, SL 5

Photojournalis

m by Alison Wright Third

Media Activity: Photo Essay (SL 4, SL 5): With a partner, create your own photo essay to convince an audience of your perspective on an aspect of poverty in the United States.

19


World America (1260L)

● Conduct research and find or take photographs to illustrate your point. BE sure to consider copyright restrictions.

● Write a brief preface, assemble the photographs, and write captions.

● Display your photo essay in a gallery in the classroom.

RL 1, RL 4, W 10, L 3

Poem by

Martin Espada Imagine

the Angels

of Bread (Lexile N/A)

Writing Activity: Poem (W 10): Write a short poem inspired by one of the images or statements in “Imagine the Angels of Bread.”

● Decide on a theme, or message, that you want to convey in the poem.

● Choose words and images that create an appropriate tone.

● Read the completed poem to a small group.

20


Poem by

Derek Walcott Elsewhe

re (Lexile N/A)

Writing Activity: Short Response Analyze the impact of specific word choices, including figurative and connotative meanings of words, on the meaning and tone of the poem. Cite evidence in your response. l,

Unit Assessment(s): Option A (SL 1a-d, SL 4): Look back at the anchor text “Speech on the Vietnam War, 1967” and at the other texts in the collection. What connections do you see between the examples of injustice explored in each text? Have a group discussion on the topic, and then write a summary. Option B (W 1, W 4, W 5, W 9): In “A Modest Proposal,” Jonathan Swift proposes a satirical solution to one particular injustice as a way of exposing its horrors. Using Swift’s essay as a model, write a satire on a

21


topic covered in one of the other texts in the collection.

Unit 4 Collection 4 Seeking Justice, Seeking Peace

February-March

RL 1, RL 2, RL 3, RL 4, RL 5, RL 6, W 1, W 4,

W 10, SL 1, SL 6, L 5a

The Tragedy

of Hamlet play by William Shakesp

eare (Lexile N/A)

*Parts of Hamlet can be

used for pacing

purposes

(Close Reader

From The

Tragedy of

Hamlet, Act I,

Speaking Activity: Performance Speaking Activity (SL 1): Act out a brief scene or a section of a longer scene.

● In a small group, choose a scene and decide which role will be played by each member.

● Read the scene aloud. Discuss the motivation of each character.

● Decide where performers will enter or exit and where they will stand while reciting the dialogue. Read the stage directions to determine if any sound or lighting effects are needed.

● Perform the scene in front of the class.

22


Scenes 1-2

(Lexile N/A)

RL 3, RL 7,

SL 5

Compare Text

and Media Film

Versions of

Hamlet Hamlet (1980) Hamlet (2009)

Media Activity: Trailer (SL 5): Which film version would you endorse? With a partner, complete these activities.

● Identify your reasons for preferring one film over the other.

● Develop a storyboard for a trailer to be shown in theaters, ¨plugging¨ the film you have chosen.

● Match images from the film with each of your reasons. Express your ideas in a way that is specific and engaging.

● Create a video version of your trailer or refine your storyboard for presentation to the class.

● Show trailer to the class.

23


RI 1, RI 2, RI 4, RI 5, W 1,

L 6

Literary Criticis

m by Rene´ Girard

Hamletś Dull

Revenge (1290L)

Writing Activity: Argument(W 1): Does Girard succeed in presenting a valid interpretation of Shakespeareś play Hamlet?

● Write a sentence or two summarizing Girardś interpretation.

● Decide whether or not he convincingly supports this reading of the play in his essay.

● Give reasons for your claim and use details from the essay to provide evidence for your opinion.


RI 1, RI 2, RI 3, RI 4,

RI 5, SL 1a, L 2, L 4

Blocking the

Transmission of Violence

Speaking Activity: Discussion Speaking Activity (SL 1a): In a small group, discuss your conclusions about whether CeaseFire is the type of

24


Feature Article by Alex

Kotlowitz

(Lexile 1150L)

organization that could work in many different communities confronting the problem of violence.

● Jot down the ideas from the article that you think offer the most valuable insight into the problems of violence and the potential solutions.

● Apply the insights from the article to communities beyond Chicago-your own community or a community whose violent conflicts are frequently in the headlines.

RL 1, RL 2, RL 4, RL 6, W 3d, L 3,

L 5a

Hatred Poem

by Wislawa Szymbo

rska (Lexile N/A)

Writing Activity: Comparison (Literary Analysis) Writing Activity (W 3d): Why is personification an effective literary device?

● Choose three stanzas of “Hatred.” Rewrite them, conveying the ideas without the use of personification.

● In a small group, read your rewritten version. Together, discuss how the absence of personification alters the poem’s meaning and impact.

● Present your group’s conclusion to the class.

25


Speech by

Wangari Maathai

Nobel Peace Prize

Acceptance

Speech (1210L)

Writing Activity: Short Response Analyze Maathaiś ideas that explain how the environment, democracy, and peace interact and are interconnected. Review your reading notes to trace the development of these ideas over the course of the speech, and cite text evidence in your response.

RL 1, RL 2, RL 3, RL 5,

RL 6, SL 1a, L 3a

Tell Them Not to

Kill Me! Short

Story by Juan Rulfo

(Lexile 810L)

Speaking Activity: Discussion Speaking Activity (RL 2, RL 6, SL 1a): What is the central theme of this story, and how does the author’s use of irony help develop this theme? Jot down details that support your ideas.

● In a small group, discuss the theme you have identified and cite several examples of how author’s use of irony help support this theme.

26


● As a group, examine the support and decide on the central theme.

● Create a group chart that summarizes your conclusions. Present it to the class.

Unit Assessment(s): Option A: Analytical Essay (W2a-7, W 4, W 5, W 9a-b): The title character in Hamlet feels trapped in a cycle of violence he cannot break. Consider Hamlet and the other texts in the collection. How does the violence affect people’s ability to control their future? For example, does violence limit people’s choices or prevent them from changing their circumstances? Write an analytical essay on the effects of violence as presented in the collection. Option B: Write an Argument (W 1a-e, W 4, W 5, W 9a-b): In the anchor text “Blocking the Transition of Violence,” you learned about the violence interrupters’ mission to act as mediators and prevent acts of revenge. Do you think revenge is always misguided, or is it justified in some

27


cases? Write an argument stating your position.

● Benchmark Test 2 ● Practice Test 2 ● Collection 4 Test

Unit 5 Collection 5 Taking Risks

March-April

RL 1, RL 2, RL 3, RL 4, W 2, L 3, L

4a

Beowulf Epic

Poem by The

Beowulf poet

translated by

Burton Raffel (Lexile N/A)

*Close Reader version

of Beowulf can be

used for pacing

Writing Activity: Comparison Writing Activity (W 2): How do heroes reveal the traits prized most highly by a culture?

● Identify Beowulf’s qualities and what they reveal about the Anglo-Saxon culture.

● Choose a fictional hero from contemporary American culture. Explain what this character’s reveal about values of modern society.

● Compare the values of Anglo-Saxons and modern Americans in a well-organized essay.

28


purposes.

RI 1, RI 4, RI 6, RI 8,

SL 1c, SL 2, SL 3

Explosion of the Space

Challenger:

Address to the Nation Speech

by Ronald Reagan (Lexile 780L)

Speaking Activity: Discussion Speaking Activity ( SL 1c, SL 2, SL 3): President Reagan postponed his State of the Union address to deliver his speech on the Challenger explosion on television. Watch a video on the speech and then evaluate it in a small group discussion.

1. As you watch the speech, note how Reagan’s tone of voice, facial expressions, and eye contact help support his message.

2. Discuss the power and effectiveness of Reagan’s speech. Pose and respond to questions that probe Reagan’s use of reasoning and evidence. Assess the premises on which the claim is based, his links among ideas, word choice, points of emphasis and tone.

3. Take notes during the discussion and then write a brief summary of the group’s conclusions.

29


RL 1, RL 2, RL 3, RL 4,

RL 5, SL 1a, L 3, L 5b

The Deep Short

Story by Anthony

Doerr (Lexile 860L)

Speaking Activity: Discussion Speaking Activity (SL 1a): What is the significance of the story’s title?

● Review the story, jotting down ideas about what you see as the significance of the title as well as specific references to the water or “the deep.”

● Meet in a small group and share ideas about the meaning of the title, including how it relates to a possible theme. Does it have more than one meaning in the story?

● Summarize the important ideas from your discussion, and present them to the class.

Short

Story by Writing Activity: Short Response

30


Mark Brazaiti

s Blackhe

art (940L)

Identify the central theme of the story. What is the author saying about relationships? Review your reading notes, and be sure to cite text evidence in your response.

RI 1, RI 2, RI 3, RI 4, RI 5, RI 6, W 1, L 6

Science Article

by Michael Specter

The Mosquit

o Solution (1130L)

Writing Activity: Argument (W 1): Is OX513A a safe solution to the problem of the Aedes aegypti mosquito? Write a brief argument expressing your conclusion and present it to the class.

● State your claim ● Develop reasons and draw evidence from

the text in support of them ● Anticipate a refute a counterclaim-for

example, address the use of pesticides. ● Present your conclusion

Make sure to organize your support logically, and include statistics and examples as necessary.

31


Science Writing

by Palome Reyes

Are Genetica

lly Modified Foods Scary?

(1420L)

Writing Activity: Short Response Summarize the article in the lines below. First, identify the central idea and its most important details, and then retell them in your own words. Review your reading notes, and be sure to cite text evidence from the article in your response.

Unit Assessment(s): Writing Activity: Argument Writing Activity (W 9a-b, SL 4): Why do the characters and people in the texts in this collection take risks they do? What do they learn from their risk taking experiences? Synthesize your ideas by preparing and presenting an argument about the importance of taking risks in life.

32



Unit 6 Collection 6 Finding Ourselves in Nature

May-June

RI 1, RI 2, RI 3, RI 4, RI 6, W 3a,

W 3e, L 3, L 5a, L 6

Living Like

Weasels Essay

by Annie Dillard (Lexile 1040L)

Writing Activity:Essay In her essay, Dillard’s observation of the weasel leads her to reflect on her own life. Write your own personal essay, following these steps.

● Write about a memorable event in your life.

● Explain how this event led to an insight about your own life or about the human condition.

Essay by

Louise Erdrich

Local Deer

(900L)

Writing Activity: Short Response In what ways does the authorś style help you understand her attitude towards the animals in her yard? Analyze Erdrichś style, including her use of figurative language. Review your reading notes, and be sure to cite evidence in your response.

RL 2, RL 4, RL 5, RL 9, W 2, W 9a,

Compare Texts

Wild Peaches

Writing Activity: Option A: Opinion (W 9):

33


Poem by

Elinor Wylie

(Lexile N/A)

Spring and All Poem

by William Carlos

Williams

Which poem speaks to you on a more personal level? Why? Choose your favorite of the two poems. Identify reasons that you prefer it, including ideas related to content, style, and form. Incorporate details from the poem to support your reasons. Option B: Comparison (W 2): Do Elinor Wylie and William Carlos Williams share the same view of nature?

● Review Hogan’s essay and Dillard’s “Living Like Weasel’s (also in this collection). Identify each author’s perspective and the details that reveal that view of nature.

● Include direct quotations as well as original analysis of each author’s work. Organize your ideas logically and in a way that shows the comparison clearly.

● Be sure to follow the conventions of standard written English.

34


Compare Texts

Poem

Pastoral by

William Carlos

William (Lexile N/A)

Poem

Pastoral by Jennifer

Writing Activity: Short Response Compare how the two poems entitled ¨Pastoral¨-published almost 100 years apart-play on the traditional pastoral form, which presents idealized scenes of nature. What is each poem saying about the relationship between humankind and nature? Be sure to cite evidence in your response.

35


Chang (Lexile N/A) Close Reader

RI 2, RI 7,

SL 5

Documentary Being Here:

The Art of Dan Horgan directed by Russ Spencer(Lexile N/A)

Media Activity: Art Analysis (SL 5): Complete these activities independently.

● Review the clip, identifying two or three of Horganś works that provoke a reaction in you.

● Create speaking notes that explain what you see, feel, and think about the form, materials, location, and meaning of each work. Draw from what you have learned about Horganś art in the video.

● Present your critique to the class, pausing the film at each work of art that you have chosen.

● Invite classmates to share their ideas about the work as well.

36


RI 1, RI 2, RI 3, RI 4,

RI 6, RI 10, W 2, L 3

Essay by Linda

Hogan Dwellin

gs (1070L)

Writing Activity: Comparison (W 2): Do Annie Dillard and Linda Hogan share the same view of nature?

● Review Hoganś essay and Dillardś ¨Living Like Weaselś¨ (also in the collection). Identify each authorś perspective and the details that reveal that view of nature.

● Include direct quotations as well as original analysis of each authorś work.

● Organize your ideas logically and in a way that shows the comparison clearly.

● Be sure to follow conventions of standard written English.

Essay Trees by

Baron Wormser (990L)

Writing Activity: Short Response In what way has Wormserś view of the natural world changed over the years? Make inferences about the authorś point of view, citing text evidence in your response.

37


RL 1, RL 2, RL 3, RL 4,

RL 5, RL 10, SL1a, L 4c, L 5a, L 5b

Short Story by

Rick Bass The

Hermitś Story

(1500L)

Speaking Activity: Discussion (SL 1a): Some critics have suggested that Bass views nature as mystical-having a spiritual significance. Do you agree?

● Identify and jot down details that describe nature in the story. Use them to draw your own conclusion about Bassś view.

● In a small group, share your conclusion and support for it. Reach a consensus, or analyze reasons for conflicting views.

● Summarize important ideas generated by the discussion.

● Present your summary of the discussion to the class.

Unit Assessment(s): Writing Activity: Personal Narrative ( W3a-e, W 4, W 5, W 9a-b, SL 4): This collection explores people’s interactions with nature. Review the anchor text, “Living

38


Like Weasels,” and the other selections. Think about how the texts convey ideas and insights about the natural world. Write and present a personal narrative in which you describe and reflect on your own experience in nature.

● Collection 6 Test ● Benchmark Test 3

39

Collection_ChasingSuccess___1____UnitPlanning

PerformanceTaskA.Unpacked:Debatewithclassmatesthemeritsofextendingtheschoolyeartoprovidemoretimeforlearning,citingevidencefromthetextsinthecollection.1.Intheanchortext“Marita’sBargain,theauthordescribesaschoolinwhichthedaysarelongerandsummervacationisshorter,andstudentsareverysuccessful.Readthetexttoidentifypartsoftextthatsupportyourclaimonwhetherornotallstudentsshouldhavelongerschooldaysandshortervacations.2.Withagroupofclassmates,conductadebateonwhetherallstudentsshouldhavelongerschooldaysandshortervacations.SkillsnecessaryforPerformanceTask:

● Takeaclearposition,eitherfororagainsttheideaofstudentsspendingmoretimeinschool.● selectsrelevantevidencefrom“Marita’sBargain”andoneormoreothertextsinthecollectionto

supporttheclaims.● followsanorderlyformatinwhichspeakersfromeachteamtaketurnspresentingtheirclaims,

counterclaims,reasons,andevidence.● communicatesideasformallyandobjectively,usingpreciselanguage● engagesinanexchangeofideasinwhichparticipantsrespondtodiverseperspectives,buildon

ideas,andevaluateother’sreasoning.PerformanceTaskB.Unpacked:Writeanessayinwhichyoucompareandcontrasttheexperiencesoftwocharactersorpeoplefromthetexts,focusingonthesacrificestheymaketosucceed.1.Intheanchortext,“AWalktotheJetty,”thenarratorgoesabroadsoshecangetaheadinlife,despiteherpainfullyconflictedfeelingsaboutleavingbehindherfamilyandhome.WriteanessayinwhichyoucompareandcontrastAnnieJohn’sexperiencewiththatofanothercharacterorpersonprofiledinthiscollection.2.Discussthesacrificestheseindividualsmakeandwhethertheyareworthit.SkillsnecessaryforthePerformanceTask:

● includesacontrollingidea,orthesisstatement,thatcontrastsAnnieJohn’sexperiencewiththatofanothercharacterorpersonprofiledinacollectiontext.

● engagesreadersbyintroducingthetopicwithaninterestingobservation,quotation,ordetailfromoneofthetexts.

Collection_ChasingSuccess___1____UnitPlanning

● hasaneffectiveorganization,suchassubject-by-subjectorpoint-by-pointcomparison● developsthecomparisonwiththoroughevidence● hasaconcludingsectionthatsynthesizesinformationfrombothtextsandleavesthereaderwith

aninterestinginsight.TextstobeusedinCollections:

1. Marita’sBargain2. Kewauna’sAmbition:CloseReader3. ARighttoChooseSingle-Sex

Education:CloseReader4. TheSecrettoRaisingSmartKids5. AWalktotheJetty6. Next,Term,We’llMashYou:CloseReader7. lle8. MediaVersionsoflle

IndependentReading:ThreeCupsofTeaIKnowWhytheCagedBirdSingsStudentChoice:Autobiographyofsomeonewhohasovercomeadversity

KeyLearningObjective1.Determinecentralideasandintegrateandevaluateinformationinanessay.2.Citeevidencetosupportinferences3.Supportinferences4.Analyzetheimpactofanauthor’swordchoicesandcitetextevidencetosupportinferences.5.Analyzeelementsofadrama,includingconflictandsymbolism.6.Compareandanalyzehowadramaisinterpretedindifferentmediums.

LanguageandStyle:1.Subject-VerbAgreement2.ParticiplesandParticiplePhrases3.Dashes4.Dialect

VocabularyStrategy:1.ContextClues2.PrefixesandMultipleMeaningWords3.Etymology

InstructionalSupport:-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.-Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.

DifferentiatedInstruction:1.LevelUpTutorial:MainIdeaandSupportingDetails2.LevelUpTutorial:MakingInferences3.LevelUpTutorial:AnalyzingArguments4.LevelUpTutorial:Tone5.LevelUpTutorial:SymbolsandAllegories6.LevelUpTutorial:ElementsofDrama*GraphicOrganizersfortextswillbedifferentiatedfor

Collection_ChasingSuccess___1____UnitPlanning-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

strugglingstudents.*Providestudentstextattheirlexilelevel.

Extend1.TeacherEbook:IntegrateandEvaluateInformation2.TeacherEbook:MakingInferences3.InteractiveWhiteboardLesson:RoleofSetting4.InteractiveWhiteboardLesson:Theme5.InteractiveLesson:ParticipatinginCollaborativeDiscussions.

CollectionEssentialQuestion:Whatsacrificesdopeoplehavetomakeinordertoacquiresuccessintheworld?

Collection____FindingOurselvesinNature6____UnitPlanning

PerformanceTaskUnpacked:Writeapersonalnarrativeinwhichyoudescribeandreflectonamemorableencounterwithnature.Compareyourexperiencewiththoseportrayedin¨LivingLikeWeaselsändanotherselectioninthecollection.1.Reviewtheanchortext,¨LivingLikeWeasels,ändotherselections.2.Thinkabouthowthetextsconveyideasandinsightsaboutthenaturalworld.3.Writeandpresentapersonalnarrativeinwhichyoudescribeandreflectonyourownexperienceinnature.SkillsnecessaryforPerformanceTask:

● Exploresasignificantpersonalexperiencethespeakerhadwiththenaturalworld.● Establishesafirst-personpointofview● Usessensorylanguagetovividlydescribepeople,places,andevents● Narratesalogicalsequenceofeventswiththeuseoftransitions.● Usesnarrativetechniques,includingdialogue,pacing,anddescription,tore-createthe

writerśexperience● Engagestheaudiencethroughvolume,eyecontact,andgestures● Concludesbyreflectingontheexperienceandconnectingittoabroadertheme

TextstobeusedinCollections:1.LivingLikeWeasels2.LocalDeer3.WildPeaches4.SpringandAll5.Pasterols:CloseReader6.BeingHere:TheArtofDanHorgan7.Dwellings8.Trees9.TheHermitśStory10.IndependentReading:LeavesofGrass

KeyLearningObjective1.Discusstheimpactofwordchoice,syntax,otherstylistictraits,andfigurativelanguageontheauthorśabilitytoachieveherpurpose.2.DemonstrateknowledgeoffoundationalworksofAmericanliterature,inpartbyanalyzingtheirstructuralforms.

Collection____FindingOurselvesinNature6____UnitPlanning

3.Integrateandevaluateinformationpresentedinfilmfootageandanaudiotrack.4.Makeinferencesabouttheauthorśideas,supportingthemwithevidencefromthetext,andidentifytheeffectoftheauthorśculturalcontext5.Determinethemesinashortstoryandanalyzeaframestructurethatpresentstworelatedstories.

LanguageandStyle:1.Domain-SpecificWords2.ConsultaThesaurus

VocabularyStrategy:1.UsePreciseDetails2.AppositivesandAppositivePhrases

InstructionalSupport:-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.-Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstouse

DifferentiatedInstruction:1.LevelUpTutorial:Tone2.LevelUpTutorial:ElementsofPoetry3.LevelUpTutorial:SynthesizingInformation4.LevelUpTutorial:MakingInferences5.TeacherEbook:AnalyzeStructure:FrameStory*GraphicOrganizersfortextswillbedifferentiatedforstrugglingstudents.*Providestudentstextattheirlexilelevel.

Extend

1.TeacherEbook:AnalyzeIdeasandEvents2.TeacherEbook:WordChoice3.TeacherEbook:DetermineCentralIdeas

Collection____FindingOurselvesinNature6____UnitPlanningvocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

4.TeacherEbook:AnalyzeKeyTerms5.InteractiveWhiteboardLesson:FigurativeLanguageandImagery

CollectionEssentialQuestion:Whatinsightsdoindividualsgainthroughtheirencounterswiththenaturalworld?

Collection__GenderRoles__2____UnitPlanning

PerformanceTaskA.Unpacked:Writeanessayaboutunderstandingbetweenmenandwomen.1.Intheanchortext“TheWifeofBath’sTale,”aknightgoesonayear-longquesttofindoutwhatwomenmostdesireinlife.WhatdoesChaucersuggestabouttheabilityofpeopletounderstandsomeoneoftheoppositesex?2.Writeaninformativeessayabouttheunderstandingbetweenmenandwomen,drawingon“TheWifeofBath’sTale”andtwootherselectionsinthiscollection..SkillsnecessaryforPerformanceTask:

● anintroductionwithaclearlystatedthesisstatementaboutunderstandingbetweenmenandwomen.

● alogicallystructuredbodythatthoroughlydevelopsthetopicwithrelevantexamples,concretedetails,quotations,andotherevidence.

● transitionstoclarifytherelationshipsbetweenideas.● aconclusionthatfollowsfromtheideasconveyedintheessay.● preciseuseoflanguagewithappropriatetoneandstyleforaninformativeessay.

PerformanceTaskB.Unpacked:Presentareflectivenarrativeaboutthesignificantexperienceinyourlifethathaschallengedorstrengthenedyourbeliefsbetweenmenandwomen.1.Lookbackatthetextsandthinkabouthowgenderroleshaveevolvedovertime.2.Intheanchortext“TheMenWeCarryinOurMinds,”ScottRussellSandersoffersanuancedviewofoffeminism,arguingthatthejobsthatwereoncemonopolizedbymenwerenotalwayssoenviable.Howhavethetextsinthiscollectionchangedthewayyouthinkaboutgenderroles?3.Thinkaboutanexperienceinyourownlifethathaschallengedorstrengthenedyourbeliefsinthedifferencesbetweenmenandwomen.4.Writeareflectivenarrativeaboutyourexperienceandthenpresentittotheclass.SkillsnecessaryforPerformanceTask:

● exploresthesignificanceofapersonalexperience,event,orconcern.● usessensorylanguagetoconveyavividpicture● includesappropriatenarrativetechniquessuchasdialogue,pacing,anddescription.● drawscomparisonsbetweenthespecificincidentandbroaderthemesaboutgenderroles.

TextstobeusedinCollections: KeyLearningObjective

Collection__GenderRoles__2____UnitPlanning1.TheWifeofBath’sTale2.ThePardoner’sTale:CloseReader3.MallameSile4.MyFather’sSadness5.fromAVindicationoftheRightsofWomen6.InaScatteredProtest,SaudiWomenTaketheWheel7.SaudiWomenDefyDrivingBan8.TheMenWeCarryinOurMinds9.PinkThink10.IndependentReading:TheAwakeningIamMalala

1.Analyzethenarratorandtheframestructureofanarrative2.Analyzesettingasastoryelementandusetextualevidencetomakeinferencesanddrawconclusions3.Determinefigurativemeaningsofwordsandphrasesinthecontextofapoem.4.Analyzecounterargumentsandrhetoricaldevicesusedinanargument.5.Summarizethemainideasofanewsarticle;analyzeideasandevents;andintegrateandevaluateinformation.6.Determineanauthor’spointofviewaboutcomplexsubjectanddeterminethecentralideasofanessay.

LanguageandStyle:1.InvertedSentences2.AdjectivesandAdverbs3.AlliterationandConsonance4.SentenceStructure5.Syntax

VocabularyStrategy:1.Usage2.ConsultaDictionary3.MultipleMeanings4.ContextClues

InstructionalSupport:-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.-Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthe

DifferentiatedInstruction:1.LevelUpTutorial:PointofView2.LevelUpTutorial:DrawingConclusions3.LevelUpTutorial:ElementsofPoetry4.LevelUpTutorial:SynthesizingInformation5.LevelUpTutorial:MainIdeaandSupportingDetails*GraphicOrganizersfortextswillbedifferentiatedforstrugglingstudents.*Providestudentstextattheirlexilelevel.

Extend1.InteractiveWhiteBoardLesson:Theme/CentralIdea2.TeacherEbook:SensoryLanguage

Collection__GenderRoles__2____UnitPlanningstudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

3.InteractiveWhiteboardLesson:DetermineAuthor’sPurpose.4.WordSharp:InteractiveVocabulary:DenotativeandConnotativeMeanings5.TeacherEbook:SpeakingandListening:ChallengeIdeasandConclusions

CollectionEssentialQuestion:Howhavetraditionalrolesaswellaschangesingenderroleschangedoverrecentdecades?

Collection____SeekingJustice,SeekingPeace4___UnitPlanning

PerformanceTaskA.Unpacked:Writeananalyticalessaythatconsidershowviolenceintrudesuponandaffectsthecourseofpeopleślives.1.ConsiderHamletandtheothertextsinthecollection.Howdoesviolenceaffectpeopleśabilitytocontroltheirfuture?2.Forexample,doesviolencelimitpeopleśchoicesorpreventthemfromchangingtheircircumstances?3.Writeananalyticalessayontheeffectsofviolenceaspresentedinthiscollection.SkillsnecessaryforPerformanceTask:

● expressesathesisstatementabouttheeffectofviolenceonthefutureasitisportrayedinHamletandoneotherselection.

● engagesthereaderwithanobservation,quotation,ordetail● organizescentralideasinalogicallystructuredbodythatdevelopsthethesis

statement● includesrelevanttextualevidencetoillustratecentralideas● usestransitionsandtextstructurestocreateacohesionbetweensectionsofthetext

andamongideas● hasaconcludingsectionthatfollowslogicallyfromthebody

PerformanceTaskB.Unpacked:Developanargumentativeessaythataddressesthequestionofwhetherrevengeiseverjustifiable.1.Intheanchortext,¨BlockingtheTransmissionofViolence,ÿoulearnedabouttheviolenceinterrupters´missiontoactasmediatorsandpreventactsofrevenge.Doyouthinkrevengeisalwaysmisguided,orisitjustifiedinsomecases?2.Writeanargumentstatingyourposition.SkillsnecessaryforPerformanceTask:

● Statesaclearclaimonwhetherrevengeisalwaysmisguidedorwhetheritissometimesjustified.

Collection____SeekingJustice,SeekingPeace4___UnitPlanning

● developstheclaimwithvalidreasonsandrelevantevidencefromtextsinthecollection.

● addressesopposingclaimswithwell-supportedcounterclaims● establishesclear,logicalrelationshipsamongclaims,counterclaims,reasons,and

evidencethroughtheuseoftransitions.● usesspecificrhetoricaldevicestosupportclaimsandassertions● hasasatisfyingconclusionthateffectivelysummarizestheclaim● maintainsaformaltonethroughtheuseofstandardEnglish

TextstobeusedinCollections:1.TheTragedyofHamlet2.TheTragedyofHamlet,ActI,Scenes1-2:CloseReader3.FilmVersionsofHamlet4.HamletśDullRevenge5.TellThemNottoKillMe!6.BlockingtheTransmissiontoViolence7.NobelPeacePrizeAcceptanceSpeech8.HatredIndependentReading:TheKiteRunnerTheGreatGatsby

KeyLearningObjective1.Analyzeboththelanguageandstructureoftheplay2.Analyzemultipleinterpretationsofadramatoevaluatehoweachversioninterpretsthetext.3.Analyzeauthorśchoicesconcerningthestructureandpointofviewinatext.4.Analyzeideasandeventsdevelopedinthetextanddrawconclusionsaboutthem.

LanguageandStyle:1.Paradox2.VarySyntaxforEffect3.DirectandIndirectQuotations4.RepetitionandParallelism

VocabularyStrategy:1.DomainSpecificWordsandPhrases2.LatinRoots

InstructionalSupport:-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthe

DifferentiatedInstruction:1.LevelUpTutorial:CharactersandConflict2.LevelUpTutorial:ElementsofDrama3.LevelUpTutorial:Evidence

Collection____SeekingJustice,SeekingPeace4___UnitPlanningtextsinordertosupportcomprehension.-Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

4.LevelUpTutorial:LevelUpTutorial:Sequenceofevents5.LevelUpTutorial:DrawingConclusions6.LevelUpTutorial:FigurativeLanguage*GraphicOrganizersfortextswillbedifferentiatedforstrugglingstudents.*Providestudentstextattheirlexilelevel.

Extend

1.TeacherEbook:Foil2.TeacherEbook:Characterization3.WordShop:SpecializedVocabulary4.CitingTextualEvidence5.InteractiveWhiteboardLesson:AuthorśPurposeandPerspective6.TeacherEbook:UsePreciseWordsandPhrases

CollectionEssentialQuestion:Isitbettertoavengeevilactsorendconflictthroughreconciliation?

Collection_TakingRisks___5____UnitPlanning

PerformanceTaskUnpacked:Presentanargumentontheimportanceoftakingrisksinlife,citingexamplesfromtextsinthecollection.1.Whydothecharactersandpeopleinthetextsinthiscollectiontaketheriskstheydo?2.Whatdotheylearnfromtheirrisk-takingexperiences?3.Synthesizeyourideasbypreparingandpresentinganargumentabouttheimportanceoftakingrisksinlife.SkillsnecessaryforPerformanceTask:

● Introducesapreciseandlogicalclaimabouttakingrisks● hasalogicalsequenceforclaimsandcounterclaims,includingtransitions● providesevidencefromBeowulfandoneothertextthatillustratestheclaim● hasasatisfyingconclusionthatsupportstheargumentpresented

TextstobeusedinCollections:1.Beowulf2.Beowulf:TheCloseReader3.ExplosionoftheSpaceShuttle4.TheDeep5.Blackheart6.TheMosquitoSolution7.AreGeneticallyModifiedFoodsScary?8.IndependentReading:TheKiteRunnerTheOdysseyStudentChoice

KeyLearningObjective1.Analyzecharacteristicsofepicandoralpoetry2.Determinetheauthorśpurposeanddelineateandevaluateanargument3.determinethemesinastoryandanalyzeroleofsetting.4.supportinferencesanddrawconclusionsfromascientificarticle

Collection_TakingRisks___5____UnitPlanningLanguageandStyle:1.Mood2.Tone

VocabularyStrategy:1.Homophones2.AnalyzeNuancesinWordMeanings3.ScientificTerms


DifferentiatedInstruction:1.LevelUpTutorial:UniversalandRecurringThemes2.LevelUpTutorial:Evidence3.LevelUpTutorial:Setting:EffectonPlot4.LevelUpTutorial:Summarizing*GraphicOrganizersfortextswillbedifferentiatedforstrugglingstudents.*Providestudentstextattheirlexilelevel.

Extend

1.InteractiveLessons:DenotativeandConnotativeMeanings2.TeacherEbook:RoleofSetting3.TeacherEbook:DetermineFigurativeMeanings4.InteractiveWhiteboardLesson:AnalyzeandEvaluateStructure

CollectionEssentialQuestion:Whyandhowdoindividualsinsocietytakerisks?

Collection____VoicesofProtest3____UnitPlanning

PerformanceTaskA.Unpacked:Participateinagroupdiscussionaboutthenatureofinjusticeandwaystoendit.1.Lookbackattheanchortext“SpeechontheVietnamWar,1967”andattheothertextsinthecollection.2.Whatconnectionsdoyouseebetweentheexamplesofinjusticeexploredineachtext?3.Haveagroupdiscussiononthetopic,andthenwriteasummaryofthediscussion.SkillsnecessaryforPerformanceTask:

● presentquotationsorexamplesfrom“SpeechontheVietnamWar,1967”andothercollectiontextstoillustrateideasaboutinjustice

● makeclear,logical,andwell-developedconnectionsamongthetexts’viewsofinjustice● poseandrespondtoquestionstokeepconversationgoing● respondtotheideasofothersinthegroup,adaptingorexpandingupontheirownideasor

politelychallengingothers’assertions● Useappropriateeyecontact,adequatevolume,andclearpronunciation● writeanaccurateandobjectivesummaryofthediscussion

PerformanceTaskB.Unpacked:Using“AModestProposal”asamodel,writeasatireonatopicdiscussedinoneoftheselections.1.In“AModestProposal,”JonathanSwiftproposesasatiricalsolutiontooneparticularinjusticeasawayofexposingitshorrors.UsingSwift’sessayasamodel,writeasatireonatopiccoveredinoneoftheothertextsinthecollection.2.RereadSwift’sessayandtakenoteoftheproblem-solutionformat.Modelthestructureofyourownsatireafter“AModestProposal”SkillsnecessaryforPerformanceTask:

● Introducesaparticularidea,custom,behaviororinstitutiontobethetargetofsatirewith

Collection____VoicesofProtest3____UnitPlanning

thegoalofconvincingreaderstochangetheirviewofthetargetorofbringingaboutsocialreform.

● includesirony,humor,exaggeration,andunderstatementtoshowthetargetinacriticallight.

● identifiestheobjectofthesatire,butmakesthereaderinferthewriter’strueperspectiveontheissue.

● usestheformofaproblem-solutionessay,asin“AModestProposal”● concludeswithasummaryorglobalstatementabouttheissue.● usespreciselanguagewithappropriatetoneandstyleforasatire.

TextstobeusedinCollections:1.SpeechontheVietnamWar2.PeopleandPeace,NotProfitsandWar:CloseReader3.TheCrisis4.CivilDisobedience5.TheClanofOne-BreastedWomen6.AModestProposal7.WhoSpeaksforthe1%?8.ThirdWorldAmerica9.ImaginetheAngelsofBread10.Elsewhere:CloseReader11.IndependentReading:AnimalFarmTheThingsTheyCarried4.

KeyLearningObjective1.Delineateandevaluateanargumentaswellasdetermineconnotativemeaningofthelanguageused.2.Analyzefoundationaldocumentsanddelineateandevaluatearguments.3.Analyzecauseandeffectandcitetextevidencetosupportinferences.4.Analyzesatireanditshistoricalcontext.5.Integrateandevaluateinformationpresentedinwordsandphotographs.6.Analyzetheimpactofwordchoiceonmeaningandtoneinthepoem.

LanguageandStyle:1.ImperativeMood2.CombiningSentences3.GerundsandGerundPhrases

VocabularyStrategy:1.Suffixes2.ClarifyPreciseMeaning3.DenotationandConnotation

Collection____VoicesofProtest3____UnitPlanning4.ActiveandPassiveVoice 4.ContextCluesInstructionalSupport:-Takenotesonhistoricaleventsastheypresentthemselvesthroughouttheunitinordertoreflectback.-Paraphrase/rewordlargeparagraphsfromthetextsinordertosupportcomprehension.-Creategraphicorganizer/outlinetoorganizetimelines,cause/effectrelationships,compare/contrastcharacters.-Modelannotationstrategies:Havestudentsusereadingtoolsintheonlinetextbook(ie;highlighter)tohighlightimportantpartsofthetext(textevidence).Havestudentshighlightindifferentcolorsusingtheirannotatingtools.Categorizehighlightsbyconcept/skillsetinthestudentnotessection.-Model/PracticeeffectivediscussionsusingCloseReadScreencastsinclass.Studentsusenotesduringdiscussions.-Previewvocabulary/Remindstudentstheywillencounterthevocabularythroughtheunit.-Modelutilizingkeyvocabularyinclassdiscussions.Encouragestudentstousevocabularyinpairsandinwholegroup.Writeparagraphsdemonstratingknowledgeofkeyvocabulary.-Studentshighlightkeyvocabularyastheyencounteritandhighlightcontextcluesthathelpedthemdefinetheword.

DifferentiatedInstruction:1.LevelUpTutorial:AnalyzingArguments2.LevelUpTutorial:ElementsofanArgument3.LevelUpTutorial:Cause-and-Effect4.Para-Interactive:NonfictionSelection5.LevelUpTutorial:Irony6.LevelUpTutorial:AnalyzingVisualsLevelUpTutorial:Tone*GraphicOrganizersfortextswillbedifferentiatedforstrugglingstudents.*Providestudentstextattheirlexilelevel.

Extend

1.TeacherEbook:RhetoricalDevices2.InteractiveWhiteboardLesson:MakingInferences3.InteractiveWhiteboardLesson:Author’sPurposeandPerspective4.InteractiveWhiteboardLesson:EvaluatingArguments5.TeacherEbook:Author’sPurpose6.TeacherEbook:RepetitionandParallelism

CollectionEssentialQuestion:Inwhatwayshavepeopleattemptedoppositiontoinjusticeoverthepastthreecenturiesinregardstotyranny,hungerandpollution?

PositiveOutcomesCharterSchool9thto12thGradeWritingRubrics

Rubric: Conducting Research

KEY TRAITS 4 3 2 1

PLANNING RESEARCH

● Demonstrates strong understanding of the purpose and goals of the research process.

● Develops a clear topic and correctly identifies information that will require further research.

● Self-generates or develops well-designed, relevant, and significant research questions.

● Understands the difference between academic and informal research questions.

● Demonstrates understanding of the purpose and most goals of the research process.

● Develops a topic and identifies most information that will require further research.

● Research questions are mostly well designed; one or two may be too general/specific, or lack available sources.

● Mostly understands the difference between academic and informal or personal research questions.

● Demonstrates weak understanding of the purpose and goals of the research process.

● Develops a topic but has difficulty identifying information that will require further research.

● Many research questions are irrelevant, too general/specific, or lacking in available sources.

● Often confuses academic and informal research questions.

● Does not understand the purpose and goals of the research process.

● Does not develop a clear topic; does not identify information requiring further research.

● Research questions are irrelevant, too general/specific, or missing.

● Does not distinguish between academic and informal research questions.

CONDUCTING RESEARCH

● Matches sources to research questions effectively.

● Gathers a variety of authoritative primary and secondary sources: print, digital, and people.

● Uses libraries and library resources effectively when locating sources.

● Uses advanced search strategies, effective search terms, and keywords when conducting Internet research.

● Identifies a need for field research, and chooses the most appropriate method.

● Generally matches appropriate sources to research questions.

● Identifies and uses a few different types of primary and secondary sources, but could add more variety.

● Uses libraries and library resources when locating sources, but could use them more effectively.

● Mostly chooses effective search terms, keywords, and search strategies when using the Internet for research, but could improve.

● Recognizes when field research is needed, and chooses a mostly appropriate method.

● Several sources may not match research questions.

● Uses mostly one type of source (print, digital, or people), does not have a balance of primary and secondary sources.

● Does not use libraries and library resources effectively when locating sources, may need help using these resources.

● Broad or unhelpful search terms, keywords, and strategies sometimes lead to poor search results on the Internet.

● Has difficulty identifying when field research may be needed.

● Most sources do not match research questions.

● Uses few or no sources of any type.

● Does not use libraries or library resources to locate sources.

● Chooses broad or irrelevant search terms and keywords when doing Internet research; search results are irrelevant or unhelpful.

● Does not perform field research of any type or identify when it is needed.

TAKING NOTES

● Identifies key information (main idea, relevant supporting details, direct quotations) from sources.

● Chooses a note-taking method that fits the research goals.

● Notes are relevant, organized, and include source information.

● Analyzes and refines research; refocuses or does further research when required.

● Identifies most key information from sources, but may miss one or two details.

● The note-taking method fits most research goals, but may not be the best method.

● Notes are mostly organized and relevant, but may be missing some source information or one or two key details.

● Identifies some key information, but misses many relevant details (or includes unrelated details and ideas).

● The note-taking method does not fit the research goals.

● Notes are disorganized and may be missing source information or several key details.

● Does not refocus research or do more effective research when needed.

● Does not correctly identify key information from sources.

● Does not use a method for note taking.

● Notes are disorganized, irrelevant, or missing.

● Does not identify when it is necessary to refocus or do more research.

Rubric: Conducting Research

● Analyzes and refines research, but could do more to refocus or add to the research.

Rubric: Producing and Publishing With Technology

KEY TRAITS 4 3 2 1

IDEAS AND EVIDENCE

● The site or publication has a strong, clear topic; it stays on-topic throughout.

● The type of site or publication used is a strong fit for the topic and purpose.

● Information is accurate and kept up-to-date; errors are corrected promptly.

● Interaction with the audience is on-topic and constructive. Feedback is replied to politely and effectively.

● Images and graphics are relevant, appealing, and properly formatted.

● The site or publication has a clear topic; it mostly stays on-topic.

● The type of site or publication used is a reasonably good fit for the topic and purpose.

● Information is mostly accurate and reasonably up-to-date. Errors could be addressed more promptly.

● Interaction with the audience is mostly on-topic and constructive. Most feedback is replied to politely and effectively.

● Most images and graphics are relevant, appealing, and properly formatted.

● The site or publication has a stated topic, but much of the information is off-topic.

● The type of site or publication used is a weak fit for the topic and purpose.

● Much of the information is not reliably accurate or up-to-date.

● Many interactions with the audience are off-topic or inappropriate. Some responses to feedback are ineffective or impolite.

● Several images or graphics are irrelevant, or not formatted correctly.

● The site or publication does not establish a clear topic or focus.

● The type of site or publication used is inappropriate for the topic or purpose.

● Most of the information is inaccurate or out-of-date; key information is missing.

● Interactions with the audience are off-topic, inappropriate, or missing. Writers do not respond to feedback, or respond inappropriately.

● Images and graphics are not used, or are inappropriate.

ORGANIZATION

● Information is displayed flexibly, in a variety of forms; text scans easily.

● Relationships between ideas and information are presented efficiently.

● Links to other relevant and high-quality information.

● Provides a number of simple, clear ways for readers to offer feedback to the writer.

● Chooses the most effective tools for online collaboration, based on the topic and type project.

● Information is displayed in more than one way, but there could be more variety.

● Relationships between ideas and information are mostly presented efficiently.

● Provides some links to other relevant and high-quality information, but could do more.

● Provides at least one or two ways for readers to offer feedback to the writer.

● Chooses mostly effective tools for online collaboration, based on the topic and type project.

● Information is displayed in only one way; some information is not presented effectively.

● Many of the relationships between ideas and information are unclear.

● Some links lead to low-quality or irrelevant information.

● Site or publication makes it difficult for readers to offer feedback.

● Tools for online collaboration are often not effective for the topic or type of project.

● Information is not displayed effectively; text is not scannable or easily read.

● Relationships between ideas and information are unclear.

● Does not provide links to other information.

● Does not provide an option for readers to offer feedback.

● Does not participate in online collaboration when the project requires it.

LANGUAGE

● The writing has an appropriate style and tone for the topic and purpose. Language is direct and targeted to the audience.

● Sentences have a variety of beginnings, lengths, and structures. They flow rhythmically.

● Spelling, capitalization, and punctuation are correct.

● Grammar and usage are correct.

● The style and tone become inappropriate in one or two places. Language is mostly direct and targeted to the audience.

● Sentences are correctly structured and complete, but could have more variety and flow.

● Some capitalization and punctuation mistakes occur.

● The style and tone are inconsistent, and the style becomes inappropriate in many places. Language often fails to match the audience.

● Sentence structures have very little variety, and some fragments or run-on sentences are present.

● Several spelling and capitalization mistakes occur, and punctuation is inconsistent.

● The style and tone are inappropriate for the site or publication. Language is confusing or inappropriate to the audience.

● Repetitive sentence structure, fragments, and run-on sentences make the writing hard to follow.

● Spelling and capitalization are often incorrect, and punctuation is missing.

Rubric: Producing and Publishing With Technology

● Some grammatical and usage errors are repeated in the argument.

● Grammar and usage are incorrect in many places, but the writer’s meaning is still clear.

● Many grammatical and usage errors change the meaning of ideas.

Rubric: Using Textual Evidence

KEY TRAITS 4 3 2 1

IDEAS AND EVIDENCE

● Summaries of sources include the main idea and key supporting details.

● Makes strong connections between different sources of information.

● Draws strong conclusions about the topic by synthesizing different sources.

● Gives appropriate credit for all sources and shows how the information fits in with the writer’s own ideas.

● Most summaries of sources include the main idea and key supporting details, but one or two are missing.

● Makes reasonable connections between different sources of information.

● Draws reasonable conclusions about the topic by synthesizing different sources.

● Gives appropriate credit for nearly all sources and most connections to the writer’s own ideas are clear.

● Summaries of sources are missing several main ideas and key supporting details.

● Makes connections between different sources of information, but they are weak or irrelevant.

● Draws strong conclusions about the topic by synthesizing different sources.

● Credit is missing for some sources; the connections to the writer’s ideas are weak.

● Summaries of sources are missing most ideas and details, or are missing entirely.

● Does not make connections between different sources of information.

● Does not synthesize across sources or draw conclusions.

● Does not give appropriate credit for sources.

ORGANIZATION

● Notes contain keywords and big ideas, claims, and supporting evidence.

● Outline is organized into logical groups, with main headings, subgroups, and supporting details.

● Outline is organized according to a consistent pattern (chronological, cause and effect, etc.)

● Numbers and letters are used correctly throughout to identify headings, subtopics, and details.

● Most notes contain keywords and big ideas, claims, and supporting evidence.

● Most of the outline is organized into logical groups, with main headings, subgroups, and supporting details.

● Outline is mostly organized according to a consistent pattern (chronological, cause and effect, etc.), but it could be more consistent.

● Numbers and letters are mostly used correctly to identify headings, subtopics, and details.

● Some notes are missing keywords and big ideas, claims, and supporting evidence.

● In the outline, some main headings, subgroups, and supporting details are not clearly identified.

● Outline uses a pattern (chronological, cause and effect, etc.) but it is inconsistent.

● Several errors in numbering and lettering appear in headings, subtopics, and details.

● Notes are missing most key information, or are missing.

● Outline is disorganized; main headings, subgroups, and supporting details are unclear or missing.

● Outline is not organized according to a pattern (chronological, cause and effect, etc.).

● Errors in numbering and lettering make the outline difficult to follow.

LANGUAGE

● Quotations and citations are used and formatted correctly; they show a variety of sources.

● Integrates evidence into the text (by quotation, paraphrase, summary) while maintaining the flow of ideas.

● The writing has an appropriate style/tone.

● Sentences have a variety of beginnings, lengths, and structures.

● Spelling, capitalization, and punctuation are correct. Grammar and usage are correct.

● Most quotations and citations are used and formatted correctly; they show some variety of sources.

● Integrates most evidence into the text while maintaining the flow of ideas.

● The style and tone become inappropriate in one or two places.

● Sentences are correctly structured and complete, but could have more variety.

● Some capitalization and punctuation mistakes occur. Some grammatical and usage errors occur.

● Several quotations and citations are used and formatted incorrectly; they show overreliance on one or two sources.

● Integration of evidence sometimes interrupts the flow of ideas.

● The style and tone are inconsistent, and the style is inappropriate in many places.

● Sentence structures have little variety; some fragments or run-on sentences appear.

● Several spelling, capitalization, punctuation, grammar, and usage mistakes occur, but the writer’s meaning is still clear.

● Quotations and citations are not used or formatted correctly, or are missing.

● Does not integrate textual evidence appropriately into the text.

● The style and tone are inappropriate.


● Many spelling, capitalization, and punctuation mistakes occur. Grammatical and usage errors make the writing hard to understand.

Rubric: Writing Arguments

Writing KEY TRAITS 4 3 2 1

IDEAS AND EVIDENCE

● The introduction engages the audience; the claim is precise and clearly states a position on an issue.

● Logical reasons and relevant, sufficient evidence convincingly support the writer’s claim.

● Opposing claims and counterclaims are developed fairly and thoroughly, and supported with relevant evidence.

● The conclusion logically follows up on the main ideas of the argument and restates the claim.

● The introduction could do more to grab the audience’s attention; the claim states a position on an issue but could be more precise.

● Most reasons and evidence are relevant and support the writer’s claim.

● Opposing claims and counterclaims are developed fairly, but their supporting evidence could be addressed more thoroughly.

● The concluding section mostly follows up on the main ideas of the argument and restates the claim.

● The introduction is not engaging; the claim identifies an issue, but the writer’s position is not clearly stated.

● The reasons and evidence are not always logically connected to the writer’s claim.

● Opposing claims are identified, but counterclaims are not developed fairly or addressed thoroughly.

● The concluding section includes an incomplete summary of the main ideas and claim, and leaves loose ends for the audience.

● The introduction is missing or does not include a claim.

● Supporting reasons and evidence are missing or are not connected to the claim.

● Opposing and counterclaims are neither identified nor developed.

● The concluding section is missing.

ORGANIZATION

● Reasons and evidence are organized logically and consistently throughout the argument.

● Transitions create cohesion and logically connect evidence and reasons to the claim.

● The organization of reasons and evidence could be clearer in a few places, but it is mostly easy to follow.

● A few more transitions are needed to connect evidence and reasons to the claim; the text could be more coherent.

● The organization of reasons and evidence is weak in several places.

● More transitions are needed to connect evidence and reasons to the claim; the text is incoherent in some places.

● A logical organization is not used; reasons and evidence are presented randomly.

● Transitions are not used, making the argument incoherent and difficult to understand.

LANGUAGE

● The writing has an appropriately formal style and an objective tone.

● Persuasive techniques are used appropriately and effectively throughout the argument.

● Sentences have a variety of beginnings, lengths, and structures. They flow rhythmically.



● The style becomes too informal in a few places, and the tone is uneven.

● Some effective persuasive techniques are used.

● Sentences are correctly structured and complete, but could have more variety and flow.

● Some capitalization and punctuation mistakes occur.

● Some grammatical and usage errors are repeated in the argument.

● The style and tone are inconsistent, and the style becomes too informal in many places.

● Few effective persuasive techniques are used, or some techniques are used inappropriately.

● Sentence structures have very little variety, and some fragments or run-on sentences are present.

● Several spelling and capitalization mistakes occur, and punctuation is inconsistent.

● Grammar and usage are incorrect in many places, but the writer’s meaning is still clear.

● The style and tone are inappropriate for the argument.

● Persuasive techniques are missing or used inappropriately.


● Spelling and capitalization are often incorrect, and punctuation is missing.

● Many grammatical and usage errors change the meaning of ideas and make the writing hard to understand.

Rubric: Writing as a Process

KEY TRAITS 4 3 2 1

PLANNING

● Creates plans for writing that identify a task, reflect a purpose, and address an audience.

● Chooses an approach (style, structure, and language) for the writing task.

● Uses outlines or graphic organizers to organize thorough and relevant notes.

● Submits planning notes that demonstrate strong understanding of the topic, thorough research, and readiness to begin drafting.

● Creates plans for writing that could more clearly identify a task, reflect a purpose, or address an audience.

● Could choose a more effective approach (style, structure, and language) for the writing task.

● Uses outlines or graphic organizers to organize notes.

● Submits planning notes that demonstrate acceptable understanding of the topic, enough research, and readiness to begin drafting.

● Creates plans that incorrectly identify some part of the writing task, purpose, or audience.

● Some part of the approach (style, structure, or language) is inappropriate for the writing task.

● Does not use outlines or graphic organizers to organize notes, but notes are still relevant to the topic.

● Submits planning notes that do not demonstrate full understanding of the topic or completed research.

● Creates plans that do not identify a writing task, purpose, or audience.

● The approach to the writing task (style, structure, and language) is inappropriate.

● Does not create notes, or creates notes that are irrelevant and disorganized.

● Does not submit planning notes, or submits notes that do not demonstrate understanding of the topic. Student is not ready to begin drafting.

DRAFTING

● Employs an effective drafting strategy, such as planned or discovery drafting, to write a draft.

● Demonstrates helpful drafting habits, such as strategic planning, organizing ideas, and seeking feedback.

● First draft shows a strong understanding of the purpose of the drafting stage (it includes relevant ideas and information, it is not planned out to the last detail, it is not heavily edited or revised).

● Mostly employs a drafting strategy, such as planned or discovery drafting, to write a draft.

● Begins to develop and demonstrate helpful drafting habits, such as strategic planning, organizing ideas, and seeking feedback, but could use more.

● First draft shows some understanding of the purpose of the drafting stage (it may show some signs of editing and revision, or be missing one or two details).

● Does not consistently employ a drafting strategy, such as planned or discovery drafting, to compose a draft.

● Demonstrates some hindering drafting habits, such as expecting a perfect draft, waiting too long to begin, or refusing feedback.

● First draft shows weak understanding of the purpose of the drafting stage (it may be heavily edited and revised, key details may be missing).

● Does not employ any drafting strategy, such as planned or discovery drafting, to compose a draft.

● Hindering drafting habits, such as expecting a perfect draft, waiting too long to begin, or refusing feedback, prevent the student from finishing a first draft.

● First draft does not identify a main idea or a topic, or is missing.

REVISING AND EDITING

● First major revision stage shows much improved clarity, coherence, and organization, including adopting a new approach if needed.

● Second revision stage shows much improved grammar, spelling, and word choice.

● The final draft uses appropriate style, structure, and language.

● The final draft uses correct spelling, capitalization, punctuation, grammar, and usage.

● First major revision stage shows some improved clarity, coherence, and organization, but one or two key problems remain.

● Second revision stage shows some improved grammar, spelling, and word choice.

● The final draft uses mostly appropriate style, structure, and language.

● The final draft uses mostly correct spelling, capitalization, punctuation, grammar, and usage.

● First major revision stage shows only slight improvements in clarity, coherence, and organization.

● Second revision stage shows only slight improvement in grammar, spelling, and word choice.

● The final draft is inconsistent in style, structure, and language.

● The final draft contains several errors in spelling, capitalization, punctuation, grammar, and usage.

● First major revision stage is missing, or shows few or no improvements in clarity, coherence, and organization.

● Second revision stage is missing, or shows few or no improvements in grammar, spelling, and word choice.

● The final draft uses inappropriate style, structure, and language.

● Spelling and capitalization in the final draft are often incorrect, and punctuation is missing; grammatical and usage errors change the meaning of the writer’s ideas.

Rubric: Writing Informative Texts

KEY TRAITS 4 3 2 1

IDEAS AND EVIDENCE

● The introduction engages the audience and introduces a clear topic and thesis statement.

● The topic is thoroughly developed with relevant facts, concrete details, quotations, and examples from reliable sources.

● Graphic and multimedia elements are clear, relevant, and aid in understanding.

● The conclusion clearly follows from and supports the information presented.

● The introduction could do more to engage the audience, but it introduces a clear topic and thesis statement.

● The topic is mostly developed, but one or two key points could use more elaboration.

● Graphic and multimedia elements are relevant to the topic, but could be clearer and more helpful.

● The conclusion mostly follows from and supports the information presented.

● The introduction is dull; the topic and thesis are not clearly expressed.

● Most key points need more elaboration; some facts, details, quotations or examples are not relevant to the controlling idea.

● Graphic and multimedia elements are distracting and do not aid in understanding.

● The conclusion partially follows from the information presented but leaves loose ends for the reader.

● The introduction is missing.

● Facts, details, quotations, and examples are from unreliable sources, are irrelevant to the controlling idea, or are missing.

● Graphic and multimedia elements are missing or not related to the topic.

● The conclusion is missing or does not follow from the information presented.

ORGANIZATION

● The organization follows an effective and logical pattern throughout the text.

● Appropriate and varied signal words and transitions clearly show connections between related ideas.

● The organization is confusing in a few places but mostly follows a pattern.

● A few more signal words and transitions are needed to connect related ideas; signal words and transitions could be more varied.

● The organization is logical in some places but often doesn’t follow a pattern.

● Signal words and transitions are repetitive; they do not effectively connect related ideas.

● A logical organization strategy is not used; information is presented randomly.

● Transitions and signal words are not used, making the text difficult to understand.

LANGUAGE

● The writing reflects a formal style and objective tone.

● Language is precise, vivid, and appropriate to the topic’s complexity.

● Sentence beginnings, lengths, and structures vary; the writing has a rhythmic flow.



● The style becomes informal in a few places, and the tone is not consistent.

● Language could be more vivid or precise, but still expresses the writer’s meaning and fits the topic.

● Sentence beginnings, lengths, and structures have some variety.

● Several spelling, capitalization, and punctuation mistakes occur.

● Some grammatical and usage errors appear.

● The style becomes informal in many places, and the tone often loses objectivity.

● Overly general language is used in many places; some descriptions are vague.

● Sentence structures barely vary, and some fragments or run-on sentences are present.

● Spelling, capitalization, and punctuation are often incorrect but do not make reading the text difficult.

● Grammar and usage are incorrect in many places, but the writer’s ideas are still clear.

● The style is inappropriate, and the tone is disrespectful or offensive.

● Language is too general and vague to convey the information.


● Spelling, capitalization, and punctuation are incorrect throughout.

● Many grammatical and usage errors change the meaning of the writer’s ideas.

Rubric: Writing Narratives

KEY TRAITS 4 3 2 1

IDEAS AND EVIDENCE

● The introduction establishes a strong narrative context: it clearly establishes an engaging problem, situation, and setting.

● Characters are compelling, with fully developed traits and motivations.

● Telling details, helpful background, realistic dialogue, and reflection bring the narrative to life for the reader.

● Conclusion is satisfying, follows naturally from the story, and reflects on the narrative’s events or ideas.

● The introduction establishes some context but could do more to engage the reader with the problem, situation, or setting.

● Most characters are compelling, but one or two could be more fully developed.

● Telling details and dialogue generally create a strong mental picture for the reader; more background is needed in one or two places.

● Conclusion follows naturally from the story, but could be more satisfying or reflect more clearly on the narrative.

● The introduction establishes a weak context; it only hints at a situation, problem or setting.

● Many characters are in need of more development.

● A few telling details create lively scenes, but most details are ordinary; dialogue is lacking, more background is needed.

● Conclusion does not follow naturally from the narrative or reflect on its events or ideas.

● The introduction does not establish a narrative context for the reader.

● Characters are undeveloped; they have no clear descriptions or motivations.

● Details and dialogue are unrelated to the narrative; background information is missing.

● Conclusion is missing.

ORGANIZATION

● Each of the plot stages (exposition, rising action, climax, falling action, and resolution) is fully developed.

● The organization is effective; events follow a sequence and build to a coherent whole.

● The narrative’s pace is effective throughout.

● Transitions successfully connect ideas and show the sequence of events.

● Most of the plot stages (exposition, rising action, climax, falling action, and resolution) are developed, but one or two could be improved.

● The organization of ideas generally is logical; the sequence of events is confusing in a few places.

● At times, the pace is too slow or too fast.

● A few more transitions are needed to clarify the sequence of events.

● Several of the plot stages (exposition, rising action, climax, falling action, and resolution) are weak.

● The organization of ideas often doesn’t follow a pattern, and the sequence of events is confusing in several places.

● The pace overall is either too slow or too fast.

● More transitions are needed throughout to clarify the sequence of events.

● The plot does not have clear stages of exposition, rising action, climax, falling action, or resolution.

● The narrative is not organized; events and details are presented incoherently.

● The pace is ineffective throughout.

● Transitions are not used, making the narrative difficult to understand.

LANGUAGE

● One or multiple points of view are used creatively and consistently throughout the narrative.

● Precise words, imagery, and figurative language create vivid descriptions of people, places, and events.

● Sentence beginnings, lengths, and structures vary and have a rhythmic flow.



● The narrative point of view shifts in one or two places without reason.

● More precise words, imagery, or figurative language are needed to describe some people, places, and events.

● Sentence beginnings, lengths, and structures vary somewhat.

● Several spelling, capitalization, and punctuation mistakes occur.

● Some grammatical and usage errors are repeated in the narrative.

● The narrative point of view shifts in many places without reason.

● More figurative language and imagery are needed many key parts.

● Sentence structures barely vary, and some fragments or run-on sentences are present.

● Spelling, capitalization, and punctuation are often incorrect but do not interfere with reading the narrative.

● Grammar and usage are incorrect in many places.

● The narrative lacks a consistent point of view.

● Figurative language and imagery are not used.


● Spelling, capitalization, and punctuation are incorrect throughout.

● Many grammatical and usage errors change the meaning of the writer’s ideas.

PositiveOutcomesCharterSchool9thto12thGrade

SpeakingandListeningRubrics

Rubric: Analyzing and Evaluating Presentations

KEY TRAITS 4 3 2 1

IDEAS AND EVIDENCE

● Evaluates the speaker’s claim and reasoning for strength and clarity.

● Thoroughly analyzes the speaker’s credibility, accuracy, and objectivity to evaluate reliability.

● Identifies and evaluates the speaker’s use of supporting evidence and information.

● Identifies and evaluates the usefulness, appeal, and message of any graphics or images.

● Identifies instances of bias or logical fallacies and evaluates their effect on the presentation.

● Identifies and evaluates the speaker’s synthesis of ideas across multiple sources, including media.

● Identifies the speaker’s claim and reasoning, and provides some evaluation.

● Somewhat analyzes the speaker’s credibility, accuracy, and objectivity to evaluate reliability.

● Identifies and evaluates most use of supporting evidence and information, but could do more.

● Identifies and evaluates the usefulness, appeal, and message of most graphics or images, but may leave one or two out.

● Identifies some instances of bias or logical fallacies and evaluates their effect on the presentation.

● Identifies and evaluates most of the speaker’s synthesis across sources, but could do more.

● Identifies the speaker’s claim and reasoning, but does not evaluate them.

● Does a weak analysis of the speaker’s credibility, accuracy, and objectivity, but does not accurately evaluate reliability.

● Leaves out evaluation for most supporting evidence and information.

● Does not identify or evaluate the usefulness, appeal, and message of several graphics or images.

● Often does not identify instances of bias or logical fallacies or evaluate their effect on the presentation.

● Identifies when the speaker synthesizes across sources, but does not evaluate it.

● Does not identify or evaluate the speaker’s claim or reasoning.

● Does not analyze the speaker’s credibility, accuracy, or objectivity; does not evaluate reliability.

● Does not identify or evaluate the use of supporting evidence and information.

● Does not identify or evaluates the usefulness, appeal, and message of any graphics or images.

● Does not identify or evaluate the effect of instances of bias or logical fallacies.

● Does not identify or evaluate the speaker’s synthesis across multiple sources.

ORGANIZATION

● Analyzes and evaluates the structure and cohesiveness of the presentation.

● Evaluates the use of transitions to connect ideas or evidence.

● Mostly analyzes and evaluates the structure and cohesiveness of the presentation.

● Somewhat evaluates the use of transitions to connect ideas or evidence.

● Analyzes the structure and cohesiveness of the presentation but does not evaluate it.

● Rarely evaluates the use of transitions to connect ideas or evidence.

● Does not analyze or evaluate the structure and cohesiveness of the presentation.

● Does not evaluate the use of transitions to connect ideas or evidence.

LANGUAGE

● Identifies and evaluates the speaker’s use of vivid language and rhetorical devices.

● Analyzes and evaluates the speaker’s gestures, tone, eye contact, and volume.

● Accurately evaluates the presentation’s language for appropriate style.

● Accurately evaluates sentences for a variety of beginnings, lengths, and structures.

● Accurately evaluates the speaker’s grammar and usage.

● Identifies and evaluates many uses of vivid language and rhetorical devices.

● Analyzes and mostly evaluates the speaker’s gestures, tone, eye contact, and volume.

● Mostly accurately evaluates the presentation’s language for appropriate style.

● Mostly accurately evaluates sentences for a variety of beginnings, lengths, and structures.

● Mostly accurately evaluates the speaker’s grammar and usage.

● Often does not identifies or evaluates the use of vivid language and rhetorical devices.

● Does some analysis of the speaker’s gestures, tone, eye contact, and volume, but does not complete an evaluation.

● Evaluates the presentation’s language for an appropriate style, but not accurately

● Evaluates sentences for a variety of beginnings, lengths, and structures, but not accurately.

● Evaluates the speaker’s grammar and usage, but not accurately.

● Does not identify or evaluate the use of vivid language and rhetorical devices.

● Does not analyze or evaluate the speaker’s gestures, tone, eye contact, or volume.

● Does not evaluate the presentation’s language for an appropriate style.

● Does not evaluate sentences for a variety of beginnings, lengths, and structures.

● Does not evaluate the speaker’s grammar and usage.

Rubric: Analyzing and Evaluating Presentations

Rubric: Giving a Presentation (As You Speak)

KEY TRAITS 4 3 2 1

VOICE

● Enunciation is flawless. The presentation demonstrates correct pronunciation and clearly spoken words.

● Volume is appropriate for the situation. Increases or decreases in volume reinforce the message.

● Feeling, emotion, or passion for the topic supports the message and engages listeners.

● The speaker makes slight errors in enunciation, mispronouncing or mumbling one or two words.

● Volume is appropriate to the situation, with some attempts to vary volume for effect.

● The student speaks with some evidence of feeling, emotion, and passion.

● The speaker’s mumbling and mispronunciation distracts from the presentation.

● There is no attempt to vary volume for effect but the speech is consistently audible.

● The speaker demonstrates some interest in the topic, but without much feeling, emotion, or passion.

● The speaker has frequent difficulty pronouncing key words and mumbles so that it is hard to make out the words.

● The speech is too quiet or too loud.

● The student speaks in a monotone without showing any interest.

POISE, GESTURES, AND EYE CONTACT

● The speaker demonstrates poise throughout. A strong, relaxed posture and the absence of distracting behaviors help listeners focus on the message.

● The speaker engages all listeners with eye contact.

● Hand, body, and facial gestures contribute effectively and appropriately to the message.

● The speaker demonstrates good poise most of the time, showing only slight or rarely occurring distracting behaviors with generally good posture and stance.

● The speaker makes eye contact with most of the audience.

● Hand, body, and facial gestures are generally effective but could be used more to reinforce the message and emphasize key points.

● The speaker exhibits noticeable distracting behaviors that nonetheless do not interfere with the message.

● The speaker makes eye contact with some of the listeners.

● Despite occasional gestures, most of the speech lacked hand, face, and body movements.

● The speaker is ill at ease; distracting behaviors interfere with listeners’ ability to focus on the message.

● The speaker makes little or no eye contact, remaining focused on his or her notes.

● The presentation contains few or no gestures.

FLUENCY AND PACE

● The speaker adjusts pace to add emphasis and increase interest in the topic.

● The speaker demonstrates fluency throughout the presentation.

● The speaker makes some attempts to vary pace for effect, with an overall effective pace.

● The speaker has minor problems with fluency, making occasional breaks in the flow of the presentation.

● The speaker makes no attempt to vary the pace, but speaks at an appropriate pace.

● The speaker has some problems with fluency, making a number of breaks in the flow of the presentation.

● The presentation is too fast or too slow.

● The delivery is choppy.

Rubric: Giving a Presentation (Before You Speak)

KEY TRAITS 4 3 2 1

IDEAS AND EVIDENCE

● Presentation delivers information that is appropriate to the task, purpose, and audience.

● The speaker’s claim states a clear position; the presentation has a strong controlling idea.

● Logical reasons and relevant evidence convincingly support the speaker’s claim.

● Listeners’ questions are anticipated and effectively addressed

● Presentation mostly delivers information that is appropriate to the task, purpose, and audience.

● The presentation takes a position and has a controlling idea, but they could be clearer.

● Most reasons and evidence support the speaker’s claim, but they could be more convincing.

● Listeners’ questions are mostly anticipated and addressed.

● Presentation weakly addresses the task, purpose, and audience.

● The speaker’s claim does not state a clear position; the controlling idea is unfocused.

● The reasons and evidence are not always logical or relevant.

● Listeners’ questions are often not anticipated or addressed.

● The presentation does not identify or address a task, audience, or purpose.

● The presentation does not make a claim or establish a controlling idea.

● Supporting reasons and evidence are missing.

● Listeners’ questions are neither anticipated nor addressed.

ORGANIZATION

● The presentation is cohesive and structured according to an organizational pattern.

● Reasons and evidence are organized logically and consistently throughout the presentation.

● The introduction has an interesting “hook” that grabs the audience’s attention.

● Transitions logically connect reasons and evidence to the speaker’s claim or idea.

● The conclusion includes an engaging restatement of the claim or controlling idea.

● The presentation follows an organizational pattern, but it could be more cohesive.

● The organization of reasons and evidence is confusing in a few places.

● The introduction could do more to grab the audience’s attention.

● A few more transitions are needed to connect reasons and evidence to the speaker’s claim or idea.

● The conclusion restates the claim or controlling idea.

● The presentation is inconsistent in its organization; it is often incoherent.

● The organization of reasons and evidence is logical in some places, but not in many others.

● The introduction is ordinary; it lacks a hook for the audience.

● Many more transitions are needed to connect reasons and evidence to the speaker’s claim or idea.

● The conclusion does not completely or accurately restate the claim or controlling idea

● The presentation does not have an organized structure.

● Reasons and evidence are presented randomly, or are missing.

● The introduction is confusing or missing.

● Transitions are not used, making the presentation difficult to understand.

● The conclusion is missing.

LANGUAGE

● The style and tone are appropriate for the presentation’s purpose and audience.

● Language is precise and descriptive throughout the presentation. Rhetorical devices enhance the message.


● Grammar and usage are appropriate to the audience, task, and purpose.


● Language could be more precise and descriptive. Rhetorical devices are used, but could be used more effectively.


● Grammar and usage are mostly appropriate to the audience, task, and purpose.

● The style and tone are inconsistent, and become inappropriate in many places.

● Language is often vague or imprecise. Rhetorical devices are used ineffectively.

● Sentence structures have very little variety; some fragments or run-on sentences appear.

● Grammar and usage are often inappropriate to task, purpose, and audience, but the speaker’s meaning is still clear.


● The language is vague and imprecise. Rhetorical devices are not used.

● Repetitive sentence structure, fragments, and run-on sentences make the speaker hard to follow.

● Inappropriate grammar and usage make it hard to understand the speaker’s meaning.

Rubric: Giving a Presentation (Before You Speak)

Rubric: Presenting a Narrative (Before You Speak)

KEY TRAITS 4 3 2 1

IDEAS AND EVIDENCE

● The narrative topic is highly engaging

● The presentation makes excellent use of narrative techniques such as dialogue, pacing, description and reflection to develop characters and storyline.

● The narrative is full of rich and relevant descriptive details.

● The narrative makes a clear and compelling comparison between the speaker’s experiences and a larger universal theme.

● The narrative topic is somewhat interesting

● The presentation makes adequate use of narrative techniques such as dialogue, pacing, description, or reflection.

● The narrative contains a lot of detail, but the details could be more descriptive and on point.

● The narrative makes an adequate comparison between the speaker’s experiences and a larger universal theme.

● The narrative topic is unfocused or not engaging.

● The presentation makes little use of narrative techniques such as dialogue, pacing, description, or reflection.

● The narrative contains a few details.

● The narrative makes an awkward or inept comparison between the speaker’s experiences and a larger universal theme.

● The narrative does not have a clearly defined topic.

● The presentation contains no dialogue, description, or reflection, and does a poor job of pacing the events.

● The narrative is underdeveloped, lacking descriptive details.

● The narrative makes no comparison between the speaker’s experiences and a larger universal theme.

ORGANIZATION

● The narrative begins with a strong hook while establishing context and point of view.

● The narrative is cohesive and events unfold in a logical and natural sequence.

● The conclusion provides a satisfying ending to the story and makes a solid connection to a larger universal theme.

● The introduction could be more compelling, but clearly establishes context and point of view.

● The narrative unfolds logically, but it could be more natural and /or cohesive.

● The conclusion provides an adequate ending to the story and makes some connection to a larger universal theme.

● The introduction is not interesting and does establish a context or point of view.

● The narrative is stilted and inconsistent in its organization; it is often incoherent.

● The conclusion does not give an ending to the story or connect to a larger theme.

● The introduction is confusing or missing.

● The narrative does not have an organized structure.

● The conclusion is missing.

LANGUAGE

● The style and tone are appropriate for the presentation’s purpose and audience.

● Language is precise and descriptive, using sensory language to create a vivid picture.


● Grammar and usage are appropriate to the audience, task, and purpose.


● Language could be more precise and descriptive. Some sensory language is used.


● Grammar and usage are mostly appropriate to the audience, task, and purpose.

● The style and tone are inconsistent, and become inappropriate in many places.

● Language is often vague or imprecise. Use of sensory language is sparse.

● Sentence structures have very little variety; some fragments or run-on sentences appear.

● Grammar and usage are often inappropriate to task, purpose, and audience, but the speaker’s meaning is still clear.


● The language is vague and imprecise. Sensory language is not used.

● Repetitive sentence structure, fragments, and run-on sentences make the narrative hard to follow.

● Inappropriate grammar and usage make it hard to understand the speaker’s meaning.

Rubric: Participating in a Collaborative Discussion

“ }\\KEY TRAITS

4 3 2 1

IDEAS AND EVIDENCE

● Participants have read and researched materials on the topic and are well prepared for the discussion.

● Participants draw on their preparation by referring to evidence from their sources during discussion.

● Participants synthesize comments on all sides of an issue, resolving contradictions when possible.

● Every participant contributes effectively; members build on others’ ideas and express their own clearly.

● Nearly all participants have researched the topic and are well prepared for the discussion.

● Most participants refer to some evidence from their sources during discussion.

● Most participants synthesize comments on different sides of an issue, resolving some contradictions.

● Most participants contribute effectively, and build on others’ ideas while expressing their own.

● Few participants have researched the topic or are prepared for the discussion.

● Few participants refer to any evidence from their sources during discussion.

● Few participants synthesize comments on different sides of an issue, paying little regard to contradictions.

● Some participants are not contributing effectively, building on others’ ideas, or expressing their own.

● No participants have researched the topic or are prepared for the discussion.

● No participants refer to evidence from their sources during discussion.

● No participants synthesize comments on different sides of an issue or make any note of contradictions.

● Most or all participants are not contributing to the discussion.

ORGANIZATION

● The discussion has clear goals, deadlines, roles, and methods for decision-making.

● The discussion stays on-topic throughout.

● Participants pose questions that propel the conversation, connect, confirm and challenge ideas, and link to broader themes.

● Participants respond thoughtfully, qualifying or justifying their own views, and ensure that a wide range of ideas can be heard.

● The wrap-up effectively paraphrases the group’s ideas and conclusions; goals are met and additional research is assigned.

● The goals, deadlines, roles, and methods for decision-making to be used in the discussion are mostly clear.

● The discussion stays mostly on-topic throughout; digressions are quickly ended.

● Most questions propel the conversation, connect, confirm and challenge ideas, or link to broader themes.

● Most responses are thoughtful and encourage a wide range of ideas to be heard; most participants qualify or justify their own views thoughtfully.

● The wrap-up mostly paraphrases the group’s ideas and conclusions; most goals are met and additional research is considered.

● There is confusion about the goals, deadlines, roles, and methods of decision-making to be used in the discussion.

● When the discussion goes off-topic, digressions go on for some time.

● Many questions fail to propel the conversation, connect ideas, or link to broader themes.

● Participants have difficulty responding thoughtfully; many are defensive about their own views; many ideas are not discussed.

● The wrap-up does not effectively paraphrase the group’s ideas and conclusions; few goals are met, and little if any additional research is considered.

● The discussion does not have a set goal or roles for participation; a method of decision-making is not established beforehand.

● The discussion goes off-topic often, and digressions are not corrected.

● Few or no questions are asked; questions are off-topic or stop the conversation’s progress.

● Few or no responses are thoughtful; participants do not work toward hearing a range of ideas.

● The discussion ends without any sort of conclusion or wrap-up.

LANGUAGE

● The discussion maintains an appropriate tone and language, whether formal or informal.

● Discussion remains civil and body language is neutral throughout.

● The discussion maintains a mostly appropriate tone and language, though it may slip on one or two occasions.

● Discussion is mostly civil, and body language is mostly neutral throughout.

● The tone of the discussion becomes inappropriate on several occasions.

● The discussion and body language become disrespectful at several points.

● The tone of the discussion is inappropriate overall.

● Discussion and body language are frequently disrespectful and shut down the discussion.

Rubric: Participating in a Collaborative Discussion

● Participants address one another clearly and courteously, solicit input from peers, and do not interrupt other speakers.

● Participants mostly address one another courteously; some solicit input from peers; there are one or two interruptions.

● Participants focus primarily on their own comments and often address one another rudely; there are several interruptions.

● Rude interactions and interruptions disrupt the discussion entirely.


Appendix2BMathematicsCurriculumDocuments

7thgrade–Redbook

WaysinwhichstudentsdemonstratethestandardsofMathematicalPractices:PositiveOutcomesCharterSchool(POCS)utilizesmultipleformativeandsummativemethodsforassessingandallowingstudentstodemonstratesuccessfulapplicationoftheStandardsofmathematicalPractice.BeyondtheBigIdeascurriculum,POCSusesdatacollectedfromKhanAcademy,BenchmarkingfromScholasticMathInventory(SMI),andProgressMonitoring(KhanAcademy,SmarterBalanceInterimtesting,andBigIdeasExtensionanddifferentiationmaterialsforeachchapter)Formativeassessmentsinclude:Monitoringprogressquestions/quizzeseverytwoweeks,Lessonminiassessments,Exittickets,andclassjournalwork.Summativeassessmentsinclude:Benchmarkassessments(SMIassessments)eachmarkingperiodandunitassessmentsand/orperformanceassessmentsattheendoftheunit.Mathpracticesaddressedwith:MP1–Studentsinvestigatewiththeexplorationforeachlessonthenexpresstheirreasoningandsense-makingincommunicateyouranswer.Studentsarealsoaskedtoexplaintheirunderstandingofproblemsoranswersduringcollaborativelearning(partnershares,etc.)andjournaling.Studentsaregiven“Openended”and“Writing”problems.MP2–Studentsaregiven“CriticalThinking”,“AbstractReasoning”,and“ThoughtProvoking”problems.Studentsareaskedtoverbalizetheirinterpretationsofaproblem(giveneitherinwordsorsymbols)andexplainhowthewordsrelatetothesymbols.MP3–Studentsaregiven“ErrorAnalysis”,“MakinganArgument”and“Howdoyouseeit”problems.Studentsarealsoaskedtocritiquetheirsandothersworkthroughcollaborativelearningandjournaling.MP4–Studentsaregivenmultiplereal-lifeexamplestoconnectthemathematicalsymbolicexpressionstoreal-lifeandverbalapplications.Studentsaregiven“ModelingwithMathematics”and“MathematicalConnections”problems.Studentsareaskedtotransferfromtables,tographs,toequations/expressionsthroughout.MP5–Studentsareaskedtousegraphingcalculatorsandgraphpaperwithtables,graphs,andequationstomanipulateandsolveproblems.Explicitgraphingcalculatorinstructionisutilizedtohelpstudentsunderstandhowtomanipulateandusethetool.MP6–Studentsareaskedtousepreciselanguagewiththe“Vocabulary”and“CoreConcept”problems.Theyarealsoaskedtogiveanswersinspecificformats(suchastoatenthorhundredth).Studentsareaskedtoexplain,usingpreciselanguage,throughverbaldiscourseaswellasmathjournaling.MP7–Studentscompleteseveralproblemsthatrequirejustificationandexplanations.Theyaregivenproblemssuchas“ComparingMethods”,“JustifyingSteps”,and“Analyzing”.Studentsareaskedtoidentifyspecificswithinequationsandthentransferthisknowledgetootherequations.

MP8–Studentsevaluateequationsandsolutionsoftheirownandothers.Theyaregivenestimationproblemstofocusontheregularitytoidentifyerrorsbeforetheybeginandaftertheycompletework.Studentsarealsoaskedtoanalyzeerrors.Studentsfocusonrepetitionandregularitythroughmathjournalworkandcollaborativediscourse.Additionalresourcesandmaterialsaddressingthebigideasandfocusforgradelevelmath:POCSisaschooldesignedtoworkwithstudentswhohaveexperiencedacademicchallengesinatraditionalschoolsetting.StudentswhoenrollinourschooltypicallyarrivewithsignificantdeficienciesinMathematicsskills.Consequently,lookingatourhistoricaldatahasalwaysbeenachallengeforusbecausetheaveragelevelofperformancegreatlyvarieswitheachcohortofstudents.Eachofourstudentshasadifferentstoryofstruggleandadversitythatbroughtthemtoourschool.OvertheyearsPOCShasimplementednumerousprogramsandstrategiestoenablethestudentstoshowgrowthtowardproficiency.OvertheyearsourstudentshaveshownsignificantgrowththelongertheyattendPOCS.In2011POCSadaptedelementsfromtheBigPictureLearningmodelincludingourstudentstoconnectlearningtoreallifeexperiences.Weaskourseventh–ninthgradestudentstoparticipateinservicelearningprojects,reflectontheexperienceandconnecttheactivitytotheirmathematicallearning.AllstudentshaveResponsetoIntervention(RTI)eachdayforELAorMath.Thestudentsareleveledtomeettheneedsoftheindividualstudents.DuringtheRTIperiod,studentsworkonMath180,KhanAcademy,andteachercreatedmaterialstomeettheirindividualneeds.POCSoffersextensivetutoringforallstudentswiththeteachersreachingouttoparentsofstudentswhowouldbenefitfromtheextratimeandwork.POCShassmallclassesaveraging10-13studentsperclass.POCShasdevelopedaSettingBforstudentsinneedofsmallerclassinstructionfocusingontheindividualneedsofthestudent.

Unit/Concept Estimated Time CCSS Topics/ Mathematical Practices Vertical Alignment

Scavenger Hunt 1 Day

Chapter 1 14 Days 7.NS.1a-d, 7.NS.2a-d, 7.NS.3

Chapter Opener Lesson 1.1 Integers and Absolute Value MP 6 Lesson 1.2 Adding Integers MP 8 Lesson 1.3 Subtracting Integers MP 8 Lesson 1.4 Multiplying Integers MP 8 Lesson 1.5 Dividing Integers MP 8

Basis for understanding integers, utilized throughout 8th grade and HS.

Chapter 2 12 Days

7.NS.1a-d 7.NS.2a-d 7.NS.3

Chapter Opener Lesson 2.1 Rational Numbers MP 4 & 3 Lesson 2.2 Adding Rational Numbers MP 2 Lesson 2.3 Subtracting Rational Numbers MP 2 Lesson 2.4 Multiplying and Dividing Rational Numbers MP 2, 3 & 6

Basis for understanding rational numbers, utilized throughout 8th grade and HS.

Chapter 3 15 Days 7.EE.1 7.EE.2 7.EE.4a

Chapter Opener Lesson 3.1 Algebraic Expressions MP 3 Lesson 3.2 Adding and Subtracting Linear Expressions MP 2 & 7 Lesson 3.3 Solving Equations Using Addition or Subtraction MP 2 & 4 Lesson 3.4 Solving Equations Using Multiplication or Division MP 1 & 4 Lesson 3.5 Solving Two-Step Equations MP 2, 4

Basis for understanding algebraic expressions and how to manipulate equations – utilized heavily in HS and again in 8th grade

Chapter 4 12 Days 7.EE.4b

Chapter Opener Lesson 4.1 Writing and Graphing Inequalities MP 6 Lesson 4.2 Solving Inequalities Using Addition or Subtraction MP 4 & 6 Lesson 4.3 Solvng Inequalities using Multiplication or Division MP 1 & 3 Lesson 4.4 Solving Two-Step Inequalities MP 3

Basis for understanding inequalities, heavily used in HS and again 8th grade

Chapter 5 17 Days

7.RP.1 7.RP.2a-d 7.RP.3

Chapter Opener Lesson 5.1 Ratios and Rates MP 7 Lesson 5.2 Proportions MP 3 Lesson 5.3 Writing Proportions MP 2 & 8 Lesson 5.4 Solving Proportions MP 3 & 4

Heavily utilized in 10th grade (similarity) and 9th grade (slope & rates) and 8th grade (slopes)

Lesson 5.5 Slope MP 4 Lesson 5.6 Direct Variation MP 4

Chapter 6 18 7.RP.3 7.EE.3

Chapter Opener Lesson 6.1 Percents and Decimals MP 3 & 4 Lesson 6.2 Comparing and Ordering Fractions, decimals, and Percents MP2 Lesson 6.3 The Percent Proportion MP 2, 4, & 5 Lesson 6.4 The Percent Equation MP 3 Lesson 6.5 Percents of Increase and Decrease MP 5 & 8 Lesson 6.6 Discounts and Markups MP 4 Lesson 6.7 Simple Interest MP 4

Basis of understanding portions of units and portions of numbers. Heavily used throughout 8th grade and HS.

Chapter 7 12 7.G.1 7.G.2 7.G.5

Chapter Opener Lesson 7.1 Adjacent and Vertical Angles MP 3 & 6 Lesson 7.2 Complementary and Supplementary Angles MP 3 & 5 Lesson 7.3 Triangles MP 3, & 5 Lesson 7.4 Quadrilaterals MP 3 & 5 Lesson 7.5 Scale Drawings MP 3 & 6

Introduction of Geometric concepts, utilized throughout 10th grade Geometry and again in 8th grade.

Chapter 8 12 7.G.4 7.G.6

Chapter Opener Lesson 8.1 Circles and Circumference MP 6, 5 & 8 Lesson 8.2 Perimeters of Composite Figures MP 3 & 4 Lesson 8.3 Areas of Circles MP 4 & 8 Lesson 8.4 Areas of Composite Figures MP 1

Introduction of Geometric concepts, utilized throughout 10th grade Geometry and again in 8th grade.

Chapter 9 16 7.G.3 7.G.4 7.G.6

Chapter Opener Lesson 9.1 Surface Areas of Prisms M 3 & 4

Introduction of Geometric concepts, used again in 8th grade

Lesson 9.2 Surface Areas of Pyramids MP 4 Lesson 9.3 Surface Areas of Cylinders MP 1 & 4 Lesson 9.4 Volumes of Prisms MP 1,4, 5, 6 & 8 Lesson 9.5 Volumes of Pyramids MP 2, 4, 5, 6 & 8

Chapter 10 20

7.SP.1 7.SP.2 7.SP.3 7.SP.4 7.SP.5 7.SP.6 7.SP.7a-b 7.SP.8a-c

Chapter Opener Lesson 10.1 Outcomes and Events MP 3 & 4 Lesson 10.2 Probability MP 6 Lesson 10.3 Experimental and Theoretical Probability MP 3,5 & 6 Lesson 10.4 Compound Events MP 4 & 6 Lesson 10.5 Independent and Dependent Events MP 4 & 6 Lesson 10.6 Sample and Populations MP 2 & 3 Lesson 10.7 Generating Multiple Samples MP 3 & 5

Introduction of probability concepts, addressed again in 9th grade, 11th grade, and in Prob/Stats and addressed as data displays in 8th grade.

8thgrade–Bluebook

WaysinwhichstudentsdemonstratethestandardsofMathematicalPractices:PositiveOutcomesCharterSchool(POCS)utilizesmultipleformativeandsummativemethodsforassessingandallowingstudentstodemonstratesuccessfulapplicationoftheStandardsofmathematicalPractice.BeyondtheBigIdeascurriculum,POCSusesdatacollectedfromKhanAcademy,BenchmarkingfromScholasticMathInventory(SMI),andProgressMonitoring(KhanAcademy,SmarterBalanceInterimtesting,andBigIdeasExtensionanddifferentiationmaterialsforeachchapter)Formativeassessmentsinclude:Monitoringprogressquestions/quizzeseverytwoweeks,Lessonminiassessments,Exittickets,andclassjournalwork.Summativeassessmentsinclude:Benchmarkassessments(SMIassessments)eachmarkingperiodandunitassessmentsand/orperformanceassessmentsattheendoftheunit.Mathpracticesaddressedwith:MP1–Studentsinvestigatewiththeexplorationforeachlessonthenexpresstheirreasoningandsense-makingincommunicateyouranswer.Studentsarealsoaskedtoexplaintheirunderstandingofproblemsoranswersduringcollaborativelearning(partnershares,etc.)andjournaling.Studentsaregiven“Openended”and“Writing”problems.MP2–Studentsaregiven“CriticalThinking”,“AbstractReasoning”,and“ThoughtProvoking”problems.Studentsareaskedtoverbalizetheirinterpretationsofaproblem(giveneitherinwordsorsymbols)andexplainhowthewordsrelatetothesymbols.MP3–Studentsaregiven“ErrorAnalysis”,“MakinganArgument”and“Howdoyouseeit”problems.Studentsarealsoaskedtocritiquetheirsandothersworkthroughcollaborativelearningandjournaling.MP4–Studentsaregivenmultiplereal-lifeexamplestoconnectthemathematicalsymbolicexpressionstoreal-lifeandverbalapplications.Studentsaregiven“ModelingwithMathematics”and“MathematicalConnections”problems.Studentsareaskedtotransferfromtables,tographs,toequations/expressionsthroughout.MP5–Studentsareaskedtousegraphingcalculatorsandgraphpaperwithtables,graphs,andequationstomanipulateandsolveproblems.Explicitgraphingcalculatorinstructionisutilizedtohelpstudentsunderstandhowtomanipulateandusethetool.MP6–Studentsareaskedtousepreciselanguagewiththe“Vocabulary”and“CoreConcept”problems.Theyarealsoaskedtogiveanswersinspecificformats(suchastoatenthorhundredth).Studentsareaskedtoexplain,usingpreciselanguage,throughverbaldiscourseaswellasmathjournaling.MP7–Studentscompleteseveralproblemsthatrequirejustificationandexplanations.Theyaregivenproblemssuchas“ComparingMethods”,“JustifyingSteps”,and“Analyzing”.Studentsareaskedtoidentifyspecificswithinequationsandthentransferthisknowledgetootherequations.MP8–Studentsevaluateequationsandsolutionsoftheirownandothers.Theyaregivenestimationproblemstofocusontheregularitytoidentifyerrorsbeforetheybeginandaftertheycompletework.Studentsarealsoaskedtoanalyzeerrors.Studentsfocusonrepetitionandregularitythroughmathjournalworkandcollaborativediscourse.Additionalresourcesandmaterialsaddressingthebigideasandfocusforgradelevelmath:

POCSisaschooldesignedtoworkwithstudentswhohaveexperiencedacademicchallengesinatraditionalschoolsetting.StudentswhoenrollinourschooltypicallyarrivewithsignificantdeficienciesinMathematicsskills.Consequently,lookingatourhistoricaldatahasalwaysbeenachallengeforusbecausetheaveragelevelofperformancegreatlyvarieswitheachcohortofstudents.Eachofourstudentshasadifferentstoryofstruggleandadversitythatbroughtthemtoourschool.OvertheyearsPOCShasimplementednumerousprogramsandstrategiestoenablethestudentstoshowgrowthtowardproficiency.OvertheyearsourstudentshaveshownsignificantgrowththelongertheyattendPOCS.In2011POCSadaptedelementsfromtheBigPictureLearningmodelincludingourstudentstoconnectlearningtoreallifeexperiences.Weaskourseventh–ninthgradestudentstoparticipateinservicelearningprojects,reflectontheexperienceandconnecttheactivitytotheirmathematicallearning.AllstudentshaveResponsetoIntervention(RTI)eachdayforELAorMath.Thestudentsareleveledtomeettheneedsoftheindividualstudents.DuringtheRTIperiod,studentsworkonMath180,KhanAcademy,andteachercreatedmaterialstomeettheirindividualneeds.POCSoffersextensivetutoringforallstudentswiththeteachersreachingouttoparentsofstudentswhowouldbenefitfromtheextratimeandwork.POCShassmallclassesaveraging10-13studentsperclass.POCShasdevelopedaSettingBforstudentsinneedofsmallerclassinstructionfocusingontheindividualneedsofthestudent.

Unit/Concept EstimatedTime CCSS Topics/MathematicalPractices VerticalAlignment

ScavengerHunt 1Day

Chapter1 12Days 8.EE.7a-b

ChapterOpenerLesson1.1SolvingSimpleEquationsMP3&7Lesson1.2SolvingMulti-StepEquationsMP1Lesson1.3SolvingEquationswithVariablesonBothsidesMP6Lesson1.4RewritingEquationsandFormulasMP4,7,&8

7thgradeintroducedsimpleexpressionsandequations,continuedthroughoutHSasthebasisformathequations.

Chapter2 19Days

8.G.1a-c8.G.28.G.38.G.4

ChapterOpenerLesson2.1CongruentFiguresMP1&5Lesson2.2TranslationsMP3Lesson2.3ReflectionsMP3Lesson2.4RotationsMP3

IntroducedGeometricconceptsin7th,heavilyusedin10thgradeGeometry.

Lesson2.5SimilarFiguresMP3&6Lesson2.6PerimetersandareasofSimilarFiguresMP8Lesson2.7DilationsMP3,4&6

Chapter3 13Days 8.G.5

ChapterOpenerLesson3.1ParallelLinesandTransversalsMP5Lesson3.2AnglesofTrianglesMP3Lesson3.3AnglesofPolygonsMP3,4&8Lesson3.4UsingSimilarTrianglesMP5Lesson3.5SolvingTwo-StepEquationsMP2,4

Introducedin7thgrade,buildinguponthatandprior8thgradeknowledge,continuedinstructionin10thgradeGeometry.

Chapter4 129Days

8.EE.58.EE.68.F.4

ChapterOpenerLesson4.1GraphingLinearEquationsMP3&4Lesson4.2SlopeofaLineMP1,2,3,&6Lesson4.3GraphingProportionalRelationshipsMP2Lesson4.4GraphingLinearEquationsinSlope-InterceptFormMP1,2,3&8Lesson4.5GraphingLinearEquationsinStandardFormMP7Lesson4.6WritingEquationsinSlope-InterceptFormMP1&4Lesson4.7WritingEquationsinPoint-SlopeFormMP1,3&7

Conceptsintroducedin7thgrade,continuedheavilyin9thgradeandusedheavilythroughouthighschool.

Chapter5 13Days 8.EE.7a-b8.EE.8a-c

ChapterOpenerLesson5.1SolvingSystemsof

Introducedin7thgrade,continuedin8thand9th,revisitedin11thgradeAlgebra2.

LinearEquationsbyGraphingMP1&2Lesson5.2SolvingSystemsofLinearEquationsbySubstitutionMP1&7Lesson5.3SolvingSystemsofLinearEquationsbyEliminationMP1&7Lesson5.4SolvingSpecialSystemsofLinearEquationsMP1

Chapter6 14

8.F.18.F.28.F.38.F.48.F.5

ChapterOpenerLesson6.1RelationsandFunctionsMP1&2Lesson6.2RepresentationsofFunctionMP3&4Lesson6.3LinearFunctionsMP1&8Lesson6.4ComparingLinearandNonlinearFunctionsMP4,6&8Lesson6.5AnalyzingandSketchingGraphsMP2,3&6

Introductionoffunctions,instructioncontinuedin9thgrade,revisitedin11thgradeAlgebra2.

Chapter7 15

8.NS.18.NS.28.EE.28.G.68.G.78.G.8

ChapterOpenerLesson7.1FindingSquareRootsMP1&6Lesson7.2FindingCubeRootsMP1,2,5&6Lesson7.3ThePythagoreanTheoremMP3,4&6Lesson7.4ApproximatingSquareRootsMP1&5Lesson7.5UsingthePythagoreanTheoremMP3&7

NecessarybasisofsquaringandrootsIntroductionofexponentsin7thgrade,instructioncontinuesthroughallofHS.

Chapter8 13 8.G.9 ChapterOpener Introducein7thgradewithSA,revisited

Lesson8.1VolumeofCylindersMP1,2,3,&4Lesson8.2VolumeofConesMP2&4Lesson8.3VolumesofSpheresMP1&4Lesson8.4SurfaceAreasandVolumesofSimilarSolidsMP8

in10thgradeGeometry

Chapter9 12

8.SP.18.SP.28.SP.38.SP.4

ChapterOpenerLesson9.1ScatterPlotsMP1Lesson9.2LinesofFitMP1,4,&6Lesson9.3Two-WayTablesMP2Lesson9.4VolumesofPrismsMP1,4,5,6&8Lesson9.5ChoosingaDataDisplayMP3&4

Introducedin7thgrade,revisitedin9th,11thandProb/Stats

Chapter10 18

8.EE.18.EE.38.EE.4

ChapterOpenerLesson10.1ExponentsMP6&8Lesson10.2ProductofPowersPropertyMP5,6&8Lesson10.3QuotientofPowersPropertyMP4&8Lesson10.4ZeroandNegativeExponentsMP3&8Lesson10.5ReadingScientificNotationMP2&5Lesson10.6WritingScientificNotationMP1,4&5Lesson10.7OperationsinScientificNotationMP1,3,5&7

Introducedin7th,continuedinstructionthrough9thandrevisitedin11thAlgebra2.

Algebra1 Algebra1-9thgrade WaysinwhichstudentsdemonstratethestandardsofMathematicalPractices:PositiveOutcomesCharterSchool(POCS)utilizesmultipleformativeandsummativemethodsforassessingandallowingstudentstodemonstratesuccessfulapplicationoftheStandardsofmathematicalPractice.BeyondtheBigIdeascurriculum,POCSusesdatacollectedfromKhanAcademy,BenchmarkingfromScholasticMathInventory(SMI),andProgressMonitoring(KhanAcademy,SmarterBalanceInterimtesting,andBigIdeasExtensionanddifferentiationmaterialsforeachchapter)Formativeassessmentsinclude:Monitoringprogressquestions/quizzeseverytwoweeks,Lessonminiassessments,Exittickets,andclassjournalwork.Summativeassessmentsinclude:Benchmarkassessments(SMIassessments)eachmarkingperiodandunitassessmentsand/orperformanceassessmentsattheendoftheunit.Mathpracticesaddressedwith:MP1–Studentsinvestigatewiththeexplorationforeachlessonthenexpresstheirreasoningandsense-makingincommunicateyouranswer.Studentsarealsoaskedtoexplaintheirunderstandingofproblemsoranswersduringcollaborativelearning(partnershares,etc.)andjournaling.Studentsaregiven“Openended”and“Writing”problems.Explaintothemselvesthemeaningofaproblemandlookingforentrypointstoitssolution.•Analyzegivens,constraints,relationships,andgoals•Makeconjecturesabouttheformandmeaningofthesolutionattempt.•Planasolutionpathwayratherthansimplyjumpingintoasolution.•Consideranalogousproblemsandtryspecialcasesandsimplerformsoftheoriginalprobleninordertogaininsightintoitssolution.•Monitorandevaluatetheirprogressandchangecourseifnecessary.•Transformalgebraicexpressionsorchangetheviewingwindowontheirgraphingcalculatortogetinformation.•Explaincorrespondencesbetweenequations,verbaldescriptions,tables,andgraphs.•Drawdiagramsofimportantfeaturesandrelationships,graphdata,andsearchforregularityortrends.•Useconcreteobjectsorpicturestohelpconceptualizeandsolveaproblem.•Checktheiranswerstoproblemsusingadifferentmethod.•Askthemselves,“Doesthismakesense?”•Understandtheapproachesofotherstosolvingcomplexproblemsandidentifycorrespondencesbetweenapproaches.MP2–Studentsaregiven“CriticalThinking”,“AbstractReasoning”,and“ThoughtProvoking”problems.Studentsareaskedtoverbalizetheirinterpretationsofaproblem(giveneitherinwordsorsymbols)andexplainhowthewordsrelatetothesymbols.Makesenseofquantitiesandtheirrelationshipsinproblemsituations.•Bringtwocomplementaryabilitiestobearonproblemsinvolvingquantitativerelationships:Decontextualize(abstractagivensituationandrepresentitsymbolicallyandmanipulatetherepresentingsymbolsasiftheyhavealifeoftheirown,withoutnecessarilyattendingtotheirreferents)andContextualize(pauseasneededduringthemanipulationprocessinordertoprobeintothereferentsforthesymbolsinvolved)•Usequantitativereasoningthatentailscreatingacoherentrepresentationoftheproblemathand,consideringtheunitsinvolved,andattendingtothemeaningofquantities,notjusthowtocomputethem.•Knowandflexiblyusedifferentpropertiesofoperationsandobjects.MP3–Studentsaregiven“ErrorAnalysis”,“MakinganArgument”and“Howdoyouseeit”problems.Studentsarealsoaskedtocritiquetheirsandothersworkthroughcollaborativelearningandjournaling.Understandandusestatedassumptions,definitions,andpreviouslyestablishedresultsinconstructingarguments.•Makeconjecturesandbuildalogical

progressionofstatementstoexplorethetruthoftheirconjectures.•Analyzesituationsbybreakingthemintocases.•Recognizeandusecounterexamples.•Justifytheirconclusions,communicatethemtoothers,andrespondtotheargumentsofothers.•Reasoninductivelyaboutdata,makingplausibleargumentsthattakeintoaccountthecontextfromwhichthedataarose.•Comparetheeffectivenessoftwoplausiblearguments.•Distinguishcorrectlogicorreasoningfromthatwhichisflawedand,ifthereisaflaw,explainwhatitisElementarystudentsconstructargumentsusingconcretereferentssuchasobjects,drawings,diagrams,andactions.Laterstudentslearntodeterminedomainstowhichanargumentapplies.•Listenorreadtheargumentsofothers,decidewhethertheymakesense,andaskusefulquestiontoclarifyorimprovearguments.MP4–Studentsaregivenmultiplereal-lifeexamplestoconnectthemathematicalsymbolicexpressionstoreal-lifeandverbalapplications.Studentsaregiven“ModelingwithMathematics”and“MathematicalConnections”problems.Studentsareaskedtotransferfromtables,tographs,toequations/expressionsthroughout.Applythemathematicstheyknowtosolveproblemsarisingineverydaylife,society,andtheworkplace.Inearlygrades,thismightbeassimpleaswritinganadditionequationtodescribeasituation.Inmiddlegrades,astudentmightapplyproportionalreasoningtoplanaschooleventoranalyzeaprobleminthecommunity.Byhighschool,astudentmightusegeometrytosolveadesignproblemoruseafunctiontodescribehowonequantityofinterestdependsonanother.•Makeassumptionsandapproximationstosimplifyacomplicatedsituation,realizingthatthesemayneedrevisionlater.•Identifyimportantquantitiesinapracticalsituation•Maptheirrelationshipsusingsuchtoolsasdiagrams,two-waytables,graphs,flowchartsandformulas.•Analyzethoserelationshipsmathematicallytodrawconclusions.•Interprettheirmathematicalresultsinthecontextofthesituation.•Reflectonwhethertheresultsmakesense,possiblyimprovingthemodelifithasnotserveditspurpose.MP5–Studentsareaskedtousegraphingcalculatorsandgraphpaperwithtables,graphs,andequationstomanipulateandsolveproblems.Explicitgraphingcalculatorinstructionisutilizedtohelpstudentsunderstandhowtomanipulateandusethetool.•Consideravailabletoolswhensolvingamathematicalproblem.(pencilandpaper,concretemodels,ruler,protractor,calculator,spreadsheet,computeralgebrasystem,statisticalpackage,ordynamicgeometrysoftware)•Aresufficientlyfamiliarwithtoolsappropriatefortheirgradeorcoursetomakesounddecisionsaboutwheneachofthesetoolsmightbehelpful,recognizingboththeinsighttobegainedandtheirlimitations.•Detectpossibleerrorsbystrategicallyusingestimationandothermathematicalknowledge.•Knowthattechnologycanenablethemtovisualizetheresultsofvaryingassumptions,exploreconsequences,andcomparepredictionswithdata.•Identifyrelevantexternalmathematicalresourcesandusethemtoposeorsolveproblems.•Usetechnologicaltoolstoexploreanddeepentheirunderstandingofconcepts.MP6–Studentsareaskedtousepreciselanguagewiththe“Vocabulary”and“CoreConcept”problems.Theyarealsoaskedtogiveanswersinspecificformats(suchastoatenthorhundredth).Studentsareaskedtoexplain,usingpreciselanguage,throughverbaldiscourseaswellasmathjournaling.Trytocommunicatepreciselytoothers.Intheelementarygrades,studentsgivecarefullyformulatedexplanationstoeachother.Inhighschool,studentshavelearnedtoexamineclaimsandmakeexplicituseofdefinitions.•Trytousecleardefinitionsindiscussionwithothersandintheirownreasoning.•Statethemeaningofthesymbolstheychoose,includingusingtheequalsignconsistentlyandappropriately.•Specifyunitsofmeasureandlabelaxestoclarifythecorrespondencewithquantitiesinaproblem.•Calculateaccuratelyandefficiently,expressnumericalanswerswithadegreeofprecisionappropriatefortheproblemcontext.

MP7–Studentscompleteseveralproblemsthatrequirejustificationandexplanations.Theyaregivenproblemssuchas“ComparingMethods”,“JustifyingSteps”,and“Analyzing”.Studentsareaskedtoidentifyspecificswithinequationsandthentransferthisknowledgetootherequations.Mathematicallyproficientstudents:•Lookcloselytodiscernapatternorstructure.Youngstudentsmightnoticethatthreeandsevenmoreisthesameamountassevenandthreemoreortheymaysortacollectionofshapesaccordingtohowmanysidestheshapeshave.Later,studentswillsee7x8equalsthewellremembered7x5+7x3,inpreparationforthedistributiveproperty.Intheexpressionx2+9x+14,olderstudentscanseethe14as2x7andthe9as2+7.Theyrecognizethesignificanceofanexistinglineinageometricfigureandcanusethestrategyofdrawinganauxiliarylineforsolvingproblems.•Stepbackforanoverviewandcanshiftperspective.•Seecomplicatedthings,suchassomealgebraicexpressions,assingleobjectsorcomposedofseveralobjects.MP8–Studentsevaluateequationsandsolutionsoftheirownandothers.Theyaregivenestimationproblemstofocusontheregularitytoidentifyerrorsbeforetheybeginandaftertheycompletework.Studentsarealsoaskedtoanalyzeerrors.Studentsfocusonrepetitionandregularitythroughmathjournalworkandcollaborativediscourse.Mathematicallyproficientstudents:•Noticeifcalculationsarerepeated.•Lookbothforgeneralmethodsandforshortcuts.Upperelementarystudentsmightnoticewhendividing25by11thattheyarerepeatingthesamecalculationsoverandoveragain,andconcludetheyhavearepeateddecimal.Payingattentiontothecalculationofslopeastheyrepeatedlycheckwhetherthepointsareonthelinethrough(1,2)withaslope3,middleschoolstudentsmightabstracttheequation(y-2)/(x-1)=3.Noticingtheregularityinthewaytermscancelwhenexpanding(x-1)(x+1),(x-1)(x2+x+1),and(x-1)(x3+x2+x+1)mightleadhighschoolstudentstothegeneralformulaforthesumofageometricseries.•Maintainoversightoftheprocessofsolvingaproblem,whileattendingtothedetails.•Continuallyevaluatethereasonablenessofintermediateresults.Additionalresourcesandmaterialsaddressingthebigideasandfocusforgradelevelmath:POCSisaschooldesignedtoworkwithstudentswhohaveexperiencedacademicchallengesinatraditionalschoolsetting.StudentswhoenrollinourschooltypicallyarrivewithsignificantdeficienciesinMathematicsskills.Consequently,lookingatourhistoricaldatahasalwaysbeenachallengeforusbecausetheaveragelevelofperformancegreatlyvarieswitheachcohortofstudents.Eachofourstudentshasadifferentstoryofstruggleandadversitythatbroughtthemtoourschool.OvertheyearsPOCShasimplementednumerousprogramsandstrategiestoenablethestudentstoshowgrowthtowardproficiency.OvertheyearsourstudentshaveshownsignificantgrowththelongertheyattendPOCS.In2011POCSadaptedelementsfromtheBigPictureLearningmodelincludingourstudentstoconnectlearningtoreallifeexperiences.Weaskourseventh–ninthgradestudentstoparticipateinservicelearningprojects,reflectontheexperienceandconnecttheactivitytotheirmathematicallearning.AllstudentshaveResponsetoIntervention(RTI)eachdayforELAorMath.Thestudentsareleveledtomeettheneedsoftheindividualstudents.DuringtheRTIperiod,studentsworkonMath180,KhanAcademy,andteachercreatedmaterialstomeettheirindividualneeds.POCSoffersextensivetutoringforallstudentswiththeteachersreachingouttoparentsofstudentswhowouldbenefitfromtheextratimeandwork.POCShassmallclassesaveraging10-13studentsperclass.POCShasdevelopedaSettingBforstudentsinneedofsmallerclassinstructionfocusingontheindividualneedsofthestudent.

Unit/Concept/SATCategory Estimated

TimeCCSS Topics/Mathematicalpractices VerticalAlignment

Introducedin7th,continuedin8th,

Unit1SolvingLinearEquationsHeartofAlgebra(30%)

8days A.CED.1A.CED.4A.REI.AA.REI.3N.Q.A.1

SolvingSimpleEquation/MP3,MP4,MP5,MP6SolvingMulti-StepEquations/MP3,MP4SolvingEquationswithVariablesonBothSides/MP1,MP2,MP4,MP6,MP7RewritingEquationsandFormulas/MP3,MP7

UtilizedthroughGeometryandAlgebra2.UsedasabasisofAlgebraicfoundationsnecessaryforallAlgebra1,Geometry,andAlgebra2.

Unit2SolvingLinearInequalitiesHeartofAlgebra(30%)

10days A.CED.1A.REI.3

WritingandGraphingInequalities/MP2,MP5,MP6SolvingInequalitiesUsingAdditionorSubtraction/MP2,MP4,MP5,MP6,MP7SolvingInequalitiesUsingMultiplicationorDivision/MP5,MP7,MP8SolvingMulti-StepInequalities/MP1,MP3,MP5,MP7SolvingCompoundInequalities/MP2,MP3,MP6SolvingAbsoluteValueInequalities/MP1

Introducedin7th,continuedin8th,UtilizedinGeometryandreviewedandutilizedinAlgebra2.Usedasabasisofinequalities,usedagaininChap3&5inAlgebra1.

Unit3GraphingLinearInequalitiesHeartofAlgebra(30%)

11Days A.CED.2A.REI.10F.IF.1F.IF.2F.IF.4F.IF.5F.IF.7AF.IF.7BF.IF.9F.BF.3F.LE.1BF.LE.5N.Q.A.2N.Q.A.3

Functions/MP3LinearFunctions/MP2,MP3,MP5,MP6FunctionNotation/MP1,MP6,MP8GraphingLinearEquationsinStandardForm/MP1,MP3,MP4GraphingLinearEquationsinSlope-InterceptForm/MP2,MP3,MP5TransformationsofGraphsofLinearFunctions/MP5GraphingAbsoluteValueFunctions/MP5,MP7

Introducedin7th,continuedin8thUtilizedinGeometryandreviewedinAlgebra2.FunctionsareexpandeduponinAlgebra2.HeavilyusedandexpandeduponinAlgebra2.Usedasabasisoffunctions.Graphingfunctionsagaininunit8.

Unit4WritingLinearFunctionsHeartofAlgebra(30%)ProblemSolvingandDataAnalysis(30%)

10days A.CED.2A.REI.10F.IF.3F.IF.7BF.BF.1AF.BF.2F.LE.1BF.LE.2F.LE.5S.ID.6AS.ID.6BS.ID.6CS.ID.7S.ID.8S.ID.9N.Q.A.2N.Q.A.3

WritingEquationsinSlope-InterceptForm/MP1,MP2,MP4,MP6WritingEquationsinPoint-SlopeForm/MP1,MP2,MP5WritingEquationsofParallelandPerpendicularLines/MP1,MP2,MP3,MP5,MP6ScatterPlotsandLinesofFit/MP1,MP2,MP5,MP6AnalyzingLinesofFit/MP1,MP2,MP6ArithmeticSequence/MP5,MP6,MP7PiecewiseFunctions/MP1,MP4,MP5

Introducedin7th,continuedin8thUtilized,reviewedandexpandeduponinGeometry,Algebra2,andProb&Stats.Usedasabasisforequationsoflines,utilizedinGeometryandAlgebra2.RestusedasabasisforProb&Stats.

Unit5SolvingSystemsofLinearEquationsHeartofAlgebra(30%)

14days A.CED.3A.REI.5A.REI.6A.REI.11A.REI.12N.Q.A.2N.Q.A.3

SolvingLinearEquationsby:Graphing/MP3,MP4,MP5,MP6Substitution/MP3,MP6,MP7Elimination/MP1,MP7SolvingSpecialSystemsofLinearEquations/MP4,MP7,MP8SolvingEquationsbyGraphing/MP2,MP5GraphingLinearInequalitiesintwovariables/MP5,MP6SystemsofLinearInequalities/MP1,MP3,MP7

Introducedin7th&8th,Utilized,reviewed,andexpandeduponinAlgebra2.Usedasabasisforunderstandinghowtwoequationsfittogether.UsedagaininNonlinearsystemsinAlgebra2.

Unit6ExponentialFunctionsandSequencesPassporttoAdvancedMathematics(30%)

11days N.RN.1N.RN.2A.CED.1A.CED.2A.REI.1A.REI.11A.SSE.3CF.IF.3F.IF.4F.IF.7EF.IF.8BF.IF.9F.BF.1AF.BF.1CF.BF.2F.BF.3F.LE.1AF.LE.2N.Q.A.2N.Q.A.3

PropertiesofExponents/MP3,MP7,MP8RadicalsandRationalExponents/MP2,MP3ExponentialFunctions/MP3,MP8ExponentialGrowthandDecay/MP3,MP4SolvingExponentialEquations/MP3,MP5GeometricSequences/MP4,MP5,MP8RecursivelyDefinedSequences/MP7

Introducedin7th&8th,Utilized,reviewed,andexpandeduponinAlgebra2andProb&Stats.Usedasbasisforexponentialunderstandingnecessaryforpolynomials,exponential,logarithmic,andothermathwithexponents.

Unit7PolynomialEquationsandFactoringPassporttoAdvancedMathematics(30%)

15days A.APR.1A.APR.3A.REI.4BA.SSE.2A.SSE.3A

AddingandSubtractingPolynomials/MP2,MP6,MP7MultiplyingPolynomials/MP1SpecialProductsofPolynomials/MP1,MP5,MP6,MP7SolvingPolynomialEquationsinFactoredForm/MP5Factoringx2+bx+c/MP2Factoringax2+bx+c/MP4FactoringSpecialProducts/MP7FactoringPolynomialsCompletely/MP2

UtilizedinGeometry,Algebra2,andProb/StatsReviewedandexpandeduponinAlgebra2andProb/Stats.Usedasabasisforpolynomials.UsedheavilyinAlgebra2withquadraticfunctionsandequations.Usedagaininnextchapteraswell.

Unit8GraphingQuadraticEquationsPassporttoAdvancedMathematics(30%)

13days A.CED.2A.SSE.3AA.APR.3F.IF.4F.IF.6F.IF.7AF.IF.8CF.IF.9F.BF.1AF.BF.3F.LE.3N.Q.A.2N.Q.A.3

Graphingf(x)=ax2/MP2,MP7Graphingf(x)=ax2+c/MP1,MP5Graphingf(x)=ax2+bc+c/MP3,MP7Graphingf(x)=a(x-h)2+k/MP1,MP5,MP7UsingInterceptForm/MP2,MP3,MP5ComparingLinear,Exponential,andQuadraticFunctions/MP3,MP4,MP5

Utilized,Reviewed,andexpandeduponinAlgebra2Expandinguponlastchapter.ExpandeduponinAlgebra2.Usedasbasisforunderstandingvariousfunctionsandtheircharacteristics.

Unit11DataAnalysisandDisplaysProblemSolvingandDataAnalysis(30%)

13days S.ID.1S.ID.2S.ID.3S.ID.5

MeasuresofCenterandVariation/MP2,MP3Box-and-WhiskerPlots/MP2,MP4ShapesofDistributions/MP6Two-WayTables/MP2,MP4,MP5ChoosingaDataDisplay/MP3,MP4,MP5

Introducedin7th,continuedin8th,Utilized,reviewed,andexpandeduponinProb/Stats.

UsedagaininProb/Statstodelveintohowtousethesebasicdatadisplaystodetermineprobability.

105days

Unit-Concept-SATCategory Totaldays Breakdownofdays MarkingperiodUnit1SolvingLinearEquationsHeartofAlgebra(30%)

8days 1.1-Skipped1.2-1day1.3-1dayReview/Quiz1.4-1day1.5-2daysReview/Test-2days

MP1

Unit2SolvingLinearInequalitiesHeartofAlgebra(30%)

10days 2.1-1day2.2-1day2.3-1dayReview/Quiz-2days2.4-2days2.5-1dayReview/Test-2days

MP1

Unit3GraphingLinearInequalitiesHeartofAlgebra(30%)

11Days 3.1-1day3.2-1day3.3-2daysReview/Quiz-2days3.4-1day3.5-2daysReview/Test-2days

MP1

Unit4WritingLinearFunctionsHeartofAlgebra(30%)ProblemSolvingandDataAnalysis(30%)

10days 4.1-2days4.2-1day4.3-1dayReview/Test-2days4.4-1day4.5-1dayReview/Quiz-2days4.6-Skip4.7-Skip

MP2

Unit5SolvingSystemsofLinearEquationsHeartofAlgebra(30%)

14days 5.1-1day5.2-2days5.3-2days5.4-1dayReview/Quiz-1day5.5-1day5.6-2days5.7-2daysReview/Test-2days

MP2

Unit6ExponentialFunctionsandSequencesPassporttoAdvancedMathematics(30%)

11days 6.1-2days6.2-1day6.3-2daysReview/Quiz-2days6.4-2days6.5-1dayReivew/Test-1day

MP3

Unit7PolynomialEquationsandFactoringPassporttoAdvancedMathematics(30%)

15days 7.1-2days7.2-2days7.3-1day7.4-2daysReview/Quiz-1day7.5-2days7.6-1day7.7-1day7.8-1dayReview/Test-2days

MP3

Unit8GraphingQuadraticEquationsPassporttoAdvancedMathematics(30%)

13days 8.1-1day8.2-1dayReview-1day8.3-2daysReview/Quiz-2days8.6-2daysReview/Test-2daysMaybe8.4-2days8.5Skip

MP4


13days 11.1-3days11.2-2days11.3-2daysReview/Quiz-2days11.4-3days11.5-3daysReview/Test-2days

MP4

Geometry

Geometry-10th WaysinwhichstudentsdemonstratethestandardsofMathematicalPractices:PositiveOutcomesCharterSchool(POCS)utilizesmultipleformativeandsummativemethodsforassessingandallowingstudentstodemonstratesuccessfulapplicationoftheStandardsofmathematicalPractice.BeyondtheBigIdeascurriculum,POCSusesdatacollectedfromKhanAcademy,BenchmarkingfromScholasticMathInventory(SMI),andProgressMonitoring(KhanAcademy,SmarterBalanceInterimtesting,andBigIdeasExtensionanddifferentiationmaterialsforeachchapter)Formativeassessmentsinclude:Monitoringprogressquestions/quizzeseverytwoweeks,Lessonminiassessments,Exittickets,andclassjournalwork.Summativeassessmentsinclude:Benchmarkassessments(SMIassessments)eachmarkingperiodandunitassessmentsand/orperformanceassessmentsattheendoftheunit.Mathpracticesaddressedwith:MP1–Studentsinvestigatewiththeexplorationforeachlessonthenexpresstheirreasoningandsense-makingincommunicateyouranswer.Studentsarealsoaskedtoexplaintheirunderstandingofproblemsoranswersduringcollaborativelearning(partnershares,etc.)andjournaling.Studentsaregiven“Openended”and“Writing”problems.Explaintothemselvesthemeaningofaproblemandlookingforentrypointstoitssolution.•Analyzegivens,constraints,relationships,andgoals•Makeconjecturesabouttheformandmeaningofthesolutionattempt.•Planasolutionpathwayratherthansimplyjumpingintoasolution.•Consideranalogousproblemsandtryspecialcasesandsimplerformsoftheoriginalprobleninordertogaininsightintoitssolution.•Monitorandevaluatetheirprogressandchangecourseifnecessary.•Transformalgebraicexpressionsorchangetheviewingwindowontheirgraphingcalculatortogetinformation.•Explaincorrespondencesbetweenequations,verbaldescriptions,tables,andgraphs.•Drawdiagramsofimportantfeaturesandrelationships,graphdata,andsearchforregularityortrends.•Useconcreteobjectsorpicturestohelpconceptualizeandsolveaproblem.•Checktheiranswerstoproblemsusingadifferentmethod.•Askthemselves,“Doesthismakesense?”•Understandtheapproachesofotherstosolvingcomplexproblemsandidentifycorrespondencesbetweenapproaches.MP2–Studentsaregiven“CriticalThinking”,“AbstractReasoning”,and“ThoughtProvoking”problems.Studentsareaskedtoverbalizetheirinterpretationsofaproblem(giveneitherinwordsorsymbols)andexplainhowthewordsrelatetothesymbols.Makesenseofquantitiesandtheirrelationshipsinproblemsituations.•Bringtwocomplementaryabilitiestobearonproblemsinvolvingquantitativerelationships:Decontextualize(abstractagivensituationandrepresentitsymbolicallyandmanipulatetherepresentingsymbolsasiftheyhavealifeoftheirown,withoutnecessarilyattendingtotheirreferents)andContextualize(pauseasneededduringthemanipulationprocessinordertoprobeintothereferentsforthesymbolsinvolved)•Usequantitativereasoningthatentailscreatingacoherentrepresentationoftheproblemathand,consideringtheunitsinvolved,andattendingtothemeaningofquantities,notjusthowtocomputethem.•Knowandflexiblyusedifferentpropertiesofoperationsandobjects.MP3–Studentsaregiven“ErrorAnalysis”,“MakinganArgument”and“Howdoyouseeit”problems.Studentsarealsoaskedtocritiquetheirsandothersworkthroughcollaborativelearningandjournaling.Understandandusestatedassumptions,definitions,andpreviouslyestablishedresultsinconstructingarguments.•Makeconjecturesandbuildalogical

progressionofstatementstoexplorethetruthoftheirconjectures.•Analyzesituationsbybreakingthemintocases.•Recognizeandusecounterexamples.•Justifytheirconclusions,communicatethemtoothers,andrespondtotheargumentsofothers.•Reasoninductivelyaboutdata,makingplausibleargumentsthattakeintoaccountthecontextfromwhichthedataarose.•Comparetheeffectivenessoftwoplausiblearguments.•Distinguishcorrectlogicorreasoningfromthatwhichisflawedand,ifthereisaflaw,explainwhatitisElementarystudentsconstructargumentsusingconcretereferentssuchasobjects,drawings,diagrams,andactions.Laterstudentslearntodeterminedomainstowhichanargumentapplies.•Listenorreadtheargumentsofothers,decidewhethertheymakesense,andaskusefulquestiontoclarifyorimprovearguments.MP4–Studentsaregivenmultiplereal-lifeexamplestoconnectthemathematicalsymbolicexpressionstoreal-lifeandverbalapplications.Studentsaregiven“ModelingwithMathematics”and“MathematicalConnections”problems.Studentsareaskedtotransferfromtables,tographs,toequations/expressionsthroughout.Applythemathematicstheyknowtosolveproblemsarisingineverydaylife,society,andtheworkplace.Inearlygrades,thismightbeassimpleaswritinganadditionequationtodescribeasituation.Inmiddlegrades,astudentmightapplyproportionalreasoningtoplanaschooleventoranalyzeaprobleminthecommunity.Byhighschool,astudentmightusegeometrytosolveadesignproblemoruseafunctiontodescribehowonequantityofinterestdependsonanother.•Makeassumptionsandapproximationstosimplifyacomplicatedsituation,realizingthatthesemayneedrevisionlater.•Identifyimportantquantitiesinapracticalsituation•Maptheirrelationshipsusingsuchtoolsasdiagrams,two-waytables,graphs,flowchartsandformulas.•Analyzethoserelationshipsmathematicallytodrawconclusions.•Interprettheirmathematicalresultsinthecontextofthesituation.•Reflectonwhethertheresultsmakesense,possiblyimprovingthemodelifithasnotserveditspurpose.MP5–Studentsareaskedtousegraphingcalculatorsandgraphpaperwithtables,graphs,andequationstomanipulateandsolveproblems.Explicitgraphingcalculatorinstructionisutilizedtohelpstudentsunderstandhowtomanipulateandusethetool.•Consideravailabletoolswhensolvingamathematicalproblem.(pencilandpaper,concretemodels,ruler,protractor,calculator,spreadsheet,computeralgebrasystem,statisticalpackage,ordynamicgeometrysoftware)•Aresufficientlyfamiliarwithtoolsappropriatefortheirgradeorcoursetomakesounddecisionsaboutwheneachofthesetoolsmightbehelpful,recognizingboththeinsighttobegainedandtheirlimitations.•Detectpossibleerrorsbystrategicallyusingestimationandothermathematicalknowledge.•Knowthattechnologycanenablethemtovisualizetheresultsofvaryingassumptions,exploreconsequences,andcomparepredictionswithdata.•Identifyrelevantexternalmathematicalresourcesandusethemtoposeorsolveproblems.•Usetechnologicaltoolstoexploreanddeepentheirunderstandingofconcepts.MP6–Studentsareaskedtousepreciselanguagewiththe“Vocabulary”and“CoreConcept”problems.Theyarealsoaskedtogiveanswersinspecificformats(suchastoatenthorhundredth).Studentsareaskedtoexplain,usingpreciselanguage,throughverbaldiscourseaswellasmathjournaling.Trytocommunicatepreciselytoothers.Intheelementarygrades,studentsgivecarefullyformulatedexplanationstoeachother.Inhighschool,studentshavelearnedtoexamineclaimsandmakeexplicituseofdefinitions.•Trytousecleardefinitionsindiscussionwithothersandintheirownreasoning.•Statethemeaningofthesymbolstheychoose,includingusingtheequalsignconsistentlyandappropriately.•Specifyunitsofmeasureandlabelaxestoclarifythecorrespondencewithquantitiesinaproblem.•Calculateaccuratelyandefficiently,expressnumericalanswerswithadegreeofprecisionappropriatefortheproblemcontext.

MP7–Studentscompleteseveralproblemsthatrequirejustificationandexplanations.Theyaregivenproblemssuchas“ComparingMethods”,“JustifyingSteps”,and“Analyzing”.Studentsareaskedtoidentifyspecificswithinequationsandthentransferthisknowledgetootherequations.Mathematicallyproficientstudents:•Lookcloselytodiscernapatternorstructure.Youngstudentsmightnoticethatthreeandsevenmoreisthesameamountassevenandthreemoreortheymaysortacollectionofshapesaccordingtohowmanysidestheshapeshave.Later,studentswillsee7x8equalsthewellremembered7x5+7x3,inpreparationforthedistributiveproperty.Intheexpressionx2+9x+14,olderstudentscanseethe14as2x7andthe9as2+7.Theyrecognizethesignificanceofanexistinglineinageometricfigureandcanusethestrategyofdrawinganauxiliarylineforsolvingproblems.•Stepbackforanoverviewandcanshiftperspective.•Seecomplicatedthings,suchassomealgebraicexpressions,assingleobjectsorcomposedofseveralobjects.MP8–Studentsevaluateequationsandsolutionsoftheirownandothers.Theyaregivenestimationproblemstofocusontheregularitytoidentifyerrorsbeforetheybeginandaftertheycompletework.Studentsarealsoaskedtoanalyzeerrors.Studentsfocusonrepetitionandregularitythroughmathjournalworkandcollaborativediscourse.Mathematicallyproficientstudents:•Noticeifcalculationsarerepeated.•Lookbothforgeneralmethodsandforshortcuts.Upperelementarystudentsmightnoticewhendividing25by11thattheyarerepeatingthesamecalculationsoverandoveragain,andconcludetheyhavearepeateddecimal.Payingattentiontothecalculationofslopeastheyrepeatedlycheckwhetherthepointsareonthelinethrough(1,2)withaslope3,middleschoolstudentsmightabstracttheequation(y-2)/(x-1)=3.Noticingtheregularityinthewaytermscancelwhenexpanding(x-1)(x+1),(x-1)(x2+x+1),and(x-1)(x3+x2+x+1)mightleadhighschoolstudentstothegeneralformulaforthesumofageometricseries.•Maintainoversightoftheprocessofsolvingaproblem,whileattendingtothedetails.•Continuallyevaluatethereasonablenessofintermediateresults.Additionalresourcesandmaterialsaddressingthebigideasandfocusforgradelevelmath:POCSisaschooldesignedtoworkwithstudentswhohaveexperiencedacademicchallengesinatraditionalschoolsetting.StudentswhoenrollinourschooltypicallyarrivewithsignificantdeficienciesinMathematicsskills.Consequently,lookingatourhistoricaldatahasalwaysbeenachallengeforusbecausetheaveragelevelofperformancegreatlyvarieswitheachcohortofstudents.Eachofourstudentshasadifferentstoryofstruggleandadversitythatbroughtthemtoourschool.OvertheyearsPOCShasimplementednumerousprogramsandstrategiestoenablethestudentstoshowgrowthtowardproficiency.OvertheyearsourstudentshaveshownsignificantgrowththelongertheyattendPOCS.In2011POCSadaptedelementsfromtheBigPictureLearningmodelincludingourstudentstoconnectlearningtoreallifeexperiences.Weaskourtenth–twelfthgradestudentstoparticipateininternships,reflectontheexperienceandconnecttheactivitytotheirmathematicallearning.AllstudentshaveResponsetoIntervention(RTI)eachdayforELAorMath.Thestudentsareleveledtomeettheneedsoftheindividualstudents.DuringtheRTIperiod,studentsworkonMath180,KhanAcademy,andteachercreatedmaterialstomeettheirindividualneeds.POCSoffersextensivetutoringforallstudentswiththeteachersreachingouttoparentsofstudentswhowouldbenefitfromtheextratimeandwork.POCShassmallclassesaveraging10-13studentsperclass.POCShasdevelopedaSettingBforstudentsinneedofsmallerclassinstructionfocusingontheindividualneedsofthestudent.

Unit/Concept/SATCategory EstimatedTime

CCSS Topics/MathematicalPractices VerticalAlignment

Unit1BasicsofGeometryAdditionalTopicsofMathematics(10%)

11days CO.A.1CO.D.12GPE.B.7MG.A.1

Points,Lines,andPlanes/MP3,MP4,MP5MeasuringandConstructingSegments/MP1,MP2,MP5,MP6UsingMidpointandDistanceFormulas/MP1,MP2,MP5PerimeterandAreaintheCoordinatePlane/MP1,MP3,MP6,MP7MeasuringandConstructingAngles/MP5,MP6DescribingPairsofAngles/MP2,MP3

Introducedin7th,continuedin8th

Utilizingalgebraicexpressionsfrom7th–9th

Unit3ParallelandPerpendicularLinesAdditionalTopicsofMathematics(10%)

16days CO.A.1CO.C.9CCO.D.12GPE.B.5GPE.B.6

PairsofLinesandAngles/MP3ParallelLinesandTransversals/MP3,MP6ProofswithParallelLines/MP3ProofswithPerpendicularLines/MP3EquationsofParallelandPerpendicularLines/MP1,MP4

Introducedin8th,revisitedin9thUtilizingmanipulation(from7th)andexpressions(from7th)

Unit4TransformationsAdditionalTopicsofMathematics(10%)

17days CO.A.2CO.A.3CO.A.4CO.A.5CO.B.6MG.A.3SRT.A.1ASRT.A.1BSRT.A.2

Translations/MP5,MP2,MP3Reflections/MP1,MP5,MP7Rotations/MP3,MP8CongruenceandTransformations/MP3,MP5Dilations/MP7,MP5SimilarityandTransformations/MP2,MP3,MP5,MP6

Utilizingproportionsfrom7th,introducedin8th

Unit5CongruentTrianglesAdditionalTopicsofMathematics(10%)

18days CO.B.7CO.B.8CO.C.10CO.D.13MG.A.1MG.A.3SRT.B.5GPE.B.4

AnglesofTriangles/MP3,CongruentPolygons/MP3,MP7ProvingTriangleCongruencebySAS/MP3,MP5EquilateralandIsoscelesTriangles/MP3,MP5,MP6ProvingTriangleCongruencebySSS/MP3,MP5ProvingTriangleCongruencebyASAandAAS/MP3,MP5UsingCongruentTriangles/MP1,MP3CoordinateProofs/MP1,MP2,MP3

Introducedin8th,Utilizingexpressions(7th–9th)andpolygonworkfrom7th

Unit6RelationshipswithTrianglesAdditionalTopicsofMathematics(10%)

14days CO.C.9CO.C.10CO.D.12C.A.3MG.A.1MG.A.3

PerpendicularandAngleBisectors/MP3,MP5BisectorsofTriangles/MP3,MP5,MP7MediansandAltitudesofTriangles/MP3,MP7TheTriangleMidsegmentTheorem/MP3

Introducedin8th,Utilizingexpressionworkfrom7th–9th

Unit8SimilarlityAdditionalTopicsofMathematics(10%)

10days SRT.A.2SRT.A.3SRT.B.4SRT.B.5MG.A.1MG.A.3GPE.B.5GPE.B.6

SimilarPolygons/MP7ProvingTriangleSimilaritybyAA/MP3ProvingTriangleSimilaritybySSSandSAS/MP3ProportionalityTheorems/MP3,MP7

Utilizingproportionsfrom7thIntroducedin8th

Unit7QuadrilateralsandotherpolygonsAdditionalTopicsofMathematics(10%)

11days A.REI.B.3A.SSE.A.1bG.GPE.B.5G.CO.C.11G.SRT.B.5G.MG.A.1G.MG.A.3

AnglesofPolygons/MP3PropertiesofParallelograms/MP1,MP3,MP6,MP8ProvingThataQuadrilateralisaParallelogram/MP2,MP3,MP8PropertiesofSpecialParallelograms/MP2,MP3,MP6,MP8PropertiesofTrapezoidsandKites/MP1,MP2,MP3

Utilizingworkfrom7thIntroducedin8th,Expressionsfrom7th–9th

Unit9RightTrianglesandTrigonometryAdditionalTopicsofMathematics(10%)

18days SRT.B.4SRT.B.5SRT.C.6SRT.C.7SRT.C.8SRT.D.9SRT.D.10SRT.D.11MG.A.1MG.A.3

ThePythagoreanTheorem/MP2,MP3,MP6SpecialRightTriangles/MP2,MP6SimilarRightTriangles/MP3TheTangentRatio/MP6TheSineandCosineRatios/MP7SolvingRightTriangles/MP6LawSinesandLawofCosines/MP3,MP5

ReviewedagaininAlgebra2andProb/Stats

115totaldays

Unit-Concept-SATCategory Totaldays Breakdownofdays MarkingperiodUnit1BasicsofGeometryAdditionalTopicsofMathematics(10%)

11days 1.1-2days1.2-2days1.3-2daysReview/Quiz-1day1.4-2days1.5-2days1.6-2daysReview/Test-1day

MP1

Unit3ParallelandPerpendicularLinesAdditionalTopicsofMathematics(10%)

16days 3.1-2days3.2-2days3.3-2daysReview/Quiz-2days3.4-2days3.5-4daysReview-1dayTest-1day

MP1

Unit4TransformationsAdditionalTopicsofMathematics(10%)

17days 4.1-2days4.2-2days4.3-2daysReview/Quiz-2days4.4-2days4.5-3days4.6-2daysReview-1dayTest-1day

MP2

Unit5CongruentTrianglesAdditionalTopicsofMathematics(10%)

18days 5.1-1day5.2-1day5.3-2days5.4-1dayReview/Quiz-1day5.5-2days5.6-1day5.7-1day5.8-SkipReview-1dayTest-1day

MP2

Unit6RelationshipswithTrianglesAdditionalTopicsofMathematics(10%)

14days 6.1-2days6.2-skip6.3-2daysReview/Quiz-2days6.4-2days6.5-2days6.6-2daysReview/Test-2days

MP3

Unit8SimilarlityAdditionalTopicsofMathematics(10%)

10days 8.1-2days8.2-2days8.3-2days8.4-2daysReview/Test-2days

MP3

Unit7QuadrilateralsandotherpolygonsAdditionalTopicsofMathematics(10%)

11days 7.1-2days7.2-2daysReview/Quiz-1day7.3-Skip7.4-2days7.5-2daysReview/Test-2days

MP4


18days 9.1-2days9.2-2days9.3-2days9.4-2daysReview/Quiz-2days9.5-2days9.6-2days9.7-2daysReview/Test-2days

MP4

115days

Algebra II

Algebra2-11th WaysinwhichstudentsdemonstratethestandardsofMathematicalPractices:PositiveOutcomesCharterSchool(POCS)utilizesmultipleformativeandsummativemethodsforassessingandallowingstudentstodemonstratesuccessfulapplicationoftheStandardsofmathematicalPractice.BeyondtheBigIdeascurriculum,POCSusesdatacollectedfromKhanAcademy,BenchmarkingfromScholasticMathInventory(SMI),andProgressMonitoring(KhanAcademy,SmarterBalanceInterimtesting,andBigIdeasExtensionanddifferentiationmaterialsforeachchapter)Formativeassessmentsinclude:Monitoringprogressquestions/quizzeseverytwoweeks,Lessonminiassessments,Exittickets,andclassjournalwork.Summativeassessmentsinclude:Benchmarkassessments(SMIassessments)eachmarkingperiodandunitassessmentsand/orperformanceassessmentsattheendoftheunit.Mathpracticesaddressedwith:MP1–MP1–Studentsinvestigatewiththeexplorationforeachlessonthenexpresstheirreasoningandsense-makingincommunicateyouranswer.Studentsarealsoaskedtoexplaintheirunderstandingofproblemsoranswersduringcollaborativelearning(partnershares,etc.)andjournaling.Studentsaregiven“Openended”and“Writing”problems.Explaintothemselvesthemeaningofaproblemandlookingforentrypointstoitssolution.•Analyzegivens,constraints,relationships,andgoals•Makeconjecturesabouttheformandmeaningofthesolutionattempt.•Planasolutionpathwayratherthansimplyjumpingintoasolution.•Consideranalogousproblemsandtryspecialcasesandsimplerformsoftheoriginalprobleninordertogaininsightintoitssolution.•Monitorandevaluatetheirprogressandchangecourseifnecessary.•Transformalgebraicexpressionsorchangetheviewingwindowontheirgraphingcalculatortogetinformation.•Explaincorrespondencesbetweenequations,verbaldescriptions,tables,andgraphs.•Drawdiagramsofimportantfeaturesandrelationships,graphdata,andsearchforregularityortrends.•Useconcreteobjectsorpicturestohelpconceptualizeandsolveaproblem.•Checktheiranswerstoproblemsusingadifferentmethod.•Askthemselves,“Doesthismakesense?”•Understandtheapproachesofotherstosolvingcomplexproblemsandidentifycorrespondencesbetweenapproaches.MP2–Studentsaregiven“CriticalThinking”,“AbstractReasoning”,and“ThoughtProvoking”problems.Studentsareaskedtoverbalizetheirinterpretationsofaproblem(giveneitherinwordsorsymbols)andexplainhowthewordsrelatetothesymbols.Makesenseofquantitiesandtheirrelationshipsinproblemsituations.•Bringtwocomplementaryabilitiestobearonproblemsinvolvingquantitative

relationships:Decontextualize(abstractagivensituationandrepresentitsymbolicallyandmanipulatetherepresentingsymbolsasiftheyhavealifeoftheirown,withoutnecessarilyattendingtotheirreferents)andContextualize(pauseasneededduringthemanipulationprocessinordertoprobeintothereferentsforthesymbolsinvolved)•Usequantitativereasoningthatentailscreatingacoherentrepresentationoftheproblemathand,consideringtheunitsinvolved,andattendingtothemeaningofquantities,notjusthowtocomputethem.•Knowandflexiblyusedifferentpropertiesofoperationsandobjects.MP3–Studentsaregiven“ErrorAnalysis”,“MakinganArgument”and“Howdoyouseeit”problems.Studentsarealsoaskedtocritiquetheirsandothersworkthroughcollaborativelearningandjournaling.Understandandusestatedassumptions,definitions,andpreviouslyestablishedresultsinconstructingarguments.•Makeconjecturesandbuildalogicalprogressionofstatementstoexplorethetruthoftheirconjectures.•Analyzesituationsbybreakingthemintocases.•Recognizeandusecounterexamples.•Justifytheirconclusions,communicatethemtoothers,andrespondtotheargumentsofothers.•Reasoninductivelyaboutdata,makingplausibleargumentsthattakeintoaccountthecontextfromwhichthedataarose.•Comparetheeffectivenessoftwoplausiblearguments.•Distinguishcorrectlogicorreasoningfromthatwhichisflawedand,ifthereisaflaw,explainwhatitisElementarystudentsconstructargumentsusingconcretereferentssuchasobjects,drawings,diagrams,andactions.Laterstudentslearntodeterminedomainstowhichanargumentapplies.•Listenorreadtheargumentsofothers,decidewhethertheymakesense,andaskusefulquestiontoclarifyorimprovearguments.MP4–Studentsaregivenmultiplereal-lifeexamplestoconnectthemathematicalsymbolicexpressionstoreal-lifeandverbalapplications.Studentsaregiven“ModelingwithMathematics”and“MathematicalConnections”problems.Studentsareaskedtotransferfromtables,tographs,toequations/expressionsthroughout.Applythemathematicstheyknowtosolveproblemsarisingineverydaylife,society,andtheworkplace.Inearlygrades,thismightbeassimpleaswritinganadditionequationtodescribeasituation.Inmiddlegrades,astudentmightapplyproportionalreasoningtoplanaschooleventoranalyzeaprobleminthecommunity.Byhighschool,astudentmightusegeometrytosolveadesignproblemoruseafunctiontodescribehowonequantityofinterestdependsonanother.•Makeassumptionsandapproximationstosimplifyacomplicatedsituation,realizingthatthesemayneedrevisionlater.•Identifyimportantquantitiesinapracticalsituation•Maptheirrelationshipsusingsuchtoolsasdiagrams,two-waytables,graphs,flowchartsandformulas.•Analyzethoserelationshipsmathematicallytodrawconclusions.•Interprettheirmathematicalresultsinthecontextofthesituation.•Reflectonwhethertheresultsmakesense,possiblyimprovingthemodelifithasnotserveditspurpose.MP5–Studentsareaskedtousegraphingcalculatorsandgraphpaperwithtables,graphs,andequationstomanipulateandsolveproblems.Explicitgraphingcalculatorinstructionisutilizedtohelpstudentsunderstandhowtomanipulateandusethetool.•Consideravailabletoolswhensolvingamathematicalproblem.(pencilandpaper,concretemodels,ruler,protractor,calculator,spreadsheet,computeralgebrasystem,statisticalpackage,ordynamicgeometrysoftware)•Aresufficientlyfamiliarwithtoolsappropriatefortheirgradeorcoursetomakesounddecisionsaboutwheneachofthesetoolsmightbehelpful,recognizingboththeinsighttobegainedandtheirlimitations.•Detectpossibleerrorsbystrategicallyusingestimationandothermathematicalknowledge.•Knowthattechnologycanenablethemtovisualizetheresultsofvaryingassumptions,exploreconsequences,andcomparepredictionswithdata.•Identifyrelevantexternalmathematicalresourcesandusethemtoposeorsolveproblems.•Usetechnologicaltoolstoexploreanddeepentheirunderstandingofconcepts.MP6–Studentsareaskedtousepreciselanguagewiththe“Vocabulary”and“CoreConcept”problems.Theyarealsoaskedtogiveanswers

inspecificformats(suchastoatenthorhundredth).Studentsareaskedtoexplain,usingpreciselanguage,throughverbaldiscourseaswellasmathjournaling.Trytocommunicatepreciselytoothers.Intheelementarygrades,studentsgivecarefullyformulatedexplanationstoeachother.Inhighschool,studentshavelearnedtoexamineclaimsandmakeexplicituseofdefinitions.•Trytousecleardefinitionsindiscussionwithothersandintheirownreasoning.•Statethemeaningofthesymbolstheychoose,includingusingtheequalsignconsistentlyandappropriately.•Specifyunitsofmeasureandlabelaxestoclarifythecorrespondencewithquantitiesinaproblem.•Calculateaccuratelyandefficiently,expressnumericalanswerswithadegreeofprecisionappropriatefortheproblemcontext.MP7–Studentscompleteseveralproblemsthatrequirejustificationandexplanations.Theyaregivenproblemssuchas“ComparingMethods”,“JustifyingSteps”,and“Analyzing”.Studentsareaskedtoidentifyspecificswithinequationsandthentransferthisknowledgetootherequations.Mathematicallyproficientstudents:•Lookcloselytodiscernapatternorstructure.Youngstudentsmightnoticethatthreeandsevenmoreisthesameamountassevenandthreemoreortheymaysortacollectionofshapesaccordingtohowmanysidestheshapeshave.Later,studentswillsee7x8equalsthewellremembered7x5+7x3,inpreparationforthedistributiveproperty.Intheexpressionx2+9x+14,olderstudentscanseethe14as2x7andthe9as2+7.Theyrecognizethesignificanceofanexistinglineinageometricfigureandcanusethestrategyofdrawinganauxiliarylineforsolvingproblems.•Stepbackforanoverviewandcanshiftperspective.•Seecomplicatedthings,suchassomealgebraicexpressions,assingleobjectsorcomposedofseveralobjects.MP8–Studentsevaluateequationsandsolutionsoftheirownandothers.Theyaregivenestimationproblemstofocusontheregularitytoidentifyerrorsbeforetheybeginandaftertheycompletework.Studentsarealsoaskedtoanalyzeerrors.Studentsfocusonrepetitionandregularitythroughmathjournalworkandcollaborativediscourse.Mathematicallyproficientstudents:•Noticeifcalculationsarerepeated.•Lookbothforgeneralmethodsandforshortcuts.Upperelementarystudentsmightnoticewhendividing25by11thattheyarerepeatingthesamecalculationsoverandoveragain,andconcludetheyhavearepeateddecimal.Payingattentiontothecalculationofslopeastheyrepeatedlycheckwhetherthepointsareonthelinethrough(1,2)withaslope3,middleschoolstudentsmightabstracttheequation(y-2)/(x-1)=3.Noticingtheregularityinthewaytermscancelwhenexpanding(x-1)(x+1),(x-1)(x2+x+1),and(x-1)(x3+x2+x+1)mightleadhighschoolstudentstothegeneralformulaforthesumofageometricseries.•Maintainoversightoftheprocessofsolvingaproblem,whileattendingtothedetails.•Continuallyevaluatethereasonablenessofintermediateresults.Additionalresourcesandmaterialsaddressingthebigideasandfocusforgradelevelmath:POCSisaschooldesignedtoworkwithstudentswhohaveexperiencedacademicchallengesinatraditionalschoolsetting.StudentswhoenrollinourschooltypicallyarrivewithsignificantdeficienciesinMathematicsskills.Consequently,lookingatourhistoricaldatahasalwaysbeenachallengeforusbecausetheaveragelevelofperformancegreatlyvarieswitheachcohortofstudents.Eachofourstudentshasadifferentstoryofstruggleandadversitythatbroughtthemtoourschool.OvertheyearsPOCShasimplementednumerousprogramsandstrategiestoenablethestudentstoshowgrowthtowardproficiency.OvertheyearsourstudentshaveshownsignificantgrowththelongertheyattendPOCS.In2011POCSadaptedelementsfromtheBigPictureLearningmodelincludingourstudentstoconnectlearningtoreallifeexperiences.We

askourtenth–twelfthgradestudentstoparticipateininternships,reflectontheexperienceandconnecttheactivitytotheirmathematicallearning.AllstudentshaveResponsetoIntervention(RTI)eachdayforELAorMath.Thestudentsareleveledtomeettheneedsoftheindividualstudents.DuringtheRTIperiod,studentsworkonMath180,KhanAcademy,andteachercreatedmaterialstomeettheirindividualneeds.POCSoffersextensivetutoringforallstudentswiththeteachersreachingouttoparentsofstudentswhowouldbenefitfromtheextratimeandwork.POCShassmallclassesaveraging10-13studentsperclass.POCShasdevelopedaSettingBforstudentsinneedofsmallerclassinstructionfocusingontheindividualneedsofthestudent. Unit/Concept/SATCategory Estimated

TimeCCSS Topics VerticalAlignment

Unit1LinearFunctionsHeartofAlgebra(30%)

12days F.IF.9F.BF.1aF.BF.3F.LE.2A.CED.2A.CED.3A.REI.6S.ID.6aN.Q.A.2

ParentFunctionsandTransformations/MP2,MP3,MP6TransformationsofLinearandAbsoluteValueFunctions/MP2,MP3,MP5ModelingwithLinearFunctions/MP1,MP3,MP4,MP6SolvingLinerSystems/MP1,MP3

Introducedin8thand9thgrade,utilizingequationknowledgefrom7th–10thUtilizingtransformationknowledgefrom10th

Unit2QuadraticFunctionsPassporttoAdvancedMathematics(30%)

7days F.IF.4F.IF.6F.IF.7cF.IF.9F.BF.1aF.BF.3A.CED.2A.APR.3G.GPE.2S.ID.6aN.Q.A.2

TransformationsofQuadraticFunctions/MP3,MP7CharacteristicsofQuadraticFunctions/MP2,MP6FocusofaParabola/MP3ModelingwithQuadraticEquations/MP2,MP4,MP5,MP6

Introducedin9thgrade,utilizingequationknowledgefrom7th–10th,utilizingtransformationknowledgefrom10th,utilizingknowledgefromearlier11thgrade

Unit3QuadraticEquationsandComlexNumbersPassporttoAdvancedMathematics(30%)

11days N.CN.1N.CN.2N.CN.7F.IF.8AA.SSE.2A.REI.4BA.REI.7AREI.11A.CED.1A.CED.3N.Q.A.2

SolvingQuadraticEquations/MP6ComplexNumbers/MP7CompletingtheSquare/MP2,MP6,MP7UsingQuadraticFormula/MP2,MP6,MP7SolvingNonlinearSystems/MP1,MP3,MP5QuadraticInequalities/MP2,MP5

Introducedin9thgrade,utilizingequationknowledgefrom7th–10th,utilizingknowledgefromprior11thgrade

Unit4PolynomialFunctionsPassporttoAdvancedMathematics(30%)

18days N.CN.8N.CN.9F.IF.4F.IF.7cF.BF.1aF.BF.3A.APR.2A.APR.3A.APR.4A.APR.5A.APR.6A.SSE.2A.CED.2N.Q.A.2

GraphingPolynomialFunctions/MP2,MP4,MP5Adding,Subtracting,andMultiplyingPolynomials/MP7,MP8DividingPolynomials/MP2FactoringPolynomials/MP1,MP2,MP3,MP5SolvingPolynomialEquations/MP3,MP5TheFundamentalTheoremofAlgebra/MP1TransformationsofPolynomialFunctions/MP5,MP7AnalyzingGraphsofPolynomialFunctions/MP2,MP3,MP6ModelingwithPolynomialFunctions/MP5

Introducedin9thgradeUtilizingknowledgeofequationsandtransformationsandgraphingfrom7th–10thUtilizingdistributionandintegerknowledgefrom7thgradeUtilizingfunctiontransformationknowledgefromearlierin11thgrade

Unit10ProbabilityProblemSolvingandDataAnalysis(30%)

8days S.CP.1S.CP.2S.CP.3S.CP.4S.CP.5S.CP.6S.CP.7S.CP.8S.CP.9

SampleSpacesandProbability/MP5,MP7IndependentandDependentEvents/MP2,MP5,MP6Two-WayTablesandProbability/MP4ProbabilityofDisjointandOverlappingEvents/MP3,MP4PermutationsandCombinations/MP3,MP6BinomialDistributions/MP7,MP5

Introducedin7thgrade,utilizedagainin8thandProb/Stats

Unit11DataAnalysisandStatisticsProblemSolvingandStatistics(30%)

15days S.ID.4S.IC.1S.IC.2S.IC.3S.IC.4S.IC.5S.IC.6

UsingNormalDistributions/MP3,MP4Populations,Samples,andHypotheses/MP2,MP3,MP5CollectingData/MP3,MP4ExperimentalDesign/MP2,MP3,MP5MakingInferencesfromSampleSurveys/MP3,MP4MakingInferencesfromExperiments/MP4

Introducedin9thgrade,utilizedagaininProb/Stats

Unit6ExponentialandLogarithmicFunctionsPassporttoAdvancedMathematics(30%)

3days A.SSE.B.3cF.IF.7eF.IF.C.8bF.LE.A.2F.LE.B.5

ExponentialGrowthandDecayFunctions/MP2,MP3,MP6

Introducedin8thand9thgradeUtilizedinlaterunits

Unit5RationalExponentsandRadicalFunctionsPassporttoAdvancedMathematics(30%)

16days N.RN.1N.RN.2F.IF.7bF.BF.1aF.BF.3F.BF.4aA.ED.4A.REI.1A.REI.2

nthRootsandRationalExponents/MP3,MP6PropertiesofRationalExponentsandRadicals/MP5,MP6,MP7GraphingRadicalFunctions/MP3,MP6,MP7SolvingRadicalEquationsandInequalities/MP7PerformingFunctionOperations/MP1,MP5,MP6InverseofaFunction/MP3

Introducedin9thgrade(rationalnumbersin7th),utilizingknowledgefromprior11thgrade

Unit7RationalFunctionsPassporttoAdvancedMathematics(30%)

11days F.BF.3A.REI.1A.REI.2A.CED.1A.CED.2A.CED.3A.CED.4A.APR.6A.APR.7

InverseVariation/MP2,Mp4,MP6GraphingRationalFunctions/MP2,MP7MultiplyingandDividingRationalExpressions/MP2,MP6AddingandSubtractingRationalExpressions/MP2,MP3SolvingRationalEquations/MP1

Utilizingrationalnumberinformation(from7th–10thgrade)andpriorknowledgefrom11thgrade

Unit9TrigonometricRatiosandFunctionsAdditionalTopicsofMathematics(10%)

9days F.IF.7eF.TF.1F.TF.2F.TF.5F.TF.8F.TF.9F.BF.1aF.BF.3A.CED.2N.Q.A.2

RightTriangleTrigonometry/MP4AnglesandRadianMeasure/MP2,MP6TrigonometricFunctionsofAnyAngle/MP3GraphingSineandCosineFunctions/MP7GraphingOtherTrigonometricFunctions/MP1ModelingwithTrigonometricIdentities/MP5,MP1,MP4UsingTrigonometricIdentities/MP2,MP7UsingSumandDifferenceFormulas/MP1,MP2,MP3,Mp5

Introducedin8thand9thgrade,andreviewedin10thgrade

Total 110days

Unit-Concept-SATCategory Totaldays Breakdownofdays Markingperiod

Unit1LinearFunctionsHeartofAlgebra(30%)

12days 1.1-2days1.2-2daysQuiz-1day1.3-2days1.4-2daysReview/Test-2days

MP1

Unit2QuadraticFunctionsPassporttoAdvancedMathematics(30%)

7days 2.1-2days2.2-3daysReview-1dayQuiz-1day

MP1

Unit3QuadraticEquationsandComlexNumbersPassporttoAdvancedMathematics(30%)

11days 3.1-2days3.2-2days3.3-2days3.4-3daysReview/Quiz-2days

MP1

Unit4PolynomialFunctionsPassporttoAdvancedMathematics(30%)

18days 4.1-2days4.2-2days4.3-3days4.4-2daysReview/Quiz-14.5-(ex1&2only)-2days4.6-skip4.7-2days4.8-2daysReview/Test-2days

MP2


8days 10.1-2days10.2-2days10.3-2days10.4-skip10.5-skip10.6-skipReview/Test-2days

MP2

Unit11DataAnalysisandStatisticsProblemSolvingandStatistics(30%)

15days 11.1-2days11.2-3days11.3-3days11.4-3days11.5-1day11.6-skipReview/Test-2days

MP2/3

Unit6ExponentialandLogarithmicFunctionsPassporttoAdvancedMathematics(30%)

3days 6.1-2daysQuiz-1day

MP3

Unit5RationalExponentsandRadicalFunctionsPassporttoAdvancedMathematics(30%)

16days 5.1-2days5.2-3days5.3-4daysQuiz-1day5.4(skipinequal)-2days5.5-2daysReview/Quiz-2days

MP3/4

Unit7RationalFunctionsPassporttoAdvancedMathematics(30%)

11days 7.2-1day7.3-3daysReview/Quiz-1days7.4-2days7.5-2daysReview/Test-2days

MP4


9days 9.1-3days9.2-2days9.3-4daysContinueasyoucan.

MP4

Probability & Statistics

Probability&Statistics-12th WaysinwhichstudentsdemonstratethestandardsofMathematicalPractices:PositiveOutcomesCharterSchool(POCS)utilizesmultipleformativeandsummativemethodsforassessingandallowingstudentstodemonstratesuccessfulapplicationoftheStandardsofmathematicalPractice.BeyondtheBigIdeascurriculum,POCSusesdatacollectedfromKhanAcademy,BenchmarkingfromScholasticMathInventory(SMI),andProgressMonitoring(KhanAcademy,SmarterBalanceInterimtesting,andBigIdeasExtensionanddifferentiationmaterialsforeachchapter)Formativeassessmentsinclude:Monitoringprogressquestions/quizzeseverytwoweeks,Lessonminiassessments,Exittickets,andclassjournalwork.Summativeassessmentsinclude:Benchmarkassessments(SMIassessments)eachmarkingperiodandunitassessmentsand/orperformanceassessmentsattheendoftheunit.Mathpracticesaddressedwith:MP1–Studentsinvestigatewiththeexplorationforeachlessonthenexpresstheirreasoningandsense-makingincommunicateyouranswer.Studentsarealsoaskedtoexplaintheirunderstandingofproblemsoranswersduringcollaborativelearning(partnershares,etc.)andjournaling.Studentsaregiven“Openended”and“Writing”problems.MP2–Studentsaregiven“CriticalThinking”,“AbstractReasoning”,and“ThoughtProvoking”problems.Studentsareaskedtoverbalizetheirinterpretationsofaproblem(giveneitherinwordsorsymbols)andexplainhowthewordsrelatetothesymbols.MP3–Studentsaregiven“ErrorAnalysis”,“MakinganArgument”and“Howdoyouseeit”problems.Studentsarealsoaskedtocritiquetheirsandothersworkthroughcollaborativelearningandjournaling.MP4–Studentsaregivenmultiplereal-lifeexamplestoconnectthemathematicalsymbolicexpressionstoreal-lifeandverbalapplications.Studentsaregiven“ModelingwithMathematics”and“MathematicalConnections”problems.Studentsareaskedtotransferfromtables,tographs,toequations/expressionsthroughout.MP5–Studentsareaskedtousegraphingcalculatorsandgraphpaperwithtables,graphs,andequationstomanipulateandsolveproblems.Explicitgraphingcalculatorinstructionisutilizedtohelpstudentsunderstandhowtomanipulateandusethetool.MP6–Studentsareaskedtousepreciselanguagewiththe“Vocabulary”and“CoreConcept”problems.Theyarealsoaskedtogiveanswersinspecificformats(suchastoatenthorhundredth).Studentsareaskedtoexplain,usingpreciselanguage,throughverbaldiscourseaswellasmathjournaling.MP7–Studentscompleteseveralproblemsthatrequirejustificationandexplanations.Theyaregivenproblemssuchas“ComparingMethods”,“JustifyingSteps”,and“Analyzing”.Studentsareaskedtoidentifyspecificswithinequationsandthentransferthisknowledgetootherequations.MP8–Studentsevaluateequationsandsolutionsoftheirownandothers.Theyaregivenestimationproblemstofocusontheregularitytoidentifyerrorsbeforetheybeginandaftertheycompletework.Studentsarealsoaskedtoanalyzeerrors.Studentsfocusonrepetitionandregularitythroughmathjournalworkandcollaborativediscourse.

Additionalresourcesandmaterialsaddressingthebigideasandfocusforgradelevelmath:POCSisaschooldesignedtoworkwithstudentswhohaveexperiencedacademicchallengesinatraditionalschoolsetting.StudentswhoenrollinourschooltypicallyarrivewithsignificantdeficienciesinMathematicsskills.Consequently,lookingatourhistoricaldatahasalwaysbeenachallengeforusbecausetheaveragelevelofperformancegreatlyvarieswitheachcohortofstudents.Eachofourstudentshasadifferentstoryofstruggleandadversitythatbroughtthemtoourschool.OvertheyearsPOCShasimplementednumerousprogramsandstrategiestoenablethestudentstoshowgrowthtowardproficiency.OvertheyearsourstudentshaveshownsignificantgrowththelongertheyattendPOCS.In2011POCSadaptedelementsfromtheBigPictureLearningmodelincludingourstudentstoconnectlearningtoreallifeexperiences.Weaskourtenth–twelfthgradestudentstoparticipateininternships,reflectontheexperienceandconnecttheactivitytotheirmathematicallearning.AllstudentshaveResponsetoIntervention(RTI)eachdayforELAorMath.Thestudentsareleveledtomeettheneedsoftheindividualstudents.DuringtheRTIperiod,studentsworkonMath180,KhanAcademy,andteachercreatedmaterialstomeettheirindividualneeds.POCSoffersextensivetutoringforallstudentswiththeteachersreachingouttoparentsofstudentswhowouldbenefitfromtheextratimeandwork.POCShassmallclassesaveraging10-13studentsperclass.POCShasdevelopedaSettingBforstudentsinneedofsmallerclassinstructionfocusingontheindividualneedsofthestudent. Unit/Concept/SATCategory Estimated

TimeCCSS Topics VerticalAlignment


20days S.ID.A.3S.ID.A.1S.ID.A.2S.ID.B.5

MeasuresofCenterandVariationBox-and_WhiskerPlotsShapesofDistributionTwo-WayTablesChoosingaDataSet

Introducedin8th,revistedin9th,utilizingworkfrom11thaswell.


20days S.CP.A.1S.CP.A.2S.CP.A.3S.CP.A.5S.CP.B.6S.CP.A.4S.CP.B.7S.CP.B.8S.CP.B.9

SampleSpacesandProbabilityIndependentandDepenendentEventsTwo-WayTablesandProbabilityProbabilityofDisjointandOverlappingEventsPermutationsandCombinationsBinomialDistributions

Introducedin7th,visitedin8th,9th,and11ththroughout

Unit11-DataAnalysis&StatisticsProblemSolvingandDataAnalysis(30%)

25days S.ID.A.4S.IC.A.2S.IC.A.1S.IC.B.3S.IC.B.6S.IC.B.4S.IC.B.5

UsingNormalDistributionsPopulationsandSamplesCollectingDataExperimentalDesignMakingInferencesfromSampleSurveysMakingInferencesfromExperiments

BuildinguponpriorProbabilityandstatisticalknowledgefrom7th,8th,9th,and11thgrade.


18days SRT.B.4SRT.B.5SRT.C.6SRT.C.7SRT.C.8SRT.D.9SRT.D.10SRT.D.11MG.A.1MG.A.3

ThePythagoreanTheoremSpecialRightTrianglesSimilarRightTrianglesTheTangentRatioTheSineandCosineRatiosSolvingRightTrianglesLawSinesandLawofCosines

Introducedin8th(Pythag)andrevisitedin9thand11th


14days F.IF.7eF.TF.1F.TF.2F.TF.5F.TF.8F.TF.9F.BF.1aF.BF.3A.CED.2N.Q.A.2

RightTriangleTrigonometryAnglesandRadianMeasureTrigonometricFunctionsofAnyAngleGraphingSineandCosineFunctionsGraphingOtherTrigonometricFunctionsModelingwithTrigonometricIdentitiesUsingTrigonometricIdentitiesUsingSumandDifferenceFormulas

Buildingupont\priortriangleandtrigknowledgefrom8th,9th,and11thgrade

Unit8-Sequences&SeriesProblemSolving&DataAnalysis(30%)

13days F.IF.A.1A.CED.A.1F.IF.A.3F.BF.A.2F.LE.A.2A.SSE.B.4F.BF.A.1a

DefiningandUsingSequencesandSeriesAnalyzingArithmeticSequencesandSeriesAnalyzingGeometricSequencesandSeriesFindingSumsofInfiniteGeometricSeriesUsingRecursiveRuleswithSequences

Buildinguponknowledgefrom7thand8ththroughHS.

110days

Unit-Concept-SATCategory Totaldays Breakdownofdays Markingperiod


20days 11.1-3days11.2-2days11.3-2daysProject-2days11.4-3days11.5-3daysProject-5days

MP1


20days 10.1-2days10.2-3days10.3-3days10.4-3days10.5-3days10.6-3daysProject-5days

MP1/2

Unit11-DataAnalysis&StatisticsProblemSolvingandDataAnalysis(30%)

25days 11.1-2days11.2-2days11.3-3daysSurveyproject(begin)-2days11.4-3days11.5-2days11.6-3daysSurveyproject(end)-2days

MP2


18days 9.1-2days9.2-2days9.3-2days9.4-2daysProject-2days9.5-2days9.6-2days9.7-2daysProject-2days

MP2/3


14days 9.1-3days9.2-2days9.3-4daysProject-5days

MP3

Unit8-Sequences&SeriesProblemSolving&DataAnalysis(30%)

13days 8.1-2days8.2-2days8.3-2daysReview/Quiz-1day8.4-2days8.5-2daysReview/Test-2days

MP4

Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief School Officers. All rights reserved.

Regular Pathway - Grade 7

Big Ideas Math (Red)Correlation to the Common Core State Standards

©2014

Copyright © Big Ideas Learning, LLC

All rights reserved. Grade 7: 1 of 11

Pages or Locations Where Standard is Addressed

Domain: Ratios and Proportional Relationships

7.RP.1Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and

other quantities measured in like or different units. Primary SE/TE: 162-169 (5.1)

Recognize and represent proportional relationships between quantities.

a. Decide whether two quantities are in a proportional relationship, e.g., by testing for

equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph

is a straight line through the origin.

Primary SE/TE: 170-175 (5.2), 176-177 (Ext. 5.2), 198-203

(5.6)

b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and

verbal descriptions of proportional relationships.

Primary SE/TE: 176-177 (Ext. 5.2), 192-197 (5.5), 198-203

(5.6)

Supporting SE/TE: 186-191 (5.4)

c. Represent proportional relationships by equations. Primary SE/TE: 178-183 (5.3), 186-191 (5.4), 198-203 (5.6)

d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the

situation, with special attention to the points (0, 0) and (1, r ) where r is the unit rate.Primary SE/TE: 176-177 (Ext. 5.2), 198-203 (5.6)

7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Primary SE/TE: 162-169 (5.1), 178-183 (5.3), 226-231 (6.3),

232-237 (6.4), 240-245 (6.5), 246-251 (6.6), 252-257 (6.7)

Apply and extend previous understandings of addition and subtraction to add and subtract

rational numbers; represent addition and subtraction on a horizontal or vertical number line

diagram.

a. Describe situations in which opposite quantities combine to make 0. Primary SE/TE: 8-13 (1.2)

Supporting SE/TE: 2-7 (1.1), 50-55 (2.2)

b. Understand p + q as the number located a distance |q | from p , in the positive or negative

direction depending on whether q is positive or negative. Show that a number and its opposite

have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-

world contexts.

Primary SE/TE: 8-13 (1.2), 50-55 (2.2)


c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p +

(–q ). Show that the distance between two rational numbers on the number line is the absolute

value of their difference, and apply this principle in real-world contexts.

Primary SE/TE: 14-19 (1.3), 58-63 (2.3)


d. Apply properties of operations as strategies to add and subtract rational numbers.

Primary SE/TE: 8-13 (1.2), 14-19 (1.3), 50-55 (2.2), 58-63

(2.3)


Big Ideas Math (Red) ©2014

Correlated to

Common Core State Standards for Mathematics Grade 7

Standard

7.RP.2

Domain: The Number System

7.NS.1





Correlated to


Standard

Apply and extend previous understandings of multiplication and division and of fractions to

multiply and divide rational numbers.

a. Understand that multiplication is extended from fractions to rational numbers by requiring

that operations continue to satisfy the properties of operations, particularly the distributive

property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed

numbers. Interpret products of rational numbers by describing real-world contexts.

Primary SE/TE: 22-27 (1.4), 64-69 (2.4)


b. Understand that integers can be divided, provided that the divisor is not zero, and every

quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then

–(p /q ) = (–p )/q = p /(–q ). Interpret quotients of rational numbers by describing real-world

contexts.

Primary SE/TE: 28-33 (1.5), 44-49 (2.1), 64-69 (2.4)


c. Apply properties of operations as strategies to multiply and divide rational numbers.Primary SE/TE: 22-27 (1.4), 64-69 (2.4)


d. Convert a rational number to a decimal using long division; know that the decimal form of a

rational number terminates in 0s or eventually repeats.

Primary SE/TE: 44-49 (2.1)


7.NS.3Solve real-world and mathematical problems involving the four operations with rational

numbers.

Primary SE/TE: 8-13 (1.2), 14-19 (1.3), 22-27 (1.4), 28-33

(1.5), 50-55 (2.2), 58-63 (2.3), 64-69 (2.4)

Supporting SE/TE: 2-7 (1.1), 79

7.EE.1Apply properties of operations as strategies to add, subtract, factor, and expand linear

expressions with rational coefficients.Primary SE/TE: 80-85 (3.1), 86-91 (3.2), 92-93 (Ext. 3.2)

7.EE.2Understand that rewriting an expression in different forms in a problem context can shed light

on the problem and how the quantities in it are related. Primary SE/TE: 80-85 (3.1), 86-91 (3.2)

7.EE.3

Solve multi-step real-life and mathematical problems posed with positive and negative rational

numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply

properties of operations to calculate with numbers in any form; convert between forms as

appropriate; and assess the reasonableness of answers using mental computation and

estimation strategies.

Primary SE/TE: 214-219 (6.1), 220-225 (6.2), 232-237 (6.4)

Domain: Expressions and Equations

7.NS.2





Correlated to


Standard

Use variables to represent quantities in a real-world or mathematical problem, and construct

simple equations and inequalities to solve problems by reasoning about the quantities.

a. Solve word problems leading to equations of the form px + q = r and p (x + q ) = r , where

p , q , and r are specific rational numbers. Solve equations of these forms fluently. Compare

an algebraic solution to an arithmetic solution, identifying the sequence of the operations used

in each approach.

Primary SE/TE: 96-101 (3.3), 102-107 (3.4), 108-113 (3.5)

b. Solve word problems leading to inequalities of the form px + q > r or px + q < r , where p ,

q , and r are specific rational numbers. Graph the solution set of the inequality and interpret it

in the context of the problem.

Primary SE/TE: 124-129 (4.1), 130-135 (4.2), 138-145 (4.3),

146-151 (4.4)

7.G.1Solve problems involving scale drawings of geometric figures, including computing actual

lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.Primary SE/TE: 298-305 (7.5)

7.G.2

Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given

conditions. Focus on constructing triangles from three measures of angles or sides, noticing

when the conditions determine a unique triangle, more than one triangle, or no triangle.

Primary SE/TE: 282-287 (7.3), 292-297 (7.4)

7.G.3Describe the two-dimensional figures that result from slicing three-dimensional figures, as in

plane sections of right rectangular prisms and right rectangular pyramids.Primary SE/TE: 388-389 (Ext. 9.5)

7.G.4Know the formulas for the area and circumference of a circle and use them to solve problems;

give an informal derivation of the relationship between the circumference and area of a circle.

Primary SE/TE: 316-323 (8.1), 332-337 (8.3)

Supporting SE/TE: 324-329 (8.2), 368-373 (9.3)

7.G.5Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step

problem to write and solve simple equations for an unknown angle in a figure.

Primary SE/TE: 270-275 (7.1), 276-281 (7.2), 288-289 (Ext.

7.3)

7.G.6

Solve real-world and mathematical problems involving area, volume and surface area of two-

and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and

right prisms.

Primary SE/TE: 338-343 (8.4), 354-361 (9.1), 362-367 (9.2),

376-381 (9.4), 382-387 (9.5)

7.SP.1

Understand that statistics can be used to gain information about a population by examining a

sample of the population; generalizations about a population from a sample are valid only if

the sample is representative of that population. Understand that random sampling tends to

produce representative samples and support valid inferences.

Primary SE/TE: 440-445 (10.6)

Domain: Statistics and Probability

Domain: Geometry

7.EE.4





Correlated to


Standard

7.SP.2

Use data from a random sample to draw inferences about a population with an unknown

characteristic of interest. Generate multiple samples (or simulated samples) of the same size

to gauge the variation in estimates or predictions.

Primary SE/TE: 440-445 (10.6), 446-447 (Ext. 10.6)

7.SP.3

Informally assess the degree of visual overlap of two numerical data distributions with similar

variabilities, measuring the difference between the centers by expressing it as a multiple of a

measure of variability.

Primary SE/TE: 448-453 (10.7)

7.SP.4Use measures of center and measures of variability for numerical data from random samples

to draw informal comparative inferences about two populations. Primary SE/TE: 448-453 (10.7)

7.SP.5

Understand that the probability of a chance event is a number between 0 and 1 that expresses

the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability

near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither

unlikely nor likely, and a probability near 1 indicates a likely event.

Primary SE/TE: 406-411 (10.2)

Supporting SE/TE: 400-405 (10.1), 412-419 (10.3)

7.SP.6

Approximate the probability of a chance event by collecting data on the chance process that

produces it and observing its long-run relative frequency, and predict the approximate relative

frequency given the probability.

Primary SE/TE: 412-419 (10.3)

Develop a probability model and use it to find probabilities of events. Compare probabilities

from a model to observed frequencies; if the agreement is not good, explain possible sources

of the discrepancy.

a. Develop a uniform probability model by assigning equal probability to all outcomes, and use

the model to determine probabilities of events.Primary SE/TE: 406-411 (10.2), 412-419 (10.3)

b. Develop a probability model (which may not be uniform) by observing frequencies in data

generated from a chance process. Primary SE/TE: 412-419 (10.3)

Find probabilities of compound events using organized lists, tables, tree diagrams, and

simulation.

a. Understand that, just as with simple events, the probability of a compound event is the

fraction of outcomes in the sample space for which the compound event occurs.Primary SE/TE: 420-427 (10.4), 428-435 (10.5)

b. Represent sample spaces for compound events using methods such as organized lists,

tables and tree diagrams. For an event described in everyday language (e.g., “rolling double

sixes”), identify the outcomes in the sample space which compose the event.

Primary SE/TE: 420-427 (10.4), 428-435 (10.5)

c. Design and use a simulation to generate frequencies for compound events. Primary SE/TE: 436-437 (Ext. 10.5)

7.SP.7

7.SP.8





Correlated to


Standard

Big Ideas Math is a research-based program, systematically

developed using the Common Core State Standards for

Mathematical Practice as the underlying structure. The

Standards for Mathematical Practice are seamlessly

connected to the Common Core State Content Standards

resulting in a program that maximizes both teacher

effectiveness and student understanding. Every section has

additional Mathematical Practice support in the Dynamic

Classroom and in the online Lesson Plans at

BigIdeasMath.com .

1 Make sense of problems and persevere in solving them.Mathematically proficient students:

• Explain to themselves the meaning of a problem and looking for entry points to its solution.

• Analyze givens, constraints, relationships, and goals

• Make conjectures about the form and meaning of the solution attempt.

• Plan a solution pathway rather than simply jumping into a solution.

• Consider analogous problems and try special cases and simpler forms of the original problen

in order to gain insight into its solution.

• Monitor and evaluate their progress and change course if necessary.

• Transform algebraic expressions or change the viewing window on their graphing calculator

to get information.

• Explain correspondences between equations, verbal descriptions, tables, and graphs.

• Draw diagrams of important features and relationships, graph data, and search for regularity

or trends.

• Use concrete objects or pictures to help conceptualize and solve a problem.

• Check their answers to problems using a different method.

• Ask themselves, “Does this make sense?”

• Understand the approaches of others to solving complex problems and identify

correspondences between approaches.

Each section begins with an Essential Question. Students look

for entry points using guides such as In Your Own Words.

Clear step-by-step examples encourage students to plan a

solution pathway rather than jumping into a solution attempt.

Guided questions and instructional scaffolding support

students’ perseverance.

Sample references:

Chapter 2, pages 44-49









Mathematical Practices





Correlated to


Standard

2 Reason abstractly and quantitively.Mathematically proficient students:

• Make sense of quantities and their relationships in problem situations.

• Bring two complementary abilities to bear on problems involving quantitative relationships:

Decontextualize (abstract a given situation and represent it symbolically and manipulate

the representing symbols as if they have a life of their own, without necessarily attending to

their referents) and

- Contextualize (pause as needed during the manipulation process in order to probe into

the referents for the symbols involved)

• Use quantitative reasoning that entails creating a coherent representation of the problem at

hand, considering the units involved, and attending to the meaning of quantities, not just how

to compute them .

• Know and flexibly use different properties of operations and objects.

Students learn to represent problems by consistently using a

verbal model, paying close attention to units and employing

mathematical properties. This helps students represent

problems symbolically and manipulate the representative

symbols. They are taught to contextualize by thinking about

the referents and symbols involved.

Sample references:












Correlated to


Standard

3 Construct viable arguments and critique the reasoning of others.Mathematically proficient students:

• Understand and use stated assumptions, definitions, and previously established results in

constructing arguments.

• Make conjectures and build a logical progression of statements to explore the truth of their

conjectures.

• Analyze situations by breaking them into cases.

• Recognize and use counterexamples.

• Justify their conclusions, communicate them to others, and respond to the arguments of

others.

• Reason inductively about data, making plausible arguments that take into account the

context from which the data arose.

• Compare the effectiveness of two plausible arguments.

• Distinguish correct logic or reasoning from that which is flawed and, if there is a flaw, explain

what it is

Elementary students construct arguments using concrete referents such as objects,

drawings, diagrams, and actions.

- Later students learn to determine domains to which an argument applies.

• Listen or read the arguments of others, decide whether they make sense, and ask useful

question to clarify or improve arguments.

Throughout the series students are expected to develop

models, formulate deductions, and make conjectures.

Essential Questions, Error Analysis exercises, and Reasoning

exercises provide opportunities for students to make

assumptions, examine results, and explain their reasoning.

What Is Your Answer, In Your Own Words, You Be The

Teacher, and Which One Doesn’t Belong encourage debate

and sensemaking.

Sample references:















Correlated to


Standard

4 Model with mathematics.Mathematically proficient students:

• Apply the mathematics they know to solve problems arising in everyday life, society, and the

workplace.

In early grades, this might be as simple as writing an addition equation to describe a

situation.

- In middle grades, a student might apply proportional reasoning to plan a school event or

analyze a problem in the community.

- By high school, a student might use geometry to solve a design problem or use a function

to describe how one quantity of interest depends on another.

• Make assumptions and approximations to simplify a complicated situation, realizing that

these may need revision later.

• Identify important quantities in a practical situation

• Map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and

formulas.

• Analyze those relationships mathematically to draw conclusions.

• Interpret their mathematical results in the context of the situation.

• Reflect on whether the results make sense, possibly improving the model if it has not served

its purpose.

In each section, students work with the mathematics of

everyday life. Students use graphs, tables, charts, number

lines, diagrams, flowcharts, and formulas to organize, make

sense of, and identify realistic solutions to real-life situations.

Students write stories involving math, on topics such as using

percents to help them improve their grades. Visual

representations, such as integer tiles and fraction models, help

students make sense of numeric operations.

Sample references:












Correlated to


Standard

5 Use appropriate tools strategically.Mathematically proficient students:

• Consider available tools when solving a mathematical problem. (pencil and paper, concrete

models, ruler, protractor, calculator, spreadsheet, computer algebra system, statistical

package, or dynamic geometry software)

• Are sufficiently familiar with tools appropriate for their grade or course to make sound

decisions about when each of these tools might be helpful, recognizing both the insight to be

gained and their limitations.

• Detect possible errors by strategically using estimation and other mathematical knowledge.

• Know that technology can enable them to visualize the results of varying assumptions,

explore consequences, and compare predictions with data.

• Identify relevant external mathematical resources and use them to pose or solve problems.

• Use technological tools to explore and deepen their understanding of concepts.

Opportunities for students to select and use appropriate tools

such as graphing calculators, protractors, measuring devices,

websites, and other external resources are provided for

students throughout the series.

Sample references:









Correlated to


Standard

6 Attend to Precision.Mathematically proficient students:

• Try to communicate precisely to others.

- In the elementary grades, students give carefully formulated explanations to each other.

- In high school, students have learned to examine claims and make explicit use of

definitions.

• Try to use clear definitions in discussion with others and in their own reasoning.

• State the meaning of the symbols they choose, including using the equal sign consistently

and appropriately.

• Specify units of measure and label axes to clarify the correspondence with quantities in a

problem.

• Calculate accurately and efficiently, express numerical answers with a degree of precision

appropriate for the problem context.

Through the balanced approach to instruction, students have

daily opportunities to communicate mathematically. Students

work through activities, examples, and exercises to understand

and use the language of mathematics, paying careful attention

to the importance of units, labeling, and quantities.

Sample references:














Correlated to


Standard

7 Look for and make use of structure.Mathematically proficient students:

• Look closely to discern a pattern or structure.

Young students might notice that three and seven more is the same amount as seven

and three more or they may sort a collection of shapes according to how many sides the

shapes have.

- Later, students will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for

the distributive property.

- In the expression x2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7.

They recognize the significance of an existing line in a geometric figure and can use the

strategy of drawing an auxiliary line for solving problems.

• Step back for an overview and can shift perspective.

• See complicated things, such as some algebraic expressions, as single objects or composed

of several objects.

Real and relevant word problems encourage students to “see”

that these problems are composed of several components.

Students find that some mathematical representations share

common mathematical structures and learn to look for these

relationships discerning inherent patterns and structures.

Sample references:







8 Look for and express regularity in repeated reasoning.Mathematically proficient students:

• Notice if calculations are repeated.

• Look both for general methods and for shortcuts.

Upper elementary students might notice when dividing 25 by 11 that they are repeating

the same calculations over and over again, and conclude they have a repeated decimal.

- Paying attention to the calculation of slope as they repeatedly check whether the points

are on the line through (1,2) with a slope 3, middle school students might abstract the

equation (y-2)/(x-1)=3.

- Noticing the regularity in the way terms cancel when expanding (x-1)(x+1),

(x-1)(x2+x+1), and (x-1)(x

3+x

2+x+1) might lead high school students to the general formula for

the sum of a geometric series.

• Maintain oversight of the process of solving a problem, while attending to the details.

• Continually evaluate the reasonableness of intermediate results.

The series helps students see that mathematics is well

structured and predictable. Students work through a problem,

not through the numbers. They consider factors such as an

appropriate answer to the question, reasonable intermediate

steps, and a realistic solution.

Sample references:




Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief School Officers. All rights reserved.

Regular Pathway - Grade 8

Big Ideas Math (Blue)Correlation to the Common Core State Standards

©2014





8.NS.1

Understand informally that every number has a decimal expansion; the rational numbers are

those with decimal expansions that terminate in 0s or eventually repeat. Know that other

numbers are called irrational.

Primary SE/TE: 308-315 (7.4), 316-317 (Ext. 7.4)

8.NS.2

Use rational approximations of irrational numbers to compare the size of irrational numbers,

locate them approximately on a number line diagram, and estimate the value of expressions

(e.g., π ^2).

Primary SE/TE: 308-315 (7.4)

8.EE.1Know and apply the properties of integer exponents to generate equivalent numerical

expressions.

Primary SE/TE: 410-415 (10.1), 416-421 (10.2), 422-427

(10.3), 428-433 (10.4)

8.EE.2

Use square root and cube root symbols to represent solutions to equations of the form x^2 =

p and x^3 = p , where p is a positive rational number. Evaluate square roots of small perfect

squares and cube roots of small perfect cubes. Know that √2 is irrational.

Primary SE/TE: 288-293 (7.1), 294-299 (7.2), 300-305 (7.3),

318-323 (7.5)


8.EE.3

Use numbers expressed in the form of a single digit times an integer power of 10 to estimate

very large or very small quantities, and to express how many times as much one is than the

other.

Primary SE/TE: 436-441 (10.5), 442-447 (10.6), 448-453

(10.7)

8.EE.4

Perform operations with numbers expressed in scientific notation, including problems where

both decimal and scientific notation are used. Use scientific notation and choose units of

appropriate size for measurements of very large or very small quantities (e.g., use millimeters

per year for seafloor spreading). Interpret scientific notation that has been generated by

technology.

Primary SE/TE: 436-441 (10.5), 442-447 (10.6), 448-453

(10.7)

8.EE.5Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare

two different proportional relationships represented in different ways.

Primary SE/TE: 158-163 (4.3)


8.EE.6

Use similar triangles to explain why the slope m is the same between any two distinct points

on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the

origin and the equation y = mx + b for a line intercepting the vertical axis at b .

Primary SE/TE: 148-155 (4.2), 158-163 (4.3), 166-171 (4.4)

Supporting SE/TE: 156-157 (Ext. 4.2), 172-177 (4.5)

Domain: Expressions and Equations

Big Ideas Math (Blue) ©2014

Correlated to


Standard

222222222222





Correlated to


Standard

Solve linear equations in one variable.

a. Give examples of linear equations in one variable with one solution, infinitely many

solutions, or no solutions. Show which of these possibilities is the case by successively

transforming the given equation into simpler forms, until an equivalent equation of the form x = a , a = a , or a = b results (where a and b are different numbers).

Primary SE/TE: 2-9 (1.1), 10-15 (1.2), 18-25 (1.3)

Supporting SE/TE: 26-31 (1.4), 230-231 (Ext. 5.4)

b. Solve linear equations with rational number coefficients, including equations whose

solutions require expanding expressions using the distributive property and collecting like

terms.

Primary SE/TE: 2-9 (1.1), 10-15 (1.2), 18-25 (1.3)

Supporting SE/TE: 26-31 (1.4), 201, 230-231 (Ext. 5.4)

Analyze and solve pairs of simultaneous linear equations.

a. Understand that solutions to a system of two linear equations in two variables correspond to

points of intersection of their graphs, because points of intersection satisfy both equations

simultaneously.

Primary SE/TE: 202-207 (5.1), 224-229 (5.4)

Supporting SE/TE: 230-231 (Ext. 5.4)

b. Solve systems of two linear equations in two variables algebraically, and estimate solutions

by graphing the equations. Solve simple cases by inspection.

Primary SE/TE: 202-207 (5.1), 208-213 (5.2), 216-223 (5.3),

224-229 (5.4)


c. Solve real-world and mathematical problems leading to two linear equations in two

variables.

Primary SE/TE: 202-207 (5.1), 208-213 (5.2), 216-223 (5.3),

224-229 (5.4)


8.F.1Understand that a function is a rule that assigns to each input exactly one output. The graph of

a function is the set of ordered pairs consisting of an input and the corresponding output.Primary SE/TE: 242-247 (6.1), 248-255 (6.2)

8.F.2Compare properties of two functions each represented in a different way (algebraically,

graphically, numerically in tables, or by verbal descriptions). Primary SE/TE: 256-263 (6.3)

8.F.3Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line;

give examples of functions that are not linear. Primary SE/TE: 256-263 (6.3), 266-271 (6.4)

8.F.4

Construct a function to model a linear relationship between two quantities. Determine the rate

of change and initial value of the function from a description of a relationship or from two (x ,

y ) values, including reading these from a table or from a graph. Interpret the rate of change

and initial value of a linear function in terms of the situation it models, and in terms of its graph

or a table of values.

Primary SE/TE: 256-263 (6.3)

Supporting SE/TE: 178-183 (4.6), 184-189 (4.7), 371

8.EE.7

8.EE.8

Domain: Functions





Correlated to


Standard

8.F.5

Describe qualitatively the functional relationship between two quantities by analyzing a graph

(e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that

exhibits the qualitative features of a function that has been described verbally.

Primary SE/TE: 272-277 (6.5)

Verify experimentally the properties of rotations, reflections, and translations:

a. Lines are taken to lines, and line segments to line segments of the same length. Primary SE/TE: 48-53 (2.2), 54-59 (2.3), 60-67 (2.4)

b. Angles are taken to angles of the same measure. Primary SE/TE: 48-53 (2.2), 54-59 (2.3), 60-67 (2.4)

c. Parallel lines are taken to parallel lines. Primary SE/TE: 48-53 (2.2), 54-59 (2.3), 60-67 (2.4)

8.G.2

Understand that a two-dimensional figure is congruent to another if the second can be

obtained from the first by a sequence of rotations, reflections, and translations; given two

congruent figures, describe a sequence that exhibits the congruence between them.

Primary SE/TE: 48-53 (2.2), 54-59 (2.3), 60-67 (2.4)


8.G.3Describe the effect of dilations, translations, rotations, and reflections on two-dimensional

figures using coordinates.

Primary SE/TE: 48-53 (2.2), 54-59 (2.3), 60-67 (2.4), 82-89

(2.7)

8.G.4

Understand that a two-dimensional figure is similar to another if the second can be obtained

from the first by a sequence of rotations, reflections, translations, and dilations; given two

similar two-dimensional figures, describe a sequence that exhibits the similarity between them.


Supporting SE/TE: 70-75 (2.5), 76-81 (2.6)

8.G.5

Use informal arguments to establish facts about the angle sum and exterior angle of triangles,

about the angles created when parallel lines are cut by a transversal, and the angle-angle

criterion for similarity of triangles.

Primary SE/TE: 102-109 (3.1), 110-115 (3.2), 126-131 (3.4)


8.G.6 Explain a proof of the Pythagorean Theorem and its converse. Primary SE/TE: 300-305 (7.3), 318-323 (7.5)

8.G.7Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-

world and mathematical problems in two and three dimensions.Primary SE/TE: 300-305 (7.3), 318-323 (7.5)

8.G.8Apply the Pythagorean Theorem to find the distance between two points in a coordinate

system.Primary SE/TE: 300-305 (7.3), 318-323 (7.5)

8.G.9Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve

real-world and mathematical problems.

Primary SE/TE: 334-339 (8.1), 340-345 (8.2), 348-353 (8.3)


8.SP.1

Construct and interpret scatter plots for bivariate measurement data to investigate patterns of

association between two quantities. Describe patterns such as clustering, outliers, positive or

negative association, linear association, and nonlinear association.

Primary SE/TE: 372-377 (9.1), 378-383 (9.2)


8.G.1

Domain: Statistics and Probability

Domain: Geometry





Correlated to


Standard

8.SP.2

Know that straight lines are widely used to model relationships between two quantitative

variables. For scatter plots that suggest a linear association, informally fit a straight line, and

informally assess the model fit by judging the closeness of the data points to the line.

Primary SE/TE: 378-383 (9.2)

8.SP.3Use the equation of a linear model to solve problems in the context of bivariate measurement

data, interpreting the slope and intercept. Primary SE/TE: 378-383 (9.2)

8.SP.4

Understand that patterns of association can also be seen in bivariate categorical data by

displaying frequencies and relative frequencies in a two-way table. Construct and interpret a

two-way table summarizing data on two categorical variables collected from the same

subjects. Use relative frequencies calculated for rows or columns to describe possible

association between the two variables.

Primary SE/TE: 386-391 (9.3)





Correlated to


Standard

Big Ideas Math is a research-based program, systematically

developed using the Common Core State Standards for

Mathematical Practice as the underlying structure. The

Standards for Mathematical Practice are seamlessly

connected to the Common Core State Content Standards

resulting in a program that maximizes both teacher

effectiveness and student understanding. Every section has

additional Mathematical Practice support in the Dynamic

Classroom and in the online Lesson Plans at

BigIdeasMath.com .

1 Make sense of problems and persevere in solving them.Mathematically proficient students:









to get information.



or trends.






Each section begins with an Essential Question. Students look

for entry points using guides such as In Your Own Words.

Clear step-by-step examples encourage students to plan a

solution pathway rather than jumping into a solution attempt.

Guided questions and instructional scaffolding support

students’ perseverance.

Sample references:















Correlated to


Standard

2 Reason abstractly and quantitively.Mathematically proficient students:










to compute them .


Students learn to represent problems by consistently using a

verbal model, paying close attention to units and employing

mathematical properties. This helps students represent

problems symbolically and manipulate the representative

symbols. They are taught to contextualize by thinking about


Sample references:










Correlated to


Standard

3 Construct viable arguments and critique the reasoning of others.Mathematically proficient students:




conjectures.




others.





what it is






Throughout the series students are expected to develop

models, formulate deductions, and make conjectures.

Essential Questions, Error Analysis exercises, and Reasoning

exercises provide opportunities for students to make

assumptions, examine results, and explain their reasoning.

What Is Your Answer, In Your Own Words, You Be The

Teacher, and Which One Doesn’t Belong encourage debate

and sensemaking.

Sample references:















Correlated to


Standard

4 Model with mathematics.Mathematically proficient students:


workplace.


situation.









formulas.




its purpose.

In each section, students work with the mathematics of

everyday life. Students use graphs, tables, charts, number

lines, diagrams, flowcharts, and formulas to organize, make

sense of, and identify realistic solutions to real-life situations.

Students write stories involving math, on topics such as using

percents to help them improve their grades. Visual

representations, such as integer tiles and fraction models, help

students make sense of numeric operations.

Sample references:












Correlated to


Standard

5 Use appropriate tools strategically.Mathematically proficient students:












Opportunities for students to select and use appropriate tools

such as graphing calculators, protractors, measuring devices,

websites, and other external resources are provided for


Sample references:






6 Attend to Precision.Mathematically proficient students:




definitions.



and appropriately.


problem.



Through the balanced approach to instruction, students have

daily opportunities to communicate mathematically. Students

work through activities, examples, and exercises to understand

and use the language of mathematics, paying careful attention

to the importance of units, labeling, and quantities.

Sample references:











Correlated to


Standard

7 Look for and make use of structure.Mathematically proficient students:


Young students might notice that three and seven more is the same amount as seven

and three more or they may sort a collection of shapes according to how many sides the

shapes have.








of several objects.

Real and relevant word problems encourage students to “see”

that these problems are composed of several components.

Students find that some mathematical representations share

common mathematical structures and learn to look for these

relationships discerning inherent patterns and structures.

Sample references:






8 Look for and express regularity in repeated reasoning.Mathematically proficient students:









(x-1)(x2+x+1), and (x-1)(x

3+x





The series helps students see that mathematics is well

structured and predictable. Students work through a problem,

not through the numbers. They consider factors such as an

appropriate answer to the question, reasonable intermediate

steps, and a realistic solution.

Sample references:







N.RN.1

Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5 1/3 to be the cube root of 5 because we want (5 1/3 ) 3 = 5 (1/3)3 to hold, so (5 1/3 ) 3 must equal 5 .

Primary SE/TE: 237-242 (5.1)

N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents.

Primary SE/TE: 237-242 (5.1), 243-250 (5.2)Supporting SE/TE: 253 (5.3), 261-268 (5.4), 271-274 (5.5), 299 (6.1), 304, 305 (6.2), 334 (6.6), 344 (6.7)

N.Q.2 Define appropriate quantities for the purpose of descriptive modeling.Supporting SE/TE: 23, 26 (1.3), 60, 63 (2.2), 77, 79, 81, 82 (2.4), 97, 98, 100-102 (3.1), 115, 117 (3.3), 126, 128, 129 (3.4), 183, 185 (4.4), 505-512 (9.6)

Domain: The Complex Number System

N.CN.1 Know there is a complex number i such that i 2 = -1, and every complex number has the form a + bi with a and b real.

Primary SE/TE: 103-110 (3.2)

N.CN.2 Use the relation i 2 = -1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.

Primary SE/TE: 105-110 (3.2) Supporting SE/TE: 123 (3.4), 200 (4.6)

N.CN.7 Solve quadratic equations with real coefficients that have complex solutions.Primary SE/TE: 103, 107, 109 (3.2), 114, 116 (3.3), 121, 123, 127, 128 (3.4)Supporting SE/TE: 199 (4.6)

N.CN.8 Extend polynomial identities to the complex numbers. For example, rewrite x 2 + 4 as (x + 2i)(x - 2i) .

Primary SE/TE: 199 (4.6)Supporting SE/TE: 107 (3.2)

N.CN.9 Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. Primary SE/TE: 198-204 (4.6)

Interpret expressions that represent a quantity in terms of its context.

a. Interpret parts of an expression, such as terms, factors, and coefficients.Supporting SE/TE: 23, 26 (1.3), 60, 63 (2.2), 77, 79, 81, 82 (2.4), 97, 98, 100-102 (3.1), 115, 117 (3.3), 126, 128, 129 (3.4), 183, 185 (4.4), 505-512 (9.6)

b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r) n as the product of P and a factor not depending on P .

Supporting SE/TE: 97 (3.1), 180-186 (4.4), 190-196 (4.5), 296-302 (6.1), 305-308 (6.2)

A.SSE.2Use the structure of an expression to identify ways to rewrite it. For example, see x 4 - y 4 as (x 2 ) 2 - (y 2 ) 2 , thus recognizing it as a difference of squares that can be factored as (x 2 - y 2 )(x 2 + y 2 ) .

Primary SE/TE: 96, 100, 102 (3.1), 179-186 (4.4), 327, 329-332 (6.5)Supporting SE/TE: 111-118 (3.3), 121, 123 (3.4), 133, 134 (3.5), 142 (3.6), 190-192 (4.5), 199 (4.6), 263-265 (5.4), 299, 301 (6.1), 305, 307 (6.2), 312 (6.3), 334, 336 (6.6), 344 (6.7), 368, 371 (7.2), 376-382 (7.3), 385-390 (7.4), 393, 394 (7.5), 515, 517 (9.7), 521-524 (9.8)

Big Ideas Math: A Common Core Curriculum Algebra 2 © 2015

Correlated to

Domain: Quantities

Standard

Conceptual Category: Number and Quantity

Common Core State Standards for High School Algebra 2

Conceptual Category: Algebra

Domain: Seeing Structure in Expressions

A.SSE.1

222222222222

Copyright © Big Ideas Learning, LLCAll rights reserved. Items in brackets are required in Algebra 1. Algebra 2: 1 of 12



Correlated to

Standard


Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.c. Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15 t can be rewritten as (1.15 1/12 ) 12t ≈ 1.012 12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15% .

Primary SE/TE: 299, 301 (6.1)Supporting SE/TE: 305, 307 (6.2), 344, 347 (6.7)

A.SSE.4 Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments. Primary SE/TE: 425, 428, 429, 431, 432 (8.3), 435-440 (8.4)

A.APR.1Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

Primary SE/TE: 165-172 (4.2)Supporting SE/TE: 174 (4.3), 193, 195 (4.5), 200, 202 (4.6), 377-382 (7.3), 385-390 (7.4), 393, 394, 396, 397 (7.5)

A.APR.2 Know and apply the Remainder Theorem: For a polynomial p (x ) and a number a , the remainder on division by x - a is p (a ), so p (a ) = 0 if and only if (x - a ) is a factor of p (x ).

Primary SE/TE: 176, 178 (4.3), 182-186 (4.4)Supporting SE/TE: 191, 192 (4.5)

A.APR.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.

Primary SE/TE: 59, 60, 63, 64 (2.2), 183, 185 (4.4), 190, 192, 194, 195 (4.5), 199, 202 (4.6), 212, 213, 216, 217 (4.8)Supporting SE/TE: 96, 97, 100 (3.1), 142, 145 (3.6)

A.APR.4Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x 2 + y 2 ) 2 = (x 2 - y 2 ) 2 + (2xy) 2 can be used to generate Pythagorean triples.

Primary SE/TE: 168, 171, 172 (4.2)

A.APR.5Know and apply the Binomial Theorem for the expansion of (x + y )n in powers of x and y for a positive integer n , where x and y are any numbers, with coefficients determined for example by Pascal's Triangle.

Primary SE/TE: 165, 169, 171, 172 (4.2), 574, 577 (10.5)

A.APR.6

Rewrite simple rational expressions in different forms; write a (x )/b (x ) in the form q (x ) + r (x )/b (x ), where a (x ), b (x ), q (x ), and r (x ) are polynomials with the degree of r (x ) less than the degree of b (x ), using inspection, long division, or, for the more complicated examples, a computer algebra system.

Primary SE/TE: 174, 175, 177, 178 (4.3), 368, 371 (7.2), 376, 380, 381 (7.3), 386, 389, 390 (7.4)

A.APR.7Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

Primary SE/TE: 375, 377-382 (7.3), 383-390 (7.4)

A.SSE.3

Domain: Arithmetic with Polynomials and Rational Expressions




Correlated to

Standard


A.CED.1Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

Primary SE/TE: 143, 145, 146 (3.6), 362, 364 (7.1)Supporting SE/TE: 22-24, 26-28 (1.3), 76-78, 81, 82 (2.4), 97, 98, 100-102 (3.1), 115, 117, 118 (3.3), 126, 128-130 (3.4), 195, 196 (4.5), 240-242 (5.1), 254, 257, 258 (5.3), 298-302 (6.1), 306, 308 (6.2), 330, 332 (6.5), 335, 338-340 (6.6), 345, 347, 348 (6.7), 379, 381, 382 (7.3), 392, 395-398 (7.5), 465, 467, 468 (9.1)

A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

Primary SE/TE: 21-28 (1.3), 75-82 (2.4), 219-224 (4.9), 341, 343-348 (6.7), 359, 361-364 (7.1), 505-512 (9.6)Supporting SE/TE: 12-18 (1.2), 33-36 (1.4), 48-54 (2.1), 68-74 (2.3), 97, 98, 100-102 (3.1), 126, 128-130 (3.4), 205-210 (4.7), 252-258 (5.3), 275-284 (5.6), 297, 298, 300-302 (6.1), 318-324 (6.4), 366-372 (7.2), 379, 381, 382 (7.3), 395, 397 (7.5)

A.CED.3

Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods .

Primary SE/TE: 33-36 (1.4), 137, 138 (3.5), 141, 143-146 (3.6), 362, 364 (7.1)Supporting SE/TE: 21-28 (1.3), 97, 98, 100, 101 (3.1), 126, 128, 129 (3.4), 201, 203 (4.6), 267 (5.4), 335, 338-340 (6.6), 369, 371, 372 (7.2)

A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R .

Primary SE/TE: 280, 282-284 (5.6), 395, 397 (7.5)Supporting SE/TE: 26 (1.3), 268 (5.4), 340 (6.6)

A.REI.1Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

Primary SE/TE: 262-268 (5.4), 334-336, 338-340 (6.6), 392-398 (7.5)Supporting SE/TE: 240, 242 (5.1), 419, 420, 422, 423 (8.2), 427, 428, 430 (8.3), 464, 465, 467, 468 (9.1)

A.REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. Primary SE/TE: 261-268 (5.4), 391-398 (7.5)

Solve quadratic equations in one variable.b. Solve quadratic equations by inspection (e.g., for x 2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b .

Primary SE/TE: 93-102 (3.1), 107, 109 (3.2), 112-118 (3.3), 121-130 (3.4)Supporting SE/TE: 133, 134, 136, 137 (3.5), 142, 143, 145, 146 (3.6), 190, 192 (4.5), 199 (4.6), 263-265 (5.4), 336 (6.6), 393, 394 (7.5)

A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

Primary SE/TE: 29-36 (1.4)Supporting SE/TE: 78, 81 (2.4), 420, 423 (8.2), 428, 430 (8.3)

A.REI.7Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = -3x and the circle x 2 + y 2 = 3.

Primary SE/TE: 131-138 (3.5)Supporting SE/TE: 267 (5.4)

A.REI.11

Explain why the x -coordinates of the points where the graphs of the equations y = f (x ) and y = g (x ) intersect are the solutions of the equation f (x ) = g (x ); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f (x ) and/or g (x ) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

Primary SE/TE: 135, 137 (3.5)Supporting SE/TE: 196 (4.5), 264, 268 (5.4), 333, 334, 339 (6.6), 391, 394, 398 (7.5)

A.REI.4

Conceptual Category: Functions

Domain: Reasoning with Equations and Inequalities

Domain: Creating Equations




Correlated to

Standard


F.IF.3Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1 .

Primary SE/TE: 409-411, 414, 415 (8.1), 417-424 (8.2), 425-428, 430-432 (8.3), 441-450 (8.5)

F.IF.4

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity .

Primary SE/TE: 55-64 (2.2), 67-74 (2.3), 157-164 (4.1), 211-218 (4.8)Supporting SE/TE: 21-23, 26-28 (1.3), 183, 185 (4.4), 295-302 (6.1), 303-308 (6.2), 309, 313, 315, 316 (6.3), 365-372 (7.2), 436, 437, 439 (8.4), 445 (8.5), 485-494 (9.4), 497-504 (9.5)

F.IF.5

Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

Supporting SE/TE: 4, 9 (1.1), 28 (1.3), 58, 62, 64 (2.2), 77, 81 (2.4), 141, 145, 146 (3.6), 161, 163 (4.1), 201 (4.6), 251, 252, 256-258 (5.3), 270, 271, 273 (5.5), 277-284 (5.6), 295, 296, 302 (6.1), 309, 313, 315, 316 (6.3), 365-372 (7.2), 486 (9.4), 498, 500 (9.5)

F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

Primary SE/TE: 77, 80, 82 (2.4)Supporting SE/TE: 21-28 (1.3), 161, 163 (4.1), 258 (5.3), 302 (6.1), 306 (6.2), 315 (6.3), 371 (7.2), 493 (9.4), 503 (9.5)

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

b. Graph square root, cube root, [and piecewise-defined] functions, [including step functions and absolute value functions].

Primary SE/TE: 251-258 (5.3)Supporting SE/TE: 261, 264, 265, 268 (5.4), 270 (5.5), 275, 278, 279, 282 (5.6)

c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

Primary SE/TE: 47-54 (2.1), 55-64 (2.2), 69, 72 (2.3), 157-164 (4.1), 205-210 (4.7), 211-218 (4.8)Supporting SE/TE: 93, 94, 96, 98, 99, 101, 102 (3.1), 139-146 (3.6), 190, 192, 194, 196 (4.5), 222 (4.9)

e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

Primary SE/TE: 295, 297, 298, 300, 302 (6.1), 303, 305, 307 (6.2), 309, 312, 313, 315, 316 (6.3), 317-324 (6.4), 485-494 (9.4), 497-504 (9.5)

Domain: Interpreting Functions

F.IF.7




Correlated to

Standard


Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. Primary SE/TE: 96, 97, 100 (3.1), 114, 115, 117, 118 (3.3)

b. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)ᵗ, y = (0.97)ᵗ, y = (1.01)12ᵗ, y = (1.2)ᵗ /10, and classify them as representing exponential growth or decay.

Primary SE/TE: 298-302 (6.1)Supporting SE/TE: 305, 307 (6.2), 344, 347 (6.7)

F.IF.9Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum .

Primary SE/TE: 23, 26 (1.3), 60, 63 (2.2)Supporting SE/TE: 224 (4.9), 258 (5.3), 302 (6.1), 306, 308 (6.2), 315 (6.3), 372 (7.2), 503 (9.5), 511 (9.6)

Domain: Building Functions

Write a function that describes a relationship between two quantities.

a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

Primary SE/TE: 21-28 (1.3), 75-82 (2.4), 219, 222-224 (4.9), 343-348 (6.7), 445, 446, 448-450 (8.5), 505, 506, 508-512 (9.6)Supporting SE/TE: 97, 98, 100-102 (3.1), 126, 128-130 (3.4), 298-302 (6.1), 359, 362, 364 (7.1), 379, 381, 382 (7.3)

b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model .

Primary SE/TE: 269-274 (5.5)Supporting SE/TE: 335, 338 (6.6), 379, 381 (7.3)

F.BF.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. Primary SE/TE: 417-424 (8.2), 425-432 (8.3), 441-450 (8.5)

F.BF.3

Identify the effect on the graph of replacing f (x ) by f (x ) + k , k f (x ), f (kx ), and f (x + k ) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Primary SE/TE: 4-10 (1.1), 11-18 (1.2), 47-54 (2.1), 205-210 (4.7), 215, 217, 218 (4.8), 251, 253, 254, 256, 257 (5.3), 317-324 (6.4), 365-368, 370-371 (7.2), 487-494 (9.4), 497, 499-503 (9.5)Supporting SE/TE: 386, 389 (7.4), 517 (9.7)

Find inverse functions.a. Solve an equation of the form f (x ) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x 3 or f(x) = (x+1)/(x-1) for x ≠ 1 .

Primary SE/TE: 276-284 (5.6), 312, 315 (6.3) Supporting SE/TE: 395, 397, 398 (7.5)

Domain: Linear, Quadratic, and Exponential Models

F.LE.2Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

Primary SE/TE: 21-28 (1.3), 298, 300-302 (6.1), 343-348 (6.7), 417-424 (8.2), 425-432 (8.3)

F.LE.4 For exponential models, express as a logarithm the solution to ab ct = d where a , c , and d are numbers and the base b is 2, 10, or e ; evaluate the logarithm using technology.

Primary SE/TE: 311, 314 (6.3), 330, 332 (6.5), 333-335, 338 (6.6)

F.LE.5 Interpret the parameters in a linear or exponential function in terms of a context. Primary SE/TE: 298-302 (6.1), 306, 308 (6.2)Domain: Trigonometric Functions

F.BF.4

F.IF.8

F.BF.1




Correlated to

Standard


F.TF.1 Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.

Primary SE/TE: 469, 471-476 (9.2)Supporting SE/TE: 461-468 (9.1), 480-484 (9.3)

F.TF.2Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.

Primary SE/TE: 477-484 (9.3)Supporting SE/TE: 461-468 (9.1), 485-494 (9.4), 497-504 (9.5)

F.TF.5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.

Primary SE/TE: 505-512 (9.6)Supporting SE/TE: 461-468 (9.1)

F.TF.8 Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.

Primary SE/TE: 513-515, 517 (9.7)Supporting SE/TE: 461-468 (9.1)

F.TF.9 Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems. Primary SE/TE: 519-524 (9.8)

Domain: Expressing Geometric Properties with Equations

G.GPE.2 Derive the equation of a parabola given a focus and directrix. Primary SE/TE: 68, 69, 72-74 (2.3)

S.ID.4

Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

Primary SE/TE: 595-602 (11.1)

Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.

Primary SE/TE: 21-28 (1.3), 75-82 (2.4)Supporting SE/TE: 219-224 (4.9), 341-348 (6.7), 505-512 (9.6)

Domain: Making Inferences and Justifying Conclusions

S.IC.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population. Primary SE/TE: 603-608 (11.2), 609-616 (11.3), 619-624 (11.4)

S.IC.2Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model ?

Primary SE/TE: 625-632 (11.5), 633-638 (11.6)Supporting SE/TE: 603-608 (11.2)

S.IC.3 Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. Primary SE/TE: 609-616 (11.3), 619-624 (11.4)

S.IC.4 Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. Primary SE/TE: 625-632 (11.5)

S.IC.5 Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. Primary SE/TE: 633-638 (11.6)

S.IC.6 Evaluate reports based on data. Primary SE/TE: 619-624 (11.4)Supporting SE/TE: 625-632 (11.5), 633-638 (11.6)

Domain: Conditional Probability and the Rules of Probability

Domain: Interpreting Categorical and Quantitative Data

S.ID.6

Conceptual Category: Geometry

Conceptual Category: Statistics and Probability




Correlated to

Standard


S.CP.1Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).

Primary SE/TE: 537-544 (10.1), 545-552 (10.2), 563-568 (10.4)

S.CP.2Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.

Primary SE/TE: 545-552 (10.2)

S.CP.3

Understand the conditional probability of A given B as P (A and B )/P (B ), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A , and the conditional probability of B given A is the same as the probability of B .

Primary SE/TE: 547-552 (10.2)Supporting SE/TE: 566, 568 (10.4)

S.CP.4

Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.

Primary SE/TE: 553-560 (10.3)

S.CP.5Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.

Primary SE/TE: 545-552 (10.2), 556-557, 559-560 (10.3)

S.CP.6 Find the conditional probability of A given B as the fraction of B 's outcomes that also belong to A , and interpret the answer in terms of the model. Primary SE/TE: 547-549, 551-552 (10.2)

S.CP.7 Apply the Addition Rule, P (A or B ) = P (A ) + P (B ) - P (A and B ), and interpret the answer in terms of the model.

Primary SE/TE: 563-568 (10.4)Supporting SE/TE: 579-584 (10.6)

S.CP.8 Apply the general Multiplication Rule in a uniform probability model, P (A and B ) = P (A )P (B |A ) = P (B )P (A |B ), and interpret the answer in terms of the model. Primary SE/TE: 545-552 (10.2)

S.CP.9 Use permutations and combinations to compute probabilities of compound events and solve problems. Primary SE/TE: 569-578 (10.5), 579, 582-584 (10.6)

S.MD.6 Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). Supporting SE/TE: 552 (10.2), 557, 559-560 (10.3), 566, 568 (10.4)

S.MD.7 Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). Supporting SE/TE: 552 (10.2), 557, 559-560 (10.3), 566, 568 (10.4)

Domain: Using Probability to Make Decisions




Correlated to

Standard


1 Make sense of problems and persevere in solving them.Mathematically proficient students:• Explain to themselves the meaning of a problem and looking for entry points to its solution.• Analyze givens, constraints, relationships, and goals• Make conjectures about the form and meaning of the solution attempt.• Plan a solution pathway rather than simply jumping into a solution.• Consider analogous problems and try special cases and simpler forms of the original problen in order to gain insight into its solution.• Monitor and evaluate their progress and change course if necessary.• Transform algebraic expressions or change the viewing window on their graphing calculator to get information.• Explain correspondences between equations, verbal descriptions, tables, and graphs.• Draw diagrams of important features and relationships, graph data, and search for regularity or trends.• Use concrete objects or pictures to help conceptualize and solve a problem.• Check their answers to problems using a different method.• Ask themselves, “Does this make sense?”• Understand the approaches of others to solving complex problems and identify

Each section begins with an Essential Question. Clear step-by-step examples encourage students to plan a solution pathway rather than jumping into a solution attempt. Guided questions and instructional scaffolding support students’ perseverance.Sample references:Chapter 1, pages 7, 10, 17, 19, 23, 25-29, 36Chapter 2, pages 51, 52, 54, 55, 60-62, 67, 72, 81-83Chapter 3, pages 92, 102, 107, 110, 119, 124, 127, 129-131, 138, 143, 144Chapter 4, pages 161, 163, 164, 179, 183, 186, 187, 190, 202, 209, 224Chapter 5, pages 258, 269, 274, 283Chapter 6, pages 306, 315, 316, 323, 333, 339, 348Chapter 7, pages 362, 369, 373, 381, 388, 391, 399Chapter 8, pages 419, 427, 431, 446, 449, 450Chapter 9, pages 465, 466, 473, 484, 493, 497, 502, 503, 511, 517Chapter 10, pages 544, 551, 563Chapter 11, pages 635, 638

2 Reason abstractly and quantitively.Mathematically proficient students:• Make sense of quantities and their relationships in problem situations. • Bring two complementary abilities to bear on problems involving quantitative relationships: ‐ Decontextualize (abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents) and - Contextualize (pause as needed during the manipulation process in order to probe into the referents for the symbols involved)• Use quantitative reasoning that entails creating a coherent representation of the problem at hand, considering the units involved, and attending to the meaning of quantities, not just how to compute them .• Know and flexibly use different properties of operations and objects.

Students learn to represent problems by consistently using a verbal model, paying close attention to units and employing mathematical properties. This helps students represent problems symbolically and manipulate the representative symbols. They are taught to contextualize by thinking about the referents and symbols involved.Sample references:Chapter 1, pages 6, 10, 17, 18, 21, 27, 28, 35, 36Chapter 2, pages 52, 61, 64, 72, 74Chapter 3, pages 100-102, 110, 117, 127-130, 137, 145, 146Chapter 4, pages 161, 164, 171, 172, 185, 196, 224Chapter 5, pages 242, 258, 281, 283, 284Chapter 6, pages 298, 316, 317, 323, 324Chapter 7, pages 358, 359, 372, 382, 390, 398Chapter 8, pages 417, 424, 431, 432, 450Chapter 9, pages 460, 468, 469, 476, 483, 493, 503, 504, 512, 517Chapter 10, pages 543, 545, 552, 560, 576Chapter 11, pages 602, 603, 605, 607, 609, 615, 616, 625, 632

Big Ideas Math is a research-based program, systematically developed using the Common Core State Standards for Mathematical Practice as the underlying structure. The Standards for Mathematical Practice are seamlessly connected to the Common Core State Content Standards resulting in a program that maximizes both teacher effectiveness and student understanding. Every section has additional Mathematical Practice support in the Dynamic Classroom and in the online Lesson Plans at BigIdeasMath.com .





Correlated to

Standard


3 Construct viable arguments and critique the reasoning of others.Mathematically proficient students:• Understand and use stated assumptions, definitions, and previously established results in constructing arguments. • Make conjectures and build a logical progression of statements to explore the truth of their conjectures. • Analyze situations by breaking them into cases.• Recognize and use counterexamples. • Justify their conclusions, communicate them to others, and respond to the arguments of others. • Reason inductively about data, making plausible arguments that take into account the context from which the data arose.• Compare the effectiveness of two plausible arguments.• Distinguish correct logic or reasoning from that which is flawed and, if there is a flaw, explain what it is ‐ Elementary students construct arguments using concrete referents such as objects, drawings, diagrams, and actions. - Later students learn to determine domains to which an argument applies. • Listen or read the arguments of others, decide whether they make sense, and ask useful question to clarify or improve arguments.

Throughout the series students are expected to develop models, formulate deductions, and make conjectures. Essential Questions, Error Analysis exercises, and Reasoning exercises provide opportunities for students to make assumptions, examine results, and explain their reasoning. Which One Doesn’t Belong and Making an Argument encourage debate and sensemaking.Sample references:Chapter 1, pages 3, 9, 10, 17, 23, 27, 28, 35, 36Chapter 2, pages 46, 52-54, 63, 64, 67, 81Chapter 3, pages 101-103, 109, 110, 117, 118, 129, 130, 138, 145, 146Chapter 4, pages 157, 162, 164, 171, 172, 178, 183, 184, 186, 194-197, 203, 210, 211, 218, 223, 224Chapter 5, pages 237, 242, 249, 250, 267, 273-275, 283Chapter 6, pages 295, 301-303, 308, 309, 315, 317, 323, 324, 327, 331, 332, 339, 346, 348, 349Chapter 7, pages 363, 364, 372, 373, 375, 382, 383, 389, 390, 397-399Chapter 8, pages 409, 414-416, 422-424, 432, 435, 439, 440, 448-451Chapter 9, pages 461, 466-469, 474-476, 483, 484, 494, 504, 511, 512, 517, 518, 524Chapter 10, pages 542, 544, 552, 560, 561, 563, 567-569, 584, 585Chapter 11, pages 602, 607, 608, 614, 616, 619, 624, 632, 638




Correlated to

Standard


4 Model with mathematics.Mathematically proficient students:• Apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. ‐ In early grades, this might be as simple as writing an addition equation to describe a situation. - In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. - By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. • Make assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. • Identify important quantities in a practical situation• Map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. • Analyze those relationships mathematically to draw conclusions. • Interpret their mathematical results in the context of the situation.• Reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

In each section, students work with the mathematics of everyday life. Throughout this series, students use graphs, tables, charts, number lines, diagrams, and formulas to organize, make sense of, and identify realistic solutions to real-life situations.

Sample references:Chapter 1, pages 7-10, 15, 18, 21-23, 26, 27, 34Chapter 2, pages 51, 53, 60, 62-65, 74, 81, 82Chapter 3, pages 100-102, 118, 129, 137, 144, 146Chapter 4, pages 163, 170, 171, 195, 196, 201, 203, 224Chapter 5, pages 242, 249, 254, 267, 273, 283Chapter 6, pages 300, 301, 308, 314, 316, 339, 348Chapter 7, pages 362, 364, 369, 371, 381, 390Chapter 8, pages 415, 423, 431, 439, 440, 446, 449-451Chapter 9, pages 465, 467, 473, 475, 483, 484, 491-495, 504, 508, 509, 511Chapter 10, pages 543, 544, 549, 552-560, 566, 568, 583, 584Chapter 11, pages 594, 598, 601, 602, 616, 620, 622, 623, 626, 627, 630, 631

5 Use appropriate tools strategically.Mathematically proficient students:• Consider available tools when solving a mathematical problem. (pencil and paper, concrete models, ruler, protractor, calculator, spreadsheet, computer algebra system, statistical package, or dynamic geometry software)• Are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations.• Detect possible errors by strategically using estimation and other mathematical knowledge. • Know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. • Identify relevant external mathematical resources and use them to pose or solve problems. • Use technological tools to explore and deepen their understanding of concepts.

Opportunities for students to select and use appropriate tools such as paper and pencil, rulers, protractors, graphing calculators, spreadsheets, dynamic geometry software, websites, and other external resources are provided for students throughout the series.Sample references:Chapter 1, pages 2, 9, 11, 25, 27Chapter 2, pages 63, 75, 79, 81Chapter 3, pages 92, 129, 135, 139, 143, 145Chapter 4, pages 156, 164, 172, 189, 197, 204, 214, 217, 219, 221, 222Chapter 5, pages 243, 257, 267, 272, 282, 283Chapter 6, pages 303, 307, 315, 316, 339, 341, 345, 347, 348Chapter 7, pages 369, 371, 390, 398Chapter 8, pages 408, 417, 425, 435, 441, 445Chapter 9, pages 484, 493, 503, 504, 509, 512Chapter 10, pages 544, 578Chapter 11, pages 603, 606, 608, 619, 628, 635, 636, 638




Correlated to

Standard


6 Attend to Precision.Mathematically proficient students:• Try to communicate precisely to others. - In the elementary grades, students give carefully formulated explanations to each other. - In high school, students have learned to examine claims and make explicit use of definitions.• Try to use clear definitions in discussion with others and in their own reasoning. • State the meaning of the symbols they choose, including using the equal sign consistently and appropriately. • Specify units of measure and label axes to clarify the correspondence with quantities in a problem. • Calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context.

Through the balanced approach to instruction, students have daily opportunities to communicate mathematically. Students work through explorations, examples, and exercises to understand and use the language of mathematics, paying careful attention to the importance of units, labeling, and quantities.Sample references:Chapter 1, pages 10, 17, 35, 36Chapter 2, pages 52, 56, 74, 81Chapter 3, pages 97, 103, 128, 130, 143Chapter 4, pages 161, 183, 196, 203, 211Chapter 5, pages 236, 238, 244, 263, 280Chapter 6, pages 306, 308, 315, 323Chapter 7, pages 358, 364, 382, 398, 399Chapter 8, pages 411, 432, 441, 446, 450, 451Chapter 9, pages 460, 461, 502, 512, 519, 520, 523Chapter 10, pages 539, 542, 546, 582, 584Chapter 11, pages 600, 625, 626, 629-632

7 Look for and make use of structure.Mathematically proficient students:• Look closely to discern a pattern or structure. ‐ Young students might notice that three and seven more is the same amount as seven and three more or they may sort a collection of shapes according to how many sides the shapes have. - Later, students will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for the distributive property. - In the expression x2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems.• Step back for an overview and can shift perspective. • See complicated things, such as some algebraic expressions, as single objects or composed of several objects.

Real and relevant word problems encourage students to “see” that these problems are composed of several components. Students find that some mathematical representations share common mathematical structures and learn to look for these relationships discerning inherent patterns and structures.Sample references:Chapter 1, pages 3-18, 31Chapter 2, pages 47-54, 62, 63, 69Chapter 3, pages 95, 107, 108, 111-118, 128, 140Chapter 4, pages 163, 165-172, 179-186, 205-210Chapter 5, pages 251-258, 261Chapter 6, pages 305, 317-324, 335, 344Chapter 7, pages 362, 365-372Chapter 8, pages 416, 448Chapter 9, pages 485-494, 497-504, 516-518Chapter 10, pages 537, 558, 579




Correlated to

Standard


8 Look for and express regularity in repeated reasoning.Mathematically proficient students:• Notice if calculations are repeated.• Look both for general methods and for shortcuts. ‐ Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeated decimal. - Paying attention to the calculation of slope as they repeatedly check whether the points are on the line through (1,2) with a slope 3, middle school students might abstract the equation (y-2)/(x-1)=3. - Noticing the regularity in the way terms cancel when expanding (x-1)(x+1), (x-1)(x2+x+1), and (x-1)(x3+x2+x+1) might lead high school students to the general formula for the sum of a geometric series. • Maintain oversight of the process of solving a problem, while attending to the details.• Continually evaluate the reasonableness of intermediate results.

The series helps students see that mathematics is well structured and predictable. Students work through a problem, not through the numbers. They consider factors such as an appropriate answer to the question, reasonable intermediate steps, and a realistic solution using the four-step problem solving plan.Sample references:Chapter 1, pages 15, 23, 35Chapter 2, pages 55, 60, 74, 82, 83Chapter 3, pages 115, 143Chapter 4, pages 175, 187, 191, 198Chapter 5, pages 242, 340Chapter 6, pages 294, 306Chapter 7, pages 362, 369Chapter 8, pages 425, 432, 440, 446Chapter 9, page 473Chapter 10, page 568


Big Ideas Math Algebra 1

Correlations to the Common Core State Standards


Conceptual Category: Number and Quantity

Domain: The Number SystemThe Real Number System

N.RN.1

Explain how the definition of the meaning of rational exponents follows from extending the

properties of integer exponents to those values, allowing for a notation for radicals in terms of

rational exponents. For example, we define 51/3

to be the cube root of 5 because we want

(51/3

)3 = 5

(1/3)3 to hold, so (5

1/3)

3 must equal 5.

Primary SE/TE : 299-304 (6.2)

N.RN.2Rewrite expressions involving radicals and rational exponents using the properties of

exponents.

Primary SE/TE : 291-298 (6.1), 299-304 (6.2), 479-488 (9.1)

Supporting SE/TE : 559-566 (10.3)

N.RN.3

Explain why the sum or product of two rational numbers is rational; that the sum of a rational

number and an irrational number is irrational; and that the product of a nonzero rational

number and an irrational number is irrational.

Primary SE/TE : 479-488 (9.1)

N.Q.1

Use units as a way to understand problems and to guide the solution of multi-step problems;

choose and interpret units consistently in formulas; choose and interpret the scale and the

origin in graphs and data displays.

Primary SE/TE : 15 (1.2)

Supporting SE/TE : 37 (1.5), 129, 132-134 (3.4)

N.Q.2 Define appropriate quantities for the purpose of descriptive modeling.

Supporting SE/TE: 124 (3.3), 178 (4.1), 238 (5.1), 244 (5.2), 250 (5.3), 264

(5.5), 335 (6.6), 400 (7.7), 428 (8.2), 435 (8.3), 464 (8.6), 493 (9.2), 509 (9.4),

517 (9.5), 554 (10.2), 563 (10.3)

N.Q.3Choose a level of accuracy appropriate to limitations on measurement when reporting

quantities.

Supporting SE/TE: 204, 207, 208 (4.5), 299 (6.2), 313, 314, 316, 318, 321

(6.4), 463 (8.6), 497 (9.3), 546 (10.1), 554 (10.2)

Interpret expressions that represent a quantity in terms of its context.

a. Interpret parts of an expression, such as terms, factors, and coefficients.Supporting SE/TE : 112, 113, 115, 118, 119 (3.2), 122, 124-126 (3.3), 135,

138-144 (3.5), 359, 361-364 (7.1)

b. Interpret complicated expressions by viewing one or more of their parts as a single entity.

For example, interpret P(1+r)n as the product of P and a factor not depending on P.

Supporting SE/TE : 13, 16-18 (1.2), 313-322 (6.4), 377-382 (7.4)

A.SSE.2

Use the structure of an expression to identify ways to rewrite it. For example, see x4 - y

4 as

(x2)

2 - (y

2)

2, thus recognizing it as a difference of squares that can be factored as

(x2 - y

2)(x

2 + y

2).

Primary SE/TE : 385-390 (7.5), 391-396 (7.6), 397-402 (7.7), 403-408 (7.8)

Choose and produce an equivalent form of an expression to reveal and explain properties of

the quantity represented by the expression.

a. Factor a quadratic expression to reveal the zeros of the function it defines.Primary SE/TE : 388, 390 (7.5), 394, 396 (7.6), 400, 402 (7.7), 406-408 (7.8),

449-458 (8.5)

b. Complete the square in a quadratic expression to reveal the maximum or minimum value of

the function it defines.Primary SE/TE : 508, 509, 511-514 (9.4)


Correlated to


Domain: Quantities

Standard

Conceptual Category: Algebra

Domain: Seeing Structure in Expressions

A.SSE.1

A.SSE.3

222222222222


All rights reserved. Items in brackets are not required until Algebra 2. Algebra 1: 1 of 10



Correlated to


Standard

c. Use the properties of exponents to transform expressions for exponential functions. For

example the expression 1.15t can be rewritten as (1.15

1/12)

12t ≈ 1.012

12t to reveal the

approximate equivalent monthly interest rate if the annual rate is 15%.

Primary SE/TE : 316, 320, 322 (6.4)

A.APR.1

Understand that polynomials form a system analogous to the integers, namely, they are closed

under the operations of addition, subtraction, and multiplication; add, subtract, and multiply

polynomials.

Primary SE/TE : 357-364 (7.1), 365-370 (7.2), 371-376 (7.3)

A.APR.3Identify zeros of polynomials when suitable factorizations are available, and use the zeros to

construct a rough graph of the function defined by the polynomial.

Primary SE/TE : 377-382 (7.4), 449-458 (8.5)

Supporting SE/TE : 385-390 (7.5), 391-396 (7.6), 397-402 (7.7), 403-408

(7.8), 489-496 (9.2)

Domain: Creating Equations

A.CED.1

Create equations and inequalities in one variable and use them to solve problems. Include

equations arising from linear and quadratic functions, and simple rational and exponential

functions.

Primary SE/TE : 3-10 (1.1), 11-18 (1.2), 19-24 (1.3), 27-34 (1.4), 53-60 (2.1),

61-66 (2.2), 67-72 (2.3), 73-78 (2.4), 81-86 (2.5), 87-92 (2.6), 325-330 (6.5),

497-502 (9.3), 505-514 (9.4), 515-524 (9.5), 559-566 (10.3)

Supporting SE/TE : 385-390 (7.5), 391-396 (7.6), 397-402 (7.7), 403-408

(7.8), 525-532 (9.6)

A.CED.2Create equations in two or more variables to represent relationships between quantities; graph

equations on coordinate axes with labels and scales.

Primary SE/TE : 111-120 (3.2), 121-126 (3.3), 129-134 (3.4), 135-144 (3.5),

155-162 (3.7), 175-180 (4.1), 181-186 (4.2), 187-192 (4.3), 217-224 (4.7),

305-312 (6.3), 313-322 (6.4), 419-424 (8.1), 425-430 (8.2), 431-438 (8.3),

441-448 (8.4), 449-458 (8.5), 543-550 (10.1), 551-556 (10.2)

Supporting SE/TE : 235-240 (5.1), 241-246 (5.2), 247-252 (5.3), 253-258

(5.4), 459-468 (8.6), 567-574 (10.4)

A.CED.3

Represent constraints by equations or inequalities, and by systems of equations and/or

inequalities, and interpret solutions as viable or nonviable options in a modeling context. For

example, represent inequalities describing nutritional and cost constraints on combinations of

different foods.

Primary SE/TE : 235-240 (5.1), 241-246 (5.2), 247-252 (5.3), 253-258 (5.4),

261-266 (5.5), 267-272 (5.6), 273-280 (5.7)

A.CED.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving

equations. For example, rearrange Ohm's law V = IR to highlight resistance R.Primary SE/TE : 35-42 (1.5), 497-502 (9.3)

A.REI.1

Explain each step in solving a simple equation as following from the equality of numbers

asserted at the previous step, starting from the assumption that the original equation has a

solution. Construct a viable argument to justify a solution method.

Primary SE/TE : 3-10 (1.1), 325-330 (6.5)

Supporting SE/TE : 11-18 (1.2), 19-24 (1.3), 27-34 (1.4), 497-502 (9.3), 505-

514 (9.4), 515-524 (9.5), 559-566 (10.3)

A.REI.3Solve linear equations and inequalities in one variable, including equations with coefficients

represented by letters.

Primary SE/TE : 3-10 (1.1), 11-18 (1.2), 19-24 (1.3), 27-34 (1.4), 61-66 (2.2),

67-72 (2.3), 73-78 (2.4), 81-86 (2.5), 87-92 (2.6)

A.SSE.3

Domain: Arithmetic with Polynomials and Rational Expressions

Domain: Reasoning with Equations and Inequalities





Correlated to


Standard

Solve quadratic equations in one variable.

a. Use the method of completing the square to transform any quadratic equation in x into an

equation of the form (x - p )2 = q that has the same solutions. Derive the quadratic formula

from this form.

Primary SE/TE : 505-514 (9.4), 515-524 (9.5)

b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing

the square, the quadratic formula and factoring, as appropriate to the initial form of the

equation. Recognize when the quadratic formula gives complex solutions and write them as

a ± bi for real numbers a and b .

Primary SE/TE : 377-382 (7.4), 497-502 (9.3), 505-514 (9.4), 515-524 (9.5)

Supporting SE/TE : 388-390 (7.5), 394-396 (7.6), 399-402 (7.7), 405-408

(7.8)

A.REI.5Prove that, given a system of two equations in two variables, replacing one equation by the

sum of that equation and a multiple of the other produces a system with the same solutions.Primary SE/TE : 247-252 (5.3)

A.REI.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on

pairs of linear equations in two variables.Primary SE/TE : 235-240 (5.1), 241-246 (5.2), 247-252 (5.3), 253-258 (5.4)

A.REI.7

Solve a simple system consisting of a linear equation and a quadratic equation in two

variables algebraically and graphically. For example, find the points of intersection between

the line y = -3x and the circle x2 + y

2 = 3.

Primary SE/TE : 525-532 (9.6)

A.REI.10Understand that the graph of an equation in two variables is the set of all its solutions plotted in

the coordinate plane, often forming a curve (which could be a line).

Primary SE/TE : 111-120 (3.2), 155-162 (3.7), 217-224 (4.7)

Supporting SE/TE : 305-312 (6.3), 419-424 (8.1), 431-438 (8.3), 543-550

(10.1), 551-556 (10.2)

A.REI.11

Explain why the x -coordinates of the points where the graphs of the equations y = f (x ) and

y = g (x ) intersect are the solutions of the equation f (x ) = g (x ); find the solutions

approximately, e.g., using technology to graph the functions, make tables of values, or find

successive approximations. Include cases where f (x ) and/or g (x ) are linear, polynomial,

rational, absolute value, exponential, and logarithmic functions.*

Primary SE/TE : 261-266 (5.5), 325, 328-330 (6.5), 491, 494-496 (9.2), 527-

532 (9.6)

Supporting SE/TE : 464 (8.6), 561, 564-566 (10.3)

A.REI.12

Graph the solutions to a linear inequality in two variables as a half-plane (excluding the

boundary in the case of a strict inequality), and graph the solution set to a system of linear

inequalities in two variables as the intersection of the corresponding half-planes.

Primary SE/TE : 267-272 (5.6), 273-280 (5.7)

F.IF.1

Understand that a function from one set (called the domain) to another set (called the range)

assigns to each element of the domain exactly one element of the range. If f is a function and

x is an element of its domain, then f (x ) denotes the output of f corresponding to the input x .

The graph of f is the graph of the equation y = f (x ).

Primary SE/TE : 103-110 (3.1), 121-126 (3.3)

F.IF.2Use function notation, evaluate functions for inputs in their domains, and interpret statements

that use function notation in terms of a context.Primary SE/TE : 121-126 (3.3)

F.IF.3

Recognize that sequences are functions, sometimes defined recursively, whose domain is a

subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) =

f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.

Primary SE/TE : 209-216 (4.6), 331-338 (6.6), 339-346 (6.7)

A.REI.4

Conceptual Category: Functions

Domain: Interpreting Functions





Correlated to


Standard

F.IF.4

For a function that models a relationship between two quantities, interpret key features of

graphs and tables in terms of the quantities, and sketch graphs showing key features given a

verbal description of the relationship. Key features include: intercepts; intervals where the

function is increasing, decreasing, positive, or negative; relative maximums and minimums;

symmetries; end behavior; and periodicity.*

Primary SE/TE : 135-144 (3.5), 305-312 (6.3), 441-448 (8.4), 449-458 (8.5),

543-550 (10.1), 551-556 (10.2)

Supporting SE/TE : 121-126 (3.3), 489-496 (9.2)

F.IF.5

Relate the domain of a function to its graph and, where applicable, to the quantitative

relationship it describes. For example, if the function h(n) gives the number of person-hours it

takes to assemble n engines in a factory, then the positive integers would be an appropriate

domain for the function.*

Primary SE/TE : 111-120 (3.2)


F.IF.6Calculate and interpret the average rate of change of a function (presented symbolically or as

a table) over a specified interval. Estimate the rate of change from a graph.*

Primary SE/TE : 462-468 (8.6), 546, 547, 549, 550 (10.1), 554, 556 (10.2)

Supporting SE/TE : 316, 320 (6.4)

Graph functions expressed symbolically and show key features of the graph, by hand in simple

cases and using technology for more complicated cases.

a. Graph linear and quadratic functions and show intercepts, maxima, and minima.Primary SE/TE : 111-120 (3.2), 121-126 (3.3), 129-134 (3.4), 135-144 (3.5),

145-154 (3.6), 419-424 (8.1), 425-430 (8.2), 431-438 (8.3), 489-496 (9.2)

b. Graph square root, cube root, and piecewise-defined functions, including step functions and

absolute value functions.Primary SE/TE : 155-162 (3.7), 217-224 (4.7), 543-550 (10.1), 551-556 (10.2)

e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and

trigonometric functions, showing period, midline, and amplitude.Primary SE/TE : 305-312 (6.3), 317, 318, 321 (6.4)

Write a function defined by an expression in different but equivalent forms to reveal and

explain different properties of the function.

a. Use the process of factoring and completing the square in a quadratic function to show

zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.Primary SE/TE : 449-458 (8.5), 505-514 (9.4)

b. Use the properties of exponents to interpret expressions for exponential functions. For

example, identify percent rate of change in functions such as y = (1.02)ᵗ , y = (0.97)ᵗ ,

y = (1.01)12ᵗ , y = (1.2)ᵗ/10, and classify them as representing exponential growth or decay.

Primary SE/TE : 316, 318, 320-322 (6.4)

F.IF.9

Compare properties of two functions each represented in a different way (algebraically,

graphically, numerically in tables, or by verbal descriptions). For example, given a graph of

one quadratic function and an algebraic expression for another, say which has the larger

maximum.

Primary SE/TE : 124, 126 (3.3), 305-312 (6.3), 435, 437, 438 (8.3), 543-550

(10.1), 551-556 (10.2)

Supporting SE/TE : 186 (4.2)

F.IF.7

F.IF.8





Correlated to


Standard

Domain: Building Functions

Write a function that describes a relationship between two quantities.

a. Determine an explicit expression, a recursive process, or steps for calculation from a

context.

Primary SE/TE : 175, 178, 180 (4.1), 181, 184, 186 (4.2), 209, 213, 215-216

(4.6), 309, 311-312 (6.3), 314, 317-322 (6.4), 341, 343-346 (6.7), 445, 448

(8.4), 453, 454, 456-458 (8.5), 459-468 (8.6)

Supporting SE/TE : 198, 200 (4.4)

b. Combine standard function types using arithmetic operations. For example, build a function

that models the temperature of a cooling body by adding a constant function to a decaying

exponential, and relate these functions to the model.

Supporting SE/TE : 322 (6.4), 430 (8.2)

F.BF.2Write arithmetic and geometric sequences both recursively and with an explicit formula, use

them to model situations, and translate between the two forms.*Primary SE/TE : 209-216 (4.6), 331-338 (6.6), 339-346 (6.7)

F.BF.3

Identify the effect on the graph of replacing f (x ) by f (x ) + k , k f (x ), f (kx ), and f (x + k ) for

specific values of k (both positive and negative); find the value of k given the graphs.

Experiment with cases and illustrate an explanation of the effects on the graph using

technology. Include recognizing even and odd functions from their graphs and algebraic

expressions for them.

Primary SE/TE : 145-154 (3.6), 155-162 (3.7), 305-312 (6.3), 419-424 (8.1),

425-430 (8.2), 441-448 (8.4)

Find inverse functions.

a. Solve an equation of the form f (x ) = c for a simple function f that has an inverse and write

an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x-1) for x ≠ 1.Primary SE/TE : 567-574 (10.4)

Domain: Linear, Quadratic, and Exponential Models

Distinguish between situations that can be modeled with linear functions and with exponential

functions.

a. Prove that linear functions grow by equal differences over equal intervals, and that

exponential functions grow by equal factors over equal intervals.

Primary SE/TE : 305-312 (6.3)


b. Recognize situations in which one quantity changes at a constant rate per unit interval

relative to another.

Primary SE/TE : 111-120 (3.2), 175-180 (4.1), 181-186 (4.2)


c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit

interval relative to another.

Primary SE/TE : 315, 316, 320-322 (6.4)

Supporting SE/TE : 305-312 (6.3), 459-468 (8.6)

F.LE.2

Construct linear and exponential functions, including arithmetic and geometric sequences,

given a graph, a description of a relationship, or two input-output pairs (include reading these

from a table).

Primary SE/TE : 175-180 (4.1), 181-186 (4.2), 187-192 (4.3), 209-216 (4.6),

305-312 (6.3), 313-322 (6.4), 331-338 (6.6), 339-346 (6.7)

F.LE.3Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a

quantity increasing linearly, quadratically, or (more generally) as a polynomial function.Primary SE/TE : 459-468 (8.6)

F.LE.5 Interpret the parameters in a linear or exponential function in terms of a context.Primary SE/TE : 140, 142-144 (3.5), 198, 200 (4.4), 201-208 (4.5)


F.BF.4

F.LE.1

F.BF.1





Correlated to


Standard

S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). Primary SE/TE : 593-598 (11.2), 599-606 (11.3), 617-622 (11.5)

S.ID.2Use statistics appropriate to the shape of the data distribution to compare center (median,

mean) and spread (interquartile range, standard deviation) of two or more different data sets.Primary SE/TE : 599-606 (11.3)

S.ID.3Interpret differences in shape, center, and spread in the context of the data sets, accounting

for possible effects of extreme data points (outliers).Primary SE/TE : 585-592 (11.1), 593-598 (11.2), 599-606 (11.3)

S.ID.5

Summarize categorical data for two categories in two-way frequency tables. Interpret relative

frequencies in the context of the data (including joint, marginal, and conditional relative

frequencies). Recognize possible associations and trends in the data.

Primary SE/TE : 609-616 (11.4)

Represent data on two quantitative variables on a scatter plot, and describe how the variables

are related.

a. Fit a function to the data; use functions fitted to data to solve problems in the context of the

data. Use given functions or choose a function suggested by the context. Emphasize linear,

quadratic, and exponential models.

Primary SE/TE : 195, 198, 200 (4.4), 201-208 (4.5)

b. Informally assess the fit of a function by plotting and analyzing residuals. Primary SE/TE : 202, 203, 206-208 (4.5)

c. Fit a linear function for a scatter plot that suggests a linear association. Primary SE/TE : 195, 198, 200 (4.4), 201-208 (4.5)

S.ID.7Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the

context of the data.Primary SE/TE : 198, 200 (4.4), 204, 207, 208 (4.5)

S.ID.8 Compute (using technology) and interpret the correlation coefficient of a linear fit. Primary SE/TE : 203, 204, 206-208 (4.5)

S.ID.9 Distinguish between correlation and causation. Primary SE/TE : 205, 207, 208 (4.5)

S.ID.6

Domain: Interpreting Categorical and Quantitative Data

Conceptual Category: Statistics and Probability





Correlated to


Standard

1 Make sense of problems and persevere in solving them.

Mathematically proficient students:









to get information.



or trends.






Each section begins with an Essential Question. Clear step-by-step

examples encourage students to plan a solution pathway rather than jumping

into a solution attempt. Guided questions and instructional scaffolding

support students’ perseverance.

Sample references:

Chapter 1, page 27

Chapter 2, page 87

Chapter 3, pages 103-110, 129

Chapter 4, page 147

Chapter 5, page 247, 273

Chapter 8, page 418

Chapter 9, pages 478, 489, 505, 525

2 Reason abstractly and quantitively.







Contextualize (pause as needed during the manipulation process in order to probe into




to compute them .


Students learn to represent problems by consistently using a verbal model,

paying close attention to units and employing mathematical properties. This

helps students represent problems symbolically and manipulate the

representative symbols. They are taught to contextualize by thinking about


Sample references:

Chapter 1, page 35

Chapter 2, page 81

Chapter 4, page 195

Chapter 7, pages 357, 365, 385, 403

Chapter 8, page 419

Chapter 9, 479

Big Ideas Math is a research-based program, systematically developed using the Common Core State Standards for Mathematical Practice as the underlying structure. The Standards

for Mathematical Practice are seamlessly connected to the Common Core State Content Standards resulting in a program that maximizes both teacher effectiveness and student

understanding. Every section has additional Mathematical Practice support in the Dynamic Classroom and in the online Lesson Plans at BigIdeasMath.com .






Correlated to


Standard

3 Construct viable arguments and critique the reasoning of others.





conjectures.




others.





what it is



Later students learn to determine domains to which an argument applies.



Throughout the series students are expected to develop models, formulate

deductions, and make conjectures. Essential Questions, Error Analysis

exercises, and Reasoning exercises provide opportunities for students to

make assumptions, examine results, and explain their reasoning. Which One

Doesn’t Belong and Making an Argument encourage debate and

sensemaking.

Sample references:

Chapter 1, page 11


Chapter 4, pages 201, 217

Chapter 5, page 247



Chapter 10, page 542


4 Model with mathematics.



workplace.


situation.

In middle grades, a student might apply proportional reasoning to plan a school event or


By high school, a student might use geometry to solve a design problem or use a function






formulas.




its purpose.

In each section, students work with the mathematics of everyday life.

Throughout this series, students use graphs, tables, charts, number lines,

diagrams, and formulas to organize, make sense of, and identify realistic

solutions to real-life situations.

Sample references:

Chapter 1, pages 6, 7, 14, 16, 22, 23

Chapter 2, pages 70, 71, 76, 77, 84

Chapter 3, pages 124, 125, 140

Chapter 4, pages 175, 178, 180, 184, 186, 192


Chapter 6, pages 309, 311, 313-322

Chapter 7, pages 374-376, 380, 382

Chapter 8, pages 435, 437, 438, 445

Chapter 9, pages 483, 486, 496, 500, 510, 517, 522

Chapter 10, pages 559, 563-566

Chapter 11, pages 584, 593, 609





Correlated to


Standard

5 Use appropriate tools strategically.













Opportunities for students to select and use appropriate tools such as paper

and pencil, rulers, protractors, graphing calculators, spreadsheets, dynamic

geometry software, websites, and other external resources are provided for


Sample references:


Chapter 2, page 52



Chapter 5, pages 234, 240, 261, 264, 266, 267



Chapter 8, page 425, 437, 438, 441, 468

Chapter 9, page 515

Chapter 11, page 592, 605, 617

6 Attend to Precision.



In the elementary grades, students give carefully formulated explanations to each other.

In high school, students have learned to examine claims and make explicit use of

definitions.



and appropriately.


problem.



Through the balanced approach to instruction, students have daily

opportunities to communicate mathematically. Students work through

explorations, examples, and exercises to understand and use the language

of mathematics, paying careful attention to the importance of units, labeling,

and quantities.

Sample references:

Chapter 1, page 2



Chapter 5, page 241

Chapter 8, page 452








Correlated to


Standard

7 Look for and make use of structure.



Young students might notice that three and seven more is the same amount as seven and

three more or they may sort a collection of shapes according to how many sides the shapes

have.

Later, students will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for


In the expression x2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7.





of several objects.

Real and relevant word problems encourage students to “see” that these

problems are composed of several components. Students find that some

mathematical representations share common mathematical structures and

learn to look for these relationships discerning inherent patterns and

structures.

Sample references:


Chapter 2, page 67, 75, 83



Chapter 6, pages 290, 331-338, 339-346

Chapter 7, pages 371-376, 397-402

Chapter 8, page 452

Chapter 9, page 482

Chapter 10, pages, 543, 552, 561, 569

8 Look for and express regularity in repeated reasoning.






Paying attention to the calculation of slope as they repeatedly check whether the points

are on the line through (1,2) with a slope 3, middle school students might abstract the equation

(y-2)/(x-1)=3.

Noticing the regularity in the way terms cancel when expanding (x-1)(x+1),

(x-1)(x2+x+1), and (x-1)(x

3+x





The series helps students see that mathematics is well structured and

predictable. Students work through a problem, not through the numbers.

They consider factors such as an appropriate answer to the question,

reasonable intermediate steps, and a realistic solution using the four-step

problem solving plan.

Sample references:

Chapter 1, pages 6, 7, 14, 15, 22, 29

Chapter 2, pages 64, 70, 76, 84, 90


Chapter 4, page 178, 184, 190, 215, 216

Chapter 5, page 238, 244, 246, 250, 256, 264, 270, 277

Chapter 6, pages 302, 309, 318, 335

Chapter 7, page 376, 388, 400, 406


Chapter 9, page 483, 510, 517, 523

Chapter 10, page 547, 551, 563





G.CO.1

Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a

circular arc.

Primary SE/TE: 3-10 (1.1), 11-18 (1.2), 37-46 (1.5), 47-54 (1.6), 125-130

(3.1), 529-536 (10.1), 593-600 (11.1)

Supporting SE/TE: 19-26 (1.3), 99-104 (2.5), 105-114 (2.6)

G.CO.2

Represent transformations in the plane using, e.g., transparencies and geometry software;

describe transformations as functions that take points in the plane as inputs and give other

points as outputs. Compare transformations that preserve distance and angle to those that do

not (e.g., translation versus horizontal stretch).

Primary SE/TE: 173-180 (4.1), 181-188 (4.2), 189-196 (4.3), 207-214 (4.5)

G.CO.3Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and

reflections that carry it onto itself.Primary SE/TE: 181-188 (4.2), 189-196 (4.3)

G.CO.4Develop definitions of rotations, reflections, and translations in terms of angles, circles,

perpendicular lines, parallel lines, and line segments.Primary SE/TE: 173-180 (4.1), 181-188 (4.2), 189-196 (4.3)

G.CO.5

Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure

using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of

transformations that will carry a given figure onto another.

Primary SE/TE: 173-180 (4.1), 181-188 (4.2), 189-196 (4.3), 199-206 (4.4),

215-220 (4.6)

Supporting SE/TE: 246 (5.3), 262 (5.5), 270 (5.6)

G.CO.6

Use geometric descriptions of rigid motions to transform figures and to predict the effect of a

given rigid motion on a given figure; given two figures, use the definition of congruence in

terms of rigid motions to decide if they are congruent.

Primary SE/TE: 173-180 (4.1), 181-188 (4.2), 189-196 (4.3), 199-206 (4.4)

G.CO.7

Use the definition of congruence in terms of rigid motions to show that two triangles are

congruent if and only if corresponding pairs of sides and corresponding pairs of angles are

congruent.

Primary SE/TE: 239-244 (5.2)

G.CO.8Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the

definition of congruence in terms of rigid motions.Primary SE/TE: 245-250 (5.3), 261-268 (5.5), 269-276 (5.6)

G.CO.9

Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints .

Primary SE/TE: 99-104 (2.5), 105-114 (2.6), 131-136 (3.2), 137-144 (3.3),

148-154 (3.4), 180 (4.1), 301-308 (6.1)

Supporting SE/TE: 65-74 (2.1), 75-82 (2.2), 83-88 (2.3), 91-98 (2.4)

G.CO.10

Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point .

Primary SE/TE: 231-238 (5.1), 251-258 (5.4), 309-318 (6.2), 319-326 (6.3),

329-334 (6.4), 335-342 (6.5), 343-348 (6.6)

Supporting SE/TE: 65-74 (2.1), 75-82 (2.2), 83-88 (2.3), 91-98 (2.4)

G.CO.11

Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals .

Primary SE/TE: 367-374 (7.2), 375-384 (7.3), 387-396 (7.4)

Supporting SE/TE: 65-74 (2.1), 75-82 (2.2), 83-88 (2.3), 91-98 (2.4), 359-

366 (7.1)

G.CO.12

Make formal geometric constructions with a variety of tools and methods (compass and

straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).

Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line .

Primary SE/TE: 11-18 (1.2), 19-26 (1.3), 37-46 (1.5), 137-144 (3.3), 147-

154 (3.4), 181 (4.4), 309-318 (6.2), 529 (10.1)

Big Ideas Math: A Common Core Curriculum Geometry © 2015

Correlated to

Common Core State Standards for High School Geometry

Standard

Conceptual Category: Geometry


All rights reserved. Geometry: 1 of 8



Correlated to


Standard

G.CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. Primary SE/TE: 37 (1.5), 154 (3.4), 254 (5.4), 553-560 (10.4)

Verify experimentally the properties of dilations given by a center and a scale factor:

a. A dilation takes a line not passing through the center of the dilation to a parallel line, and

leaves a line passing through the center unchanged.Primary SE/TE: 207-214 (4.5)

b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor. Primary SE/TE: 207-214 (4.5)

G.SRT.2

Given two figures, use the definition of similarity in terms of similarity transformations to decide

if they are similar; explain using similarity transformations the meaning of similarity for

triangles as the equality of all corresponding pairs of angles and the proportionality of all

corresponding pairs of sides.

Primary SE/TE: 215-220 (4.6), 417-426 (8.1)

G.SRT.3Use the properties of similarity transformations to establish the AA criterion for two triangles to

be similar.Primary SE/TE: 427-432 (8.2)

G.SRT.4

Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

Primary SE/TE: 435-444 (8.3), 445-452 (8.4), 463-470 (9.1)

Supporting SE/TE: 65-74 (2.1), 75-82 (2.2), 83-88 (2.3), 91-98 (2.4)

G.SRT.5Use congruence and similarity criteria for triangles to solve problems and to prove

relationships in geometric figures.

Primary SE/TE: 277-282 (5.7), 367-374 (7.2), 375-384 (7.3), 387-396

(7.4), 397-406 (7.5), 427-432 (8.2), 435-444 (8.3), 477-484 (9.3)

Supporting SE/TE: 301-308 (6.1), 319-326 (6.3)

G.SRT.6Understand that by similarity, side ratios in right triangles are properties of the angles in the

triangle, leading to definitions of trigonometric ratios for acute angles.Primary SE/TE: 487-492 (9.4), 493-500 (9.5)

G.SRT.7 Explain and use the relationship between the sine and cosine of complementary angles. Primary SE/TE: 493-500 (9.5)

G.SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied

problems.★

Primary SE/TE: 463-470 (9.1), 487-492 (9.4), 493-500 (9.5), 501-506 (9.6)


G.SRT.9(+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line

from a vertex perpendicular to the opposite side.Primary SE/TE: 507-516 (9.7)

G.SRT.10 (+) Prove the Laws of Sines and Cosines and use them to solve problems. Primary SE/TE: 507-516 (9.7)

G.SRT.11(+) Understand and apply the Law of Sines and the Law of Cosines to find unknown

measurements in right and non-right triangles (e.g., surveying problems, resultant forces).Primary SE/TE: 507-516 (9.7)

Domain: Similarity, Right Triangles, & Trigonometry

G.SRT.1





Correlated to


Standard

G.C.1 Prove that all circles are similar. Primary SE/TE: 537-544 (10.2)

G.C.2

Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.

Primary SE/TE: 529-536 (10.1), 537-544 (10.2), 545-548 (10.3), 553-560

(10.4), 561-568 (10.5), 569-574 (10.6)

G.C.3Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles

for a quadrilateral inscribed in a circle.Primary SE/TE: 309-318 (6.2), 553-560 (10.4)

G.C.4 (+) Construct a tangent line from a point outside a given circle to the circle. Primary SE/TE: 529-536 (10.1)

G.C.5

Derive using similarity the fact that the length of the arc intercepted by an angle is proportional

to the radius, and define the radian measure of the angle as the constant of proportionality;

derive the formula for the area of a sector.

Primary SE/TE: 593-600 (11.1), 601-608 (11.2)

G.GPE.1Derive the equation of a circle of given center and radius using the Pythagorean Theorem;

complete the square to find the center and radius of a circle given by an equation.Primary SE/TE: 575-580 (10.7)

G.GPE.4

Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).

Primary SE/TE: 283-288 (5.8), 575-580 (10.7)


G.GPE.5

Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric

problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes

through a given point).

Primary SE/TE: 155-162 (3.5), 435-444 (8.3)

G.GPE.6Find the point on a directed line segment between two given points that partitions the segment

in a given ratio.Primary SE/TE: 155-162 (3.5), 445-452 (8.4)

G.GPE.7Use coordinates to compute perimeters of polygons and areas of triangles and rectangles,

e.g., using the distance formula.★



G.MD.1

Give an informal argument for the formulas for the circumference of a circle, area of a circle,

volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments .

Primary SE/TE: 593-600 (11.1), 601-608 (11.2), 625-634 (11.5), 635-640

(11.6), 641-646 (11.7)

G.MD.2(+) Give an informal argument using Cavalieri’s principle for the formulas for the volume of a

sphere and other solid figures.Primary SE/TE: 625-634 (11.5), 647-654 (11.8)

G.MD.3

Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.★

Primary SE/TE: 625-634 (11.5), 635-640 (11.6), 641-646 (11.7), 647-654

(11.8)


G.MD.4Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and

identify three-dimensional objects generated by rotations of two-dimensional objects.Primary SE/TE: 617-622 (11.4)

Domain: Circles

Domain: Expressing Geometric Properties with Equations

Domain: Geomteric Measurement and Dimension





Correlated to


Standard

Domain: Modeling with Geometry

G.MG.1Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling

a tree trunk or a human torso as a cylinder).★

Primary SE/TE: 29-36 (1.4), 231-238 (5.1), 245-250 (5.3), 251-258 (5.4),

261-268 (5.5), 301-308 (6.1), 309-318 (6.2), 329-334 (6.4), 375-384 (7.3),

387-396 (7.4), 397-406 (7.5), 435-444 (8.3), 471-476 (9.2), 501-506 (9.6),

569-574 (10.6), 625-634 (11.5), 635-640 (11.6), 647-654 (11.8)

G.MG.2Apply concepts of density based on area and volume in modeling situations (e.g., persons per

square mile, BTUs per cubic foot).★ Primary SE/TE: 601-608 (11.2), 625-634 (11.5)

G.MG.3

Apply geometric methods to solve design problems (e.g., designing an object or structure to

satisfy physical constraints or minimize cost; working with typographic grid systems based on

ratios).★

Primary SE/TE: 181-188 (4.2), 261-268 (5.5), 309-318 (6.2), 387-396 (7.4),

417-426 (8.1), 501-506 (9.6), 507-516 (9.7), 545-548 (10.3), 625-634 (11.5)





Correlated to


Standard

1 Make sense of problems and persevere in solving them.










to get information.



or trends.






Each section begins with an Essential Question. Clear step-by-step

examples encourage students to plan a solution pathway rather than

jumping into a solution attempt. Guided questions and instructional

scaffolding support students’ perseverance.

Sample references:Chapter 1, pages 29-36





Chapter 9, pages 478-484, 487-500



2 Reason abstractly and quantitively.




‐ Decontextualize (abstract a given situation and represent it symbolically and manipulate







to compute them .


Students learn to represent problems by consistently using a verbal model,

paying close attention to units and employing mathematical properties. This

helps students represent problems symbolically and manipulate the

representative symbols. They are taught to contextualize by thinking about





Chapter 10, pages 529-536, 569-574


Big Ideas Math is a research-based program, systematically developed using the Common Core State Standards for Mathematical Practice as the underlying structure. The Standards

for Mathematical Practice are seamlessly connected to the Common Core State Content Standards resulting in a program that maximizes both teacher effectiveness and student

understanding. Every section has additional Mathematical Practice support in the Dynamic Classroom and in the online Lesson Plans at BigIdeasMath.com .






Correlated to


Standard

3 Construct viable arguments and critique the reasoning of others.





conjectures.




others.





what it is

‐ Elementary students construct arguments using concrete referents such as objects,





Throughout the series students are expected to develop models, formulate

deductions, and make conjectures. Essential Questions, Error Analysis

exercises, and Reasoning exercises provide opportunities for students to

make assumptions, examine results, and explain their reasoning. Which

One Doesn’t Belong and Making an Argument encourage debate and

sensemaking.


Chapter 3, pages 125-130, 137-144, 147-154

Chapter 5, pages 230-238, 251-258, 269-279


Chapter 7, pages 359-366, 387-396

Chapter 8, pages 427-432, 435-444



4 Model with mathematics.



workplace.

‐ In early grades, this might be as simple as writing an addition equation to describe a

situation.









formulas.




its purpose.

In each section, students work with the mathematics of everyday life.

Throughout this series, students use graphs, tables, charts, number lines,

diagrams, and formulas to organize, make sense of, and identify realistic

solutions to real-life situations.

Sample references:Chapter 1, pages 3-10, 29-36



Chapter 7, page 358


Chapter 9, pages 471-484, 487-500





Correlated to


Standard

5 Use appropriate tools strategically.













Opportunities for students to select and use appropriate tools such as

paper and pencil, rulers, protractors, graphing calculators, spreadsheets,

dynamic geometry software, websites, and other external resources are

provided for students throughout the series.

Sample references:Chapter 1, pages 11-18, 37-46

Chapter 3, page 124

Chapter 4, pages 172, 173, 181, 189, 199, 207, 215

Chapter 5, pages 231, 239, 245, 251, 261, 269, 283

Chapter 6, pages 300, 301, 309, 319, 329, 335, 343

Chapter 7, pages 359, 367, 375, 387, 397

Chapter 8, pages 417, 427, 435, 445

Chapter 9, pages 471, 477, 487, 493, 501, 507


6 Attend to Precision.





definitions.



and appropriately.


problem.



Through the balanced approach to instruction, students have daily

opportunities to communicate mathematically. Students work through

explorations, examples, and exercises to understand and use the language

of mathematics, paying careful attention to the importance of units,

labeling, and quantities.

Sample references:Chapter 1, pages 2, 47-54





Chapter 9, pages 462, 471-476, 487-492, 501-506






Correlated to


Standard

7 Look for and make use of structure.



‐ Young students might notice that three and seven more is the same amount as seven and

three more or they may sort a collection of shapes according to how many sides the shapes

have.








of several objects.

Real and relevant word problems encourage students to “see” that these

problems are composed of several components. Students find that some

mathematical representations share common mathematical structures and

learn to look for these relationships discerning inherent patterns and

structures.


Chapter 4, pages 181-188, 207-214


Chapter 8, pages 416-426, 445-452




8 Look for and express regularity in repeated reasoning.




‐ Upper elementary students might notice when dividing 25 by 11 that they are repeating






(x-1)(x2+x+1), and (x-1)(x

3+x





The series helps students see that mathematics is well structured and

predictable. Students work through a problem, not through the numbers.

They consider factors such as an appropriate answer to the question,

reasonable intermediate steps, and a realistic solution using the four-step

problem solving plan.

Sample references:Chapter 1, pages 7, 15, 33

Chapter 2, page 95




Chapter 7, pages 375-384, 392, 397-406




Chapter 11, pages 593-600, 629



Positive Outcomes Charter School Sample Lesson Plans After extensive research Positive Outcome Charter School choose and utilizes the Big Ideas Advanced Math series for the seventh through 12th grade math curriculum. Positive Outcomes Charter School choose this curriculum with the belief that using the Big Ideas Math advanced series enable students to address all the Common Core Standards and have opportunities for conceptual understanding, procedural confidence and application of the concepts in their everyday life. The Big Ideas Math Advance series stresses student focus, reasoning, and rigor. Positive Outcomes Charter School also utilizes Khan Academy, Math 180 and extensive tutoring to have our students reach their potential. Lesson plans at Positive Outcomes Charter School utilize the elements of LFS. Theses include:

• LEQ: Lesson Essential Question - What do you want the students to be able to answer at the end of this class and what CCSS is it tied to? • Entrance Activity: Warm Up, Do Now - Review the exit tickets from previous lesson, scaffold from prior knowledge, and intro to new

information • Teaching Strategy: Activity - What will you do, how will you do it and what will the students be doing? • Accommodations for students - How will you adjust for students with identified needs? • Accelerations for Students - How will you adjust for students how will work faster than the majority of other students in order to keep them

engaged? • Para Strategy - What will the support staff do in the room to assist in the lesson? • CFU: Check for Understanding - How will you check throughout the lesson and activity that the students understand and are following

along with your lesson? • Exit Activity: Exit Ticket, Ticket of the door, 3-2-1, summarizing, answering the LEQ - The purpose of the exit activity is to assess the

amount of information the students understood from class today. This should be tied back to the LEQ and will determine what lesson and instruction you will do the following day. It can also determine what your LEQ may need to be for the following day.

As part of the lesson plan process, the Dean of Instruction and Academics along with the Special Education Coordinator review each set of plans to ensure there are opportunities for students to demonstrate the standards of mathematical practice and share resources and strategies as needed. The Dean of Academics and Special Education Coordinator are checking for:

• Activating Activity - The Activating Activity is checked to ensure there is a connection from the last lesson and the lesson being taught. Examples of Activating Activity may include reviewing the exit ticket from the previous lesson, a check for prior knowledge for the lesson being taught, and completing activities from the previous class.

• Objective for the class – What does the teachers want the students to be able to answer or understand when they leave the class? • The standards being taught • Teaching strategies - Checking to see if the strategies challenging the students, is the rigor there to make sure the students are building

stamina and perseverance. The Dean of Academics and Special Education Coordinator check make sure the teaching strategies allow the students to demonstrate the standards of mathematical practice.

• Check–for-Understanding – How the teacher is gathering evidence of student understanding and determining the formative assessment of student understanding is at appropriate opportunities.

• Para-Professional strategies – Checking how the teachers have determined what will the support staff do in the room to assist in the lesson • Accommodations for Students – Determining if the teacher has made adjustments for students with identified needs. The Dean of

Instruction and Academics along with the Special Education Coordinator will share resources and strategies as needed. • Accelerations - The Dean of Instruction and Academics along with the Special Education Coordinator review the lesson for adjustments and

offer strategies and resources for students needing to be challenged. • Exit Activity - The purpose of the exit activity is to assess the amount of information the students understood from class today. This should

be tied back to the LEQ and will determine what lesson and instruction you will do the following day. It can also determine what your LEQ may need to be for the following day

Positive Outcomes Charter School utilizes the Teacher Excellence Framework (TEF) as the teacher evaluation system. The Teaching Excellence Framework defines excellent instruction and is the basis for teacher development and feedback. The Teaching Excellence Framework is organized around five components with subcomponents describing the specific, observable student and teacher behaviors associated with each. TEF has Positive Outcomes Charter School Dean of Academics conducting at least 8 observations per year, all observations are 15-20 minutes and unannounced. Feedback meetings are within one week with the observer and teacher working together to develop one or two action steps that will have the greatest impact on student achievement. Feedback utilizes research based teaching strategies from programs such as Uncommon School’s Get Better Faster and Teach like A Champion (Positive Outcomes Charter School used this book to drive training for teachers in PLC during the (2017-2018 school year)

MATH 7 UEQ: How do you use integers in real life situations? (Ch.1)

Monday LEQ(s): Red Activity 1.3: Subtracting Integers

Essential Question: How are adding integers and subtracting integers related? CC State Standards 7.NS.1c, 7.NS.1d, 7.NS.3

Entrance Activity: DO NOW: Complete Warm Up on the Smartboard. Subtracting Positive Integers

Teaching Strategies:

We will complete graphic organizer on subtracting integers while going over the activities. ACTIVITY 1 Subtracting Integers This activity illustrates subtracting two integers. Students should use counters even if they say they know the answer. ACTIVITY 2 Adding Integers This activity illustrates adding integers with different signs with a positive sum. Students should use counters even if they say they know the answer. ACTIVITY 3 Subtracting Integers This activity illustrates subtracting a positive integer from a negative integer. Students should use a number line. ACTIVITY 4 Adding Integers This activity illustrates writing an addition expression from a number line to find the sum.

• Look at the related addition problem −3 + (−1). Draw an arrow from 0 to −3 to represent −3. Now move to the left

one because you are adding 1 in the negative direction (−1). Draw the arrow and write, “Add −1.” • Have students work with partners to write an addition expression.

Inductive Reasoning

• Students should work with partners to find the sums. Note that Questions 5–8 are the problems completed in Activities 1–4.

• The goal is to develop some understanding about subtraction and the related addition problem.

Para Strategies: The paraprofessional will assist all students with understanding the concepts that are reviewed during the lesson. The paraprofessional will also model any examples to ensure student understanding. The para may work with struggle students directly. The para will assist the students with the manipulatives.

CFU’s:

Check-ins during activities 1-4. Review after each activity.

Exit Activity:

Have students explain how to use integer counters to model 4 − 6.This will verify that the students can use counters to subtract integers.

Accommodations for students:

Students will have the use of the manipulatives and adding integers graphic organizer at all times. The students will also have the direct instruction of the paraprofessional to ensure understanding.

Accelerations for Students:

What is Your Answer? (In student workbook)

• In Questions 17 and 18, subtraction is the same as adding the opposite. • Extension: “Use the integer counters or a number line to model (8 − 4) − 2 and 8 − (4 − 2). Are the results the

same?”

Tuesday LEQ(s): Subtracting Integers

Essential Question: How do you subtract integers? CC State Standards 7.NS.1c, 7.NS.1d, 7.NS.3

Entrance Activity: DO NOW: Subtracting integers on SMARTS. REVIEW EXIT TICKET FROM PREVIOUS DAY


Subtracting Integers

This Key Idea introduces subtracting an integer by adding the opposite.

• Write the Key Idea. Work through the examples EXAMPLE 1 Subtracting Integers

This example illustrates how to subtract an integer by adding the opposite.

• Work through the example with the students. Pointing to a classroom number line may be helpful. • Have students use Think-Pair-Share to answer On Your Own Questions 1-6. • Review the answers together, with students presenting their work to the class.

EXAMPLE 2 Subtracting Integers

This example illustrates subtracting more than two numbers.

• Work through the example with the students. Caution students to work slowly. • Have students work independently to answer On Your Own Questions 7-12.

Review the answers together, with students presenting their work to the class. EXAMPLE 3 Real-Life Application This example illustrates subtracting the lowest elevation from the highest elevation.

• Work through the example with the students. • You may need to review the meanings of elevation and range. • Fun Fact: The highest point in Hawaii is Mauna Kea at 4208 meters above sea level. The lowest points in Hawaii

are at sea level, where the coast of Hawaii meets the Pacific Ocean. • Have students work in pairs to answer On Your Own Question 13. • Review the answer together, with students presenting their work to the class.

Para Strategies: The paraprofessional will assist students who need direct instruction/accommodations with CFU problems. The para will also identify struggle students and group them and provide direct instruction.

CFU’s:

1. OYO #1-6 on Smarts after Example 1 2. OYO # 7-12 on Smarts after Example 2 3. OYO #13on Smarts after Example 3 (accelerated)

Exit Activity:

Exit Ticket: ON LAST PAGE ON SMARTS HOMEWORK: PRACTICE 1.3 in student workbook page 14


Example 3 Modeled through Whole Group Instruction; Assistance with CFU #13 Use of graphic organizer and manipulatives at all times.


EXAMPLE 3 AND OYO #13: STUDENT CAN COMPLETE THIS PROBLEM AFTER COMPLETING #1-12

Thursday LEQ(s): Red Activity 1.3: Subtracting Integers

Essential Question: How are adding integers and subtracting integers related? CC State Standards 7.NS.1c, 7.NS.1d, 7.NS.3

Entrance Activity: DO NOW: Complete Warm Up on the Smartboard. Subtracting Positive Integers REVIEW HOMEWORK FROM PREVIOUS DAY REVIEW EXIT TICKET FROM PREVIOUS DAY


Adding and Subtracting Integers Practice Day Kuta Software Adding and Subtracting Integers Practice Worksheet. Students will be paired by selecting a card. Students will work together to assist each other with solving the problems.


CFU’s:

Check-ins and help upon request. Whole group questions every 10 minutes.

Exit Activity:

Quizizz to collect data to see where students are struggling.


Students will have the use of the manipulatives and adding integers graphic organizer at all times. The students will also have the direct instruction of the paraprofessional to ensure understanding.


The students will move on to complete the Quizizz for advanced problems.

Friday LEQ(s): Red Activity 1.4: Multiplying Integers

Essential Question: Is the product of two integers positive, negative, or zero? How can you tell? CC State Standards 7.NS.2a, 7.NS.2c, 7.NS.3

Entrance Activity: DO NOW: Adding and subtracting integers review sheet


MINI QUIZ- ADDING AND SUBTRACTING INTEGERS After students complete the mini quiz, they will be prompted to complete the warm up on the new notes packet. MULTIPLYING INTEGERS We will complete the graphic organizer on multiplying integers as we complete each activity ACTIVITY 1 Multiplying Integers with the Same Sign This activity illustrates using repeated addition to find the product. Have students draw a number line to represent 3 groups of 2. ACTIVITY 2 Multiplying Integers with Different Signs This activity illustrates using repeated addition to find the product.

• Make sure students understand why the arrows are moving to the left, instead of moving to the right. Ask a student to read the last result, namely that 3 ● (−2) = −6. So, a positive number times a negative number is a negative product ACTIVITY 3 Multiplying Integers with Different Signs This activity illustrates using a table to find the product.

• Make sure that students recognize the pattern—the first factor is decreasing by 1, the second factor is constant, and the product is decreasing by 2.

Ask a student to read the last result, namely that –3 ● 2 = –6. So, a negative number times a positive number is a negative product. ACTIVITY 4

Multiplying Integers with the Same Sign This activity illustrates using a table to find the product.

• Connection: Activity 1 showed that the product of two positive integers is positive. Activity 2 and Activity 3 showed that the product of a positive and a negative (or a negative and a positive) is negative.

• Ask the question “Are there any other combinations to consider?” • Tell students: “Let’s look at the product of two negatives.” Students should recognize the patterns: the first factor is

constant, the second factor is decreasing by 1, and the product is increasing by 3. • Extension: Use the patterns developed to find the product of three numbers, such as 3(−2)(−4).

Inductive Reasoning

• Students should work with partners to find the products. The goal is for the students to recognize the bigger pattern. When the factors have the same signs, the product is positive. When the factors have different signs, the product is negative.

• Note that Questions 5–8 are the problems completed in Activities 1–4.


CFU’s:

Check-ins during activities 1-4. Review after each activity

Exit Activity:

Multiplication with positive x positive, negative x negative, positive x negative and negative x positive exit ticket.


The paraprofessional will assist all students with understanding the concepts that are reviewed during the lesson. The paraprofessional will also model any examples to ensure student understanding. The para may work with struggle students directly. The para will assist the students with the manipulatives.


Students will assist struggle students with understanding the concept of multiplying negative integers.

MATH 8 UEQ: How do you use linear equations to solve real life problems?

(Ch.1)

Monday LEQ(s): 1.2: How can you solve a multi-step equation? How can you check the reasonableness of your

solution? 8.EE.7a, 8.EE.7b

Entrance Activity: DO NOW: Simplify Expressions On Smarts


Solving Multi-Step Equations This Key Idea introduces the process of solving multi-step equations.

• Write the Key Idea. Tell students that when you evaluate an expression, you follow the order of operations. Solving an equation undoes the evaluating, in reverse order. The goal is to isolate the variable term and then solve for the variable Solving a Two-Step Equation This example illustrates how to solve a problem about the height of a tree by solving a two-step equation.

• Explain to students how the equation represents the growth of the tree: think of the tree as being 15 feet tall when being planted and then growing at a rate of 1.5 feet each year.

• Work through the example as shown. • Have students work independently to complete On Your Own Questions 1 and 2. Then have neighbors check each

other’s work. Review the answers together, with students presenting their work to the class Combining Like Terms to Solve an Equation This example illustrates how to combine like terms before solving an equation.

• Work through the example as shown. • Be sure to discuss how the Distributive Property can be used to subtract the terms. • Have students work independently to answer On Your Own Question 3. Then have neighbors check each other’s

work. Review the answer together, with students presenting their work to the class.

Using the Distributive Property to Solve an Equation This example illustrates how to use the Distributive Property as part of solving a multi-step equation.

• Ask students to identify the operations involved in this equation. • Work through the example as shown. • Take time to work through the Study Tip and discuss the steps. Use the Words of Wisdom in the Teaching

Edition. • Have students work in pairs to answer On Your Own Questions 4 and 5. Students need to be careful with

multi-step equations, and it is helpful to have a partner check each step. • Review the answers together, with students presenting their work to the class.

Real-Life Application This example illustrates how to write and solve an equation to find a missing data value.

• Review mean with students if necessary. • Discuss the information displayed in the table and write the equation. • Work through the example as shown. • Show students that the third step could be written without parentheses. • Discuss the question with students. • Have students work in pairs to answer On Your Own Question 6. • Review the answer together, with students presenting their work to the class.

Para Strategies: The paraprofessional will assist all students with understanding the concepts that are reviewed during the lesson. The paraprofessional will also model any examples to ensure student understanding. The paraprofessional will work directly with struggle students and students who need accommodations

CFU’s:

OYO #1-3 after Example 2 OYO #4-5 After Example 4

Exit Activity:

EXIT TICKET:. Solve 8x + 9 - 4x = 25. Check your solution. HW: 1.2 Practice in Workbook pg 10


Students will receive assistance/direct instruction from para or teacher with OYO problems. Students will have access to graphic organizers, calculators and direct instruction from the teacher or paraprofessional.


Students will practice Multi-Step Equations on Quizzizz

Tuesday LEQ(s): 1.2: How can you solve a multi-step equation? How can you check the reasonableness of your


Entrance Activity: DO NOW: 1-4 Warm Up on SMARTS. Find the angle measures of the polygon algebraicly. REVIEW DO NOW REVIEW EXIT TICKET FROM PREVIOUS DAY REWIEW HOMEWORK


***MULTI STEP EQUATIONS PRACTICE DAY*** Quizizz: Students will log into google classroom and take the online quizizz on multi-step equations. Their results will determine if the receive a Basic or Advanced Practice Card. Textbook Practice: BASIC: Homework Assignment: 1, 2, 6 – 14 ADVANCED: Homework Assignment: 1, 2, 6 – 14 even, 15 – 18 Students will receive an index card with the problems that they will be completing (Basic or Advanced)

Para Strategies: The paraprofessional will assist students who are identified as struggle students, and students who require direct instruction and accommodations. The paraprofessional will also assist with identifying students who need direct instruction to ensure understanding

CFU’s:

Each question will show the student’s understanding of mastering the LEQ. Once students are finished with their problems, they will check their answers on the answer key. They will then identify the problems they struggled with and ask for teacher assistance. Each student will then write down the problems they would like to be reviewed as a whole group.

Exit Activity:

There will be no exit ticket since the students will be completing practice problems HOMEWORK: Finish Practice Problems for homework.


Students will naturally gravitate towards the basic or intermediate problems assistance from para and teacher. All students with IEPs/504s will receive accommodations per their IEP. BASIC: 1, 2, 6 – 14


ADVANCED: 1, 2, 6 – 14 even, 15 – 18 Once finished, students will go to Khan Academy to practice Multi-Step Equations

Thursday LEQ(s): 1.2: How can you solve a multi-step equation? How can you check the reasonableness of your


Entrance Activity: DO NOW: Multi-Step Equations #2 Quizizz. REVIEW EXIT TICKET FROM PREVIOUS DAY REVIEW HOMEWORK FROM LAST NIGHT


***MULTI STEP EQUATIONS PRACTICE DAY***

1. MULTI-STEP EQUATIONS QUIZ-QUIZ GAME Students will be put in to teams of two or three (at least one accelerated student per team). They will be given a whiteboard, dry erase marker, piece of paper, pencil and eraser. The teacher will post a problem on the smartboard. The teams will be given three minutes to solve the problem. Music will play as the students try to solve. Students can use the whiteboard or the piece of paper to solve the problems, but the answer must be displayed on the whiteboard. Once the music stops, all teams must have their answers on the whiteboard, and the whiteboards raised in the air. Each team will receive one point for having the right answer. Repeat. Students must rotate their role in the team (recording, solving, computing, etc). If a team does not work together, they will have one point taken away for each round. The team with the most points will win.

Para Strategies: The paraprofessional will assist students who are identified as struggle students, and students who require direct instruction and accommodations. The paraprofessional will also assist with identifying students who need direct instruction to ensure understanding.

CFU’s:

Each question will show the student’s understanding of mastering the LEQ.

Exit Activity:

There will be no exit ticket since the students will be playing a review game for the assessment on Friday. HOMEWORK: Review for Assessment on Monday.


Student will be placed on a team with an accelerated student. The accelerated student will assist the students who need accommodations.


Teams will receive advance problems where the accelerated and struggle students can collaborate.

Friday LEQ(s): 1.2: How can you solve a multi-step equation? How can you check the reasonableness of your


Entrance Activity: DO NOW: QUIZ REVIEW


1.1 Choice Board Assessment (10 points)

1. Students will have the opportunity to select their problems for assessment. 2. Problems will be on index cards. 3. There will be three levels of index cards: Basic (1 point). Intermediate (2 points) Advanced(3

points) 4. Students will be required to complete a total of 10 points worth of problems.

When finished, students are to work on enrichment color by numbers.

Para Strategies: Provide assistance for students who need accommodations. All students with IEPs/504s will receive accommodations.

CFU’s:

NONE

Exit Activity:

Turn in enrichment worksheet.


Students will naturally gravitate towards the basic or intermediate problems. Students can use notes and assistance from para and teacher. All students with IEPs/504s will receive accommodations per their IEP.

Algebra 1 UEQ: How do you use linear equations to solve real life problems?

(Ch.1) Monday

LEQ(s): Algebra 1 Lesson 1.2: Essential Question: How can you use multi-step equations to solve real-life problems? HSN-Q.A.1 HSA-CED.A.1 HSA-REI.B.3

Entrance Activity: DO NOW: Distribution problems (6) REVIEW DO NOW REVIEW EXIT TICKET FROM PREVIOUS DAY REWIEW HOMEWORK


***MULTI STEP EQUATIONS PRACTICE DAY*** Textbook Practice: Suggestions for Leveling Basic: 1, 2, 17 – 25 odd, 35, 37, 41, 47, 50, 57 – 65 Advanced: 1, 2, 18 – 34 even, 35 – 41, 44, 47, 48 – 56 even, 57 – 65 Students will receive an index card with the problems that they will be completing (Basic or Advanced) (Quizizz from previous day will provide data to show which students should receive basic or advanced)

Para Strategies: The paraprofessional will assist students who are identified as struggle students, and students who require direct instruction and accommodations. The paraprofessional will also assist with identifying students who need direct instruction to ensure understanding

CFU’s:

Each question will show the student’s understanding of mastering the LEQ. Once students are finished with their problems, they will check their answers on the answer key. They will then identify the problems they struggled with and ask for teacher assistance. Each student will then write down the problems they would like to be reviewed as a whole group.

Exit Activity:

There will be no exit ticket since the students will be playing a review game for the assessment on Friday. HOMEWORK: Finish Practice Problems for homework.


Students will naturally gravitate towards the basic or intermediate problems. Students can use notes and assistance from para and teacher. All students with IEPs/504s will receive accommodations per their IEP. Basic: 1, 2, 17 – 25 odd, 35, 37, 41, 47, 50, 57 – 65


Advanced: 1, 2, 18 – 34 even, 35 – 41, 44, 47, 48 – 56 even, 57 – 65

Tuesday

LEQ(s): Algebra 1 Lesson 1.2: Essential Question: How can you use multi-step equations to solve real-life problems? HSN-Q.A.1 HSA-CED.A.1 HSA-REI.B.3

Entrance Activity: DO NOW: Complete Order of Operations Problems (6) REVIEW PRACTICE PROBLEMS FROM PREVIOUS DAY


MULTI-STEP EQUATIONS QUIZ-QUIZ GAME

Students will be put in to teams of two or three (at least one accelerated student per team). They will be given a whiteboard, dry erase marker, piece of paper, pencil and eraser. The teacher will post a problem on the smartboard. The teams will be given three minutes to solve the problem. Music will play as the students try to solve. Students can use the whiteboard or the piece of paper to solve the problems, but the answer must be displayed on the whiteboard. Once the music stops, all teams must have their answers on the whiteboard, and the whiteboards raised in the air. Each team will receive one point for having the right answer. Repeat. Students must rotate their role in the team (recording, solving, computing, etc). If a team does not work together, they will have one point taken away for each round.

The team with the most points will win

Para Strategies: The paraprofessional will assist students who are identified as struggle students, and students who require direct instruction and accommodations. The paraprofessional will also assist with identifying students who need direct instruction to ensure understanding.

CFU’s:

Each question will show the student’s understanding of mastering the LEQ.

Exit Activity:

There will be no exit ticket since the students will be playing a review game for the assessment on Friday. Homework: Study for Assessment on Monday!


Student will be placed on a team with an accelerated student. The accelerated student will assist the students who need accommodations.


Teams will receive advance problems where the accelerated and struggle students can collaborate.

Thursday LEQ(s): Algebra 1 Lesson 1.2: Essential Question: How can you use multi-step equations to solve real-

life problems? HSN-Q.A.1 HSA-CED.A.1 HSA-REI.B.3

Entrance Activity: DO NOW: QUIZ REVIEW


1.2 Choice Board Assessment (10 points)

5. Students will have the opportunity to select their problems for assessment. 6. Problems will be on index cards. 7. There will be three levels of index cards: Basic (1 point). Intermediate (2 points) Advanced (3

points) Expert (4 points) 8. Students will be required to complete a total of 10 points worth of problems.

When finished, students are to work on enrichment color by numbers.

Para Strategies: Provide assistance for students who need accommodations. All students with IEPs/504s will receive accommodations.

CFU’s:

NONE

Exit Activity:

Turn in enrichment worksheet.


Students will naturally gravitate towards the basic or intermediate problems. Students can use notes and assistance from para and teacher. All students with IEPs/504s will receive accommodations per their IEP.

Friday LEQ(s): Algebra 1 Lesson 1.3: Solving Equations with Variables on Both Sides

Essential Question: How can you solve an equation that has variables on both sides? HSA-CED.A.1 HSA-REI.B.3

Entrance Activity: Do Now: Simplify the expression using distribution


EXPLORATION 1 Perimeter In this exploration, students write and solve an equation with variables on both sides.

• Discuss with students how the perimeter of a polygon is found. • Have students work in pairs to complete the exploration. • Not all of the sides in the second polygon are labeled, and students may ignore this issue. Sufficient information is

given so that students can determine the missing measures. Circulate the room, and help students who do not see what these missing values are.

• As you circulate, note how students are solving equations with variables on both sides of the equation. EXAMPLE 1 (IF TIME ALLOWS) Core Concept – Solving Equations with Variables on Both Sides In this Core Concept, students learn how to solve an equation with variables on both sides.

• Write the Core Concept and then ask students to Turn and Talk. Partner A explains his/her understanding of the Core Concept. After one minute, select a partner B to explain the Core Concept to the class.

Solving an Equation with Variables on Both Sides In this example, students solve an equation with variables on both sides.

• Ask students to use Think-Pair-Share to discuss what the first step is in solving the equation. Students may want to add 9x to each side so that the variable term is on the left side of the equation. Explain that you can solve for the variable on either side of the equation.

Have students work with a partner to finish the example. Then review the answer as a class.

Para Strategies: The paraprofessional will assist all students with understanding the concepts that are reviewed during the lesson. The paraprofessional will also assist to identify struggle students and group them accordingly. The paraprofessional will provide direct instruction to the struggle students and students who need accommodations.

CFU’s:

All students will have frequent check-ins by teacher and para to ensure understanding of concepts and conjectures. Each problem will be modeled and reviewed as a whole class.

Exit Activity:

Exit Ticket: There will be no exit ticket for this activity.


These students will receive direct instruction from the para or teacher to ensure understanding of the concepts. Students with IEP/504 will receive all accommodations and modifications per IEP/504. These students will receive instruction with Exploration 1a-c


These students will continue to Exploration 2 where they will perform the same steps to set up equations with equal areas and perimeter.

Grade and Subject: Geometry 10th, 2nd & 3rd periods

● HSG-CO.A.2 - Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).

● HSG-CO.A.4 - Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

● HSG-CO.A.5 - Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

● HSG-CO.B.6- Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

Monday

LEQ(s): What do you want the students to be able to answer at the end of this class and what CCSS is it tied to?

Students can perform geometric transformations and compositions.

Entrance Activity: Review the exit tickets from previous lesson, scaffold from prior knowledge, and intro to new information

What happens when you reflect something? Like a selfie or in a mirror?

Teaching Strategies: What will you do, how will you do it and what will the students be doing?

Mini lesson/review as needed.

Students will complete the refresher and independent activities about transformations.

Para Strategies: What will the support staff do in the room to assist in the lesson?

Assist students in gathering materials as necessary. Provide positive reinforcement for those beginning tasks. Gather work for absent students. Encourage students for participation/behavior. Assist students with work when possible. Let teacher know if you recognize a student is having difficulty (or ask a

question for a student). Assist teacher to hand out materials as needed. Understand/enforce policies & procedures. Read questions/directions. Ensure students understand questions/directions. Seek teacher

assistance as necessary for behavior/problems/etc. Let teacher know if multiple students are struggling on same problems. Let teacher know if directions are confusing/questions are confusing. (Model

asking appropriately to assist students).

Pd 3: Ms. G will be working with J & D on ?? need to check to see where they are on perpendicular/parallel.

CFU’s: How will you check throughout the lesson and activity that the students understand and are following along with your lesson?

4.1 journal

4.1 practice

4.2 exploration

4.2 practice

4.3 exploration

4.3 practice

Exit Activity: The purpose of the exit activity is to assess the amount of information the students understood from class today. This should be tied back to the LEQ and will determine what lesson and instruction you will do the following day. It can also determine what your LEQ may need to be for the

As necessary review based on Big Ideas

following day.

Accommodations

for students: How will you adjust for students with identified needs?

Students can work at their pace. Video tutorials or teacher/para assistance in 1-1 or small group as needed. Graphic organizers available for all concepts. Calculators available for all work. Formulas provided as necessary. Questions given 1 at a time on computer/smart board. Textbook/alternative

assignments available as necessary. Multiple attempts available. Teacher/para modeling given. Questions read/broken down as necessary. Concrete models used when possible. Manipulatives/visuals

used. Teacher notes available when given. Access to vocabulary terms/definitions.

Accelerations

for Students: How will you adjust for students how will work faster than the majority of other students in order to keep them engaged?

Students can work ahead when passed current practice set.

Tuesday LEQ(s): What do you want the students to be able to answer at the end of this class and what CCSS is it tied to?



Reflect a shape over the y axis. Reflect the same point over the x-axis.









Pd 3: Ms. G will be working with J & D on parallel & perpendicular lines on maps.


4.1 journal

4.1 practice

4.2 exploration

4.2 practice

4.3 exploration

4.3 practice

Exit Activity: The purpose of the exit activity is to assess the amount of information the students understood from class today. This should be tied back to the LEQ and will determine what lesson and instruction you will do the following day. It can also determine what your LEQ may need to be for the following day.

Reflect a given shape.

Accommodations





Accelerations

for Students: How will you adjust for


students how will work faster than the majority of other students in order to keep them engaged?

Thursday LEQ(s): What do you want the students to be able to answer at the end of this class and what CCSS is it tied to?



Rotate a point about the origin.











4.1 journal

4.1 practice

4.2 exploration

4.2 practice

4.3 exploration

4.3 practice



Accommodations





Accelerations




Friday LEQ(s): What do you want the students to be able to answer at the end of this class and what CCSS is it tied to?



Rotate a shape about the origin.











4.1 journal

4.1 practice

4.2 exploration

4.2 practice

4.3 exploration

4.3 practice



Accommodations





Accelerations




Grade and Subject: Algebra 2, 11th, period 5 &

Common Core Standard: ● HSF-IF.C.7c - Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using

technology for more complicated cases.* - Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

● HSF-BF.B.3 - Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

● HSA-SSE.A.2 - Use the structure of an expression to identify ways to rewrite it. For example, see x4 - y4 as (x2)2 - (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 - y2)(x2 + y2).

● HSA-REI.B.4b - Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

● HSF-IF.C.8a - Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

Monday LEQ(s): What do you want the students to be able to answer at the end of this class and what CCSS is it tied to?

Students will identify solutions of quadratics.


Refresher / Review


Lesson - Review factoring, taking square roots, intro to completing square. Then students will move to Big Ideas when they are ready.

Lesson on quadratic formula when ready. (self paced)

When finished, journal pages 76 - 80 (next unit)


Pd 6: 1 - 1 for student: assist as necessary with make up work.

When student not there & para for 7: Assist students in gathering materials as necessary. Provide positive reinforcement for those beginning tasks. Gather work for absent students. Encourage

students for participation/behavior. Assist students with work when possible. Let teacher know if you recognize a student is having difficulty (or ask a question for a student). Assist teacher to

hand out materials as needed. Understand/enforce policies & procedures. Read questions/directions. Ensure students understand questions/directions. Seek teacher assistance as

necessary for behavior/problems/etc. Let teacher know if multiple students are struggling on same problems. Let teacher know if directions are confusing/questions are confusing. (Model asking

appropriately to assist students).


Big Ideas practice for 3.1, 3.3, & 3.4 when ready.

Exit Activity: The purpose of the exit activity is to assess the amount of

Questions or issues that came up today.

information the students understood from class today. This should be tied back to the LEQ and will determine what lesson and instruction you will do the following day. It can also determine what your LEQ may need to be for the following day.

Accommodations


Students can work at their pace. Video tutorials or teacher/para assistance in 1-1 or small group as needed. Graphic organizers available for all concepts. Calculators available for all work. Formulas provided as necessary. Questions given 1 at a time on computer/smart board. Textbook/alternative assignments available as necessary. Multiple attempts available.

Teacher/para modeling given. Questions read/broken down as necessary. Concrete models used when possible. Manipulatives/visuals used. Teacher notes available when given. Access to

vocabulary terms/definitions.

Accelerations


Students can work at their pace.

They can move to the next section when they are ready.




Quadratic formula intro/practice


Lesson - Review as necessary.

Data from Big Ideas and observations will drive reteaching as necessary.







necessary for behavior/problems/etc. Let teacher know if multiple students are struggling on same

problems. Let teacher know if directions are confusing/questions are confusing. (Model asking appropriately to assist students).


Big Ideas 3.1, 3.3, 3.4


Quadratic formula practice

Accommodations





Accelerations

for Students: How will you adjust for students



how will work faster than the majority of other students in order to keep them engaged?

Thursday LEQ(s): What do you want the students to be able to answer at the end of this class and what CCSS is it tied to?



Answer questions that have risen during the week,

Refresher as needed.


Lesson - Review factoring (as needed), taking square roots, intro to completing square (when ready), quadratic formula,

data from Big Ideas to complete re-teaching or review as necessary.










Big Ideas 3.1, 3.3, 3.4


Quadratic review as needed (Based on data, what techniques do they need help with

Accommodations





Accelerations







Quick introduction to other polynomials. & how it relates to quadratics.


Lesson - Review factoring (as needed), taking square roots, intro to completing square (when ready), quadratic formula,

Ideally, students should be finishing quadratics and moving onto other polynomials.









Big Ideas, 3.1, 3.3, 3.4.


4.1 when ready.


similarities & differences of cubics & quartics.

Accommodations





Accelerations

for Students: How will you adjust for students how will work faster than the majority of other students in



order to keep them engaged?

Grade and Subject: Probability & Statistics, 12th, period 4

Common Core Standard: ● HSS-CP.A.1 - Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or

as unions, intersections, or complements of other events ("or," "and," "not"). ● HSS-CP.A.2 - Understand that two events A and B are independent if the probability of A and B occurring together is the product of their

probabilities, and use this characterization to determine if they are independent. ● HSS-CP.A.3 - Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying

that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.

● HSS-CP.A.5 - Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.

● HSS-CP.B.6 - Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the answer in terms of the model.

Do you have anything going on this week that I can assist you with? Assessments/quizzes/graphic organizers/simplified notes?

Monday


Students will identify the frequency of an event.


Questions from Friday to be used for everyone to answer, then find statistics of.


Review as necessary, select problems for 10.6. Performance task when ready.


There is no para in the class at this time.


Select questions from 10.6 & performance task (trees & dogs)

Exit Activity: The purpose of the exit activity is to assess the amount of information the students understood from class today. This should be tied back to the LEQ and will determine what lesson and instruction you will do the following day. It can also determine what your LEQ may need to be for the

Based on data from Big Ideas

following day.

Accommodations





Accelerations


Students can move onto the next unit when they have passed assessment




Discussion of Performance assessment


Review as necessary.

Students will do independent practice.



CFU’s: How will you check throughout the lesson and activity that the students understand and are following

Select questions from 10.6 & performance assessment

along with your lesson?



Accommodations





Accelerations



Thursday










CFU’s: How will you check


throughout the lesson and activity that the students understand and are following along with your lesson?



Accommodations





Accelerations












CFU’s: How will you check throughout the lesson and activity that the students understand and are following


along with your lesson?



Accommodations





Accelerations




Appendix2CSocialStudiesCoalition

MemorandumofUnderstanding


Appendix2DScienceCoalition

MemorandumofAgreement

Bylaws of the Delaware Science

Coalition

Revised July 5, 2018


Appendix3CurrentOrganizationChart


Appendix4BoardGovernanceTrainingCertificates

Doug Backus Founda on for Board Excellence Training

for Charter Schools TM

October 2016

Paul Stock

Standards for Excellence® Licensed Consultant

Sheila Bravo, MBA, PhD.

President & Chief Execu ve Officer

Doyle Tiller Founda on for Board Excellence Training


October 2016

Paul Stock




Edward Emme Jr. Founda on for Board Excellence Training


October 2016

Paul Stock




Kris n Barrall Founda on for Board Excellence Training


October 2016

Paul Stock




Lisa Maier Founda on for Board Excellence Training


October 2016

Paul Stock




Dr. Michael Czarkowski Founda on for Board Excellence Training


October 2016

Paul Stock




Rachel Warren Founda on for Board Excellence Training


October 2016

Paul Stock




Shelly Alioa Founda on for Board Excellence Training


October 2016

Paul Stock




Susan Wills Founda on for Board Excellence Training


October 2016

Paul Stock




Certificate of Completion

Amanda Crisci

Financial Responsibility Training for Charter School Board and Citizen Budget Oversight Committee Members

October 31, 2017

__________________________ Brook A. Hughes, Education Associate

Delaware Department of Education


Cheyenne Y. Dunick


December 7, 2017




Deborah Economidis


January 31, 2018




John T. Dunick


December 13, 2017




Kristin T. Barrall


November 19, 2017




Maurice K. Floyd, Jr.


March 19, 2018




Rebecca Scott


November 10, 2017




Appendix5Up-to-dateCertificateofOccupancy


Appendix6Up-to-dateFireInspectionCertificate


Appendix7Up-to-dateInsuranceCertificate(s)


Appendix8ERIPReportingSY16/17andSY17/18

Generated by Erip (press Esc to close)

ID Name Type Coordinator Start End Status Duration

42516 POCSCrisisDrill #1

Lockdown/IntruderDrill

EdwardEmmett

September26, 2018,9:00 am

September26, 2018,9:30 am

!Scheduled

30Minutes

35445 17-18CrisisDrill #2


EdwardEmmett

May 3,2018, 1:35pm

May 3,2018, 1:50pm

○Complete

15Minutes



EdwardEmmett

February2, 2018,9:00 am

February2, 2018,9:30 am

○Complete

30Minutes

25576 2016-2017CrisisDrill #2


EdwardEmmett

May 11,2017, 4:00pm

May 11,2017, 4:30pm

○Complete

30Minutes



EdwardEmmett

October24, 2016,12:30 pm

October24, 2016,1:00 pm

○Complete

30Minutes



EdwardEmmett

April 22,2016, 1:00pm

April 22,2016, 1:30pm

○Complete

30Minutes



Ed Emmett December15, 2015,1:00 pm

December15, 2015,1:30 pm

○Complete

30Minutes

17219 14-15POCS#1


EdwardEmmett

October 1,2014,12:30 pm

October 1,2014, 1:00pm

○Complete

30Minutes

Generated by Erip (press Esc to close)

ID Name Type Coordinator Start End Status Duration

42515 Crisis Drill #1TabletopPlanning

TabletopExercise

EdwardEmmett

September25, 2018,3:00 pm

September25, 2018,3:30 pm

!Scheduled

30Minutes

35444 17-18TabletopExcercise

TabletopExercise

EdwardEmmett

May 1,2018, 3:00pm

May 1,2018, 3:45pm

○Complete

45Minutes

25575 2016-2017TabletopDrill

TabletopExercise

EdwardEmmett

May 9,2017, 7:00pm

May 9,2017, 8:00pm

○Complete

60Minutes

18925 15-16Tabletop

TabletopExercise

SteveNorman

April 21,2016, 1:00pm

April 21,2016, 1:30pm

○Complete

30Minutes


Appendix9SummaryofFindingsfromIndependentAudits

POCS2019-2024CharterRenewalApplication Appendix9

SummaryofFindingsfromIndependentAudits

PositiveOutcomesCharterSchoolhasconductedanindependentauditforeachyearofourcurrentcharterperiod.Areviewofourpreviousauditsshowsthatwehavenothadanfindingsofanykind.


Appendix10FinalFiscalYear2018RevenueandExpenditure

BudgetReport

PositiveOutcomesCharterSchoolFinancialReportFortheMonthEndingJune2018BoardApprovedDate:July18,2018

REVENUEBUDGET

Anticipated% Receipts

RevisedBudget ReceiptToDate Received RemainingSTATEFUNDS-171

1 Operations 2,887,821$ 2,887,821$ 100.0% -$2 OtherStatefunds* 89,090$ 97,974$ 110.0% -$TOTALSTATEFUNDS 2,976,911$ 2,985,795$ 100.3% -$

MINORCAP-771 FY18 14,826$ 14,826$ 100.0% -$

LOCALFUNDS-071* 632,291$ 638,714$ 101.0% -$

TOTALSTATEANDLOCALFUNDS 3,624,029$ 3,639,335$ 100.4% -$

FEDERALFUNDS-571(CurrentFYOnly) 84,937$ 74,244$ 87.4% 10,693$

GRANDTOTAL-ALLFUNDS 3,708,966$ 3,713,579$ 100.1% 10,693$

EXPENDITURES

OperatingBudgetDescription Remaining %

RevisedBudget Encumbrance Expenditures Balance Obligated1 SalariesandBenefits 2,420,500$ -$ 2,400,543$ 19,957$ 99.2%

2 Utilities 36,000$ -$ 32,045$ 3,955$ 89.0%

3 Facility-Mortgage 136,700$ -$ 136,573$ -$ 99.9%

4 Transportation 29,800$ -$ 33,490$ (3,690)$ 112.4%

5 TextbooksandInstructionalSupplies 61,400$ 6,750$ 39,765$ 14,885$ 75.8%

6 BuildingMaintenanceandCustodialServices 98,500$ -$ 97,471$ 1,029$ 99.0%

7 Capital-Land,Building,Furniture,Equipment 66,400$ 11,225$ 34,643$ 20,532$ 69.1%

8 OtherExpenses 456,600$ 29,696$ 380,546$ 46,358$ 89.8%

9 Contingency/Surplus -$ -$ -$ -$ 0.0%

TotalOperatingBudget 3,305,900$ 73,396$ 3,155,076$ 77,428$ 97.7%

FederalExpenses(CurrentFYOnly) 84,937$ -$ 74,244$ 10,693$ 87.4%

AllFundsTotal 3,390,837$ 73,396$ 3,229,320$ 88,121$ 97.4%

*includes carryover funds from prior years


Appendix11ApprovedPreliminaryFiscalYear2019Budget

Positive Outcomes Charter School PRELIMINARY FY2019 BUDGET

BOARD APPROVED SEPTEMBER 2018ZERO BASE BUDGETING

STATE/LOCAL FEDERAL

REVENUEFY 2018 State Appropriations 2,650,000$ -$ Technology Block Grant 7,556$ -$ Ed Sustainment Fund 59,761$ -$ Homeless Transportation (incl. carryover from FY18) 7,210$ -$ Foster Care Transportation 3,450$ -$ MCI 20,348$ -$ Prior Year State Purchase Orders 15,097$ -$ FY 2018 Local Tuition 460,000$ -$ CSD Settlement 200$ -$ Federal Grants 102,080$ Cafeteria Revenue 42,026$ -$ Other Local Revenue (Uniforms, Miscellaneous) 58,000$ -$ Daycare Rent 50,700$ -$ Prior Year Local Purchase Orders 53,299$ -$ FY 2018 CSCRP -$ -$ Interest on Deposits 4,000$ -$

TOTAL REVENUE 3,431,647$ 102,080$

EXPENSES TOTAL SALARIES 1,696,187$ 60,773$ TOTAL OEC'S 914,840$ 29,208$

TOTAL EMPL COST 2,611,027$ 89,981$

OTHER EXPENSESMileage 54001 450$ -$ Other Travel - Instate 54005 80$ -$ Other Travel -Out of State 54101, 54103,54104,54105,54300 54101 3,000$ -$ Other Professional Services 55000 23,149$ -$ Psychologist/Therapists 55010 65,800$ -$ Legal Services 55020 8,350$ -$ Educational Consultnts 55051 37,852$ 8,670$ Temporary Employment Services 55061 20,000$ -$ Tutoring Services 55063 15,000$ -$ Computer Services incl. Hosting 55073 27,600$ -$ Postage 55101 2,000$ -$ Communication Devices/Systems 55120 1,000$ -$ Telephone Services 55125 6,086$ -$ Public Utilities (Water/Sewer) 55200 12,000$ -$ Energy 55203 23,136$ -$ Tuition Reimbursement 55371 -$ -$ Tuition Instate Pub Sch 55372 2,000$ -$ Tuition Other (Online/AP) 55373 3,700$ -$ Equipment Rental (Copier Leasel) 55400 16,100$ -$ Fleet Rental 55434 1,750$ -$ Other Rental 55440 12,460$ -$ Insurance (Comp/Liab/Umb) 55452 27,000$ -$ Building, Grnds Repair/Grnds Maint 55500 45,000$ -$ Custodial Services 55506 31,140$ -$

BUDGET FY2019

Positive Outcomes Charter School PRELIMINARY FY2019 BUDGET

BOARD APPROVED SEPTEMBER 2018ZERO BASE BUDGETING

STATE/LOCAL FEDERAL

BUDGET FY2019

Building Maintenance 55507 16,830$ -$ Equipment Repair 55510 1,500$ -$ Printing/Binding 55600 750$ -$ Advertising 55610 6,000$ -$ Mortgage Principal 55629 68,136$ -$ Mortgge Interest 55630 68,436$ -$ Assc Dues/Conf Fees 55631 4,000$ -$ Permits/Certs/Exmn Fees 55633 25$ -$ Food Service - Cafeteria 55641 48,346$ -$ Student Body Activity 55647 9,700$ -$ Training 55667 3,800$ -$ Sanitary Services (Trash Rmv-Cntnr) 55692 4,600$ -$ Office Supplies/Operating & Instutional Supplies & Equip 56000 19,000$ -$ Multimedia Supplies 56006 2,000$ -$ Institutional Supplies 56070 1,000$ -$ Cafeteria Supplies 56110 2,000$ -$ Other Food 56111 6,500$ -$ Medical Supplies 56128 4,750$ -$ Custodial Supplies/Cleaning Expense 56141 4,750$ -$ Computer Supplies 56145 5,500$ -$ Instructional Supplies 56150 21,250$ 3,429$ Textbooks/Lib Books/Testing Mat 56157 25,000$ -$ Merchandise Resale 56184 5,800$ -$ Equipment and Maintenance Supplies 56211 3,100$ -$ Bldng Mat/Fire/Security 56220 6,000$ -$ Institutional Equipment (incl. 57002) 56950 1,792$ -$ Athletic Supplies 56960 750$ -$ Multimedia Equipment 57040 -$ -$ Security/Communication Equipment 57411 5,600$ -$ Educational Equipment 57530 23,878$ -$ Buildings 58200 -$ Building Improvement 58300 23,650$ -$ Computer Equipment & Software 58800 30,725$ -$ Contingency -$

Subtotal 809,822$ 12,099$

TOTAL ALL $3,420,849 $102,080

TOTAL EXPENSES 3,420,849$ 102,080$ TOTAL REVENUE 3,431,647$ 102,080$ FUNDS ON HAND (does not include surplus of $1,514,208) 10,798$ -$


Appendix12FiscalYear2018AuditedFinancialStatements

POSITIVE OUTCOMES CHARTER SCHOOL

(A Component Unit of the State of Delaware)

CAMDEN, DELAWARE

FINANCIAL STATEMENTS

JUNE 30, 2018

DRAFT - FOR DISCUSSION PURPOSES ONLY



TABLE OF CONTENTS

PAGE

INDEPENDENT AUDITOR’S REPORT 1 - 3

MANAGEMENT'S DISCUSSION AND ANALYSIS 4 - 10

BASIC FINANCIAL STATEMENTS

Entity-wide Financial Statements:

Statements of Net Position 11

Statement of Activities 12

Fund Financial Statements:

Balance Sheets - General Fund 13

Reconciliation of Balance Sheet - General Fund to

Statement of Net Position 14

Statements of Revenues, Expenditures, and Changes in

Fund Balance - General Fund 15

Reconciliation of Statement of Revenues, Expenditures, and

Changes in Fund Balance - General Fund to Statement of

Activities 16

Statements of Fiduciary Net Position - Agency Fund 17

Notes to Financial Statements 18 - 37

REQUIRED SUPPLEMENTARY INFORMATION SECTION

Budgetary Comparison Schedule - General Fund 38

Schedule of the School’s Proportionate Share of the Net Pension Liability 39

Schedule of School Pension Contributions 40

Schedule of the School’s Proportionate Share of the Net OPEB Liability 41

Schedule of School OPEB Contributions 42




TABLE OF CONTENTS

PAGE

SUPPLEMENTARY INFORMATION SECTION

Combining Balance Sheet - General Fund 43

Combining Statement of Revenues, Expenditures, and Changes

in Fund Balances - General Fund 44

Schedule of Expenditures by Natural Classification - General Fund 45

Independent Auditor’s Report on Internal Control Over Financial

Reporting and on Compliance and Other Matters Based on an

Audit of Financial Statements Performed in Accordance with

Government Auditing Standards 46 - 47


- 1 -

INDEPENDENT AUDITOR’S REPORT

(to be determined)

Board of Directors


Camden, Delaware

Report on the Financial Statements

We have audited the accompanying financial statements of the governmental activities, the major fund,

and the aggregate remaining fund information of the Positive Outcomes Charter School (“the School”),

Camden, Delaware, a component unit of the State of Delaware, as of and for the year ended June 30,

2018, and the related notes to the financial statements, which collectively comprise the School’s basic

financial statements as listed in the table of contents.

Management’s Responsibility for the Financial Statements

Management is responsible for the preparation and fair presentation of these financial statements in

accordance with accounting principles generally accepted in the United States of America; this includes

the design, implementation, and maintenance of internal control relevant to the preparation and fair

presentation of financial statements that are free from material misstatement, whether due to fraud or error.

Auditor’s Responsibility

Our responsibility is to express opinions on these financial statements based on our audit. We conducted

our audit in accordance with auditing standards generally accepted in the United States of America and

the standards applicable to financial audits contained in Government Auditing Standards, issued by the

Comptroller General of the United States. Those standards require that we plan and perform the audit to

obtain reasonable assurance about whether the financial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in

the financial statements. The procedures selected depend on the auditor’s judgment, including the

assessment of the risks of material misstatement of the financial statements, whether due to fraud or error.

In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation

and fair presentation of the financial statements in order to design audit procedures that are appropriate

in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s

internal control. Accordingly, we express no such opinion. An audit also includes evaluating the

appropriateness of accounting polices used and the reasonableness of significant accounting estimates

made by management, as well as evaluating the overall presentation of the financial statements.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for

our audit opinions.


- 2 -

Board of Directors


Opinions

In our opinion, the financial statements referred to above present fairly, in all material respects, the

respective financial position of the governmental activities, the major fund, and the aggregate remaining

fund information of the Positive Outcomes Charter School, Camden, Delaware, as of June 30, 2018, and

the respective changes in its financial position for the year then ended in accordance with accounting

principles generally accepted in the United States of America.

Emphasis of Matter

As discussed in Note 2 to the financial statements, the School has adopted the requirements of GASB

Statement No. 75, “Accounting and Financial Reporting for Postemployment Benefits Other Than Pensions.”

This statement modifies the accounting and financial reporting for the School’s postemployment benefits

other than pensions (“OPEB”). As a result, the beginning governmental activities net position has been

restated. Our opinion is not modified with respect to this matter.

Report on Summarized Comparative Information

We have previously audited the Positive Outcomes Charter School’s 2017 financial statements, and we

expressed unmodified opinions on the respective financial statements of the governmental activities, the

major fund, and the aggregate remaining fund information in our report dated September 20, 2017. In

our opinion, the summarized comparative information presented herein as of and for the year ended June

30, 2017 is consistent, in all material respects, with the audited financial statements from which it has been

derived.

Other Matters

Required Supplementary Information

Accounting principles generally accepted in the United States of America require that the management’s

discussion and analysis on pages 4 - 10, and the budgetary comparison schedule - general fund,

schedule of the School’s proportionate share of the net pension liability, schedule of School pension

contributions, schedule of the School’s proportionate share of the net OPEB liability, and schedule of

School OPEB contributions on pages 38 through 42 be presented to supplement the basic financial

statements. Such information, although not a part of the basic financial statements, is required by the

Governmental Accounting Standards Board, who considers it to be an essential part of financial reporting

for placing the basic financial statements in an appropriate operational, economic, or historical context.

We have applied certain limited procedures to the required supplementary information in accordance

with auditing standards generally accepted in the United States of America, which consisted of inquiries of

management about the methods of preparing the information and comparing the information for

consistency with management’s responses to our inquiries, the basic financial statements, and other

knowledge we obtained during our audit of the basic financial statements. We do not express an opinion

or provide any assurance on the information because the limited procedures do not provide us with

sufficient evidence to express an opinion or provide any assurance.


- 3 -

Board of Directors


Other Information

Our audit was conducted for the purpose of forming opinions on the financial statements that collectively

comprise the School’s basic financial statements. The combining balance sheet - general fund;

combining statement of revenues, expenditures, and changes in fund balances - general fund; and

schedule of expenditures by natural classification - general fund are presented for purposes of additional

analysis and are not a required part of the basic financial statements.

The combining balance sheet - general fund; combining statement of revenues, expenditures, and

changes in fund balances - general fund; and schedule of expenditures by natural classification - general

fund are the responsibility of management and were derived from and relate directly to the underlying

accounting and other records used to prepare the basic financial statements. Such information has been

subjected to the auditing procedures applied in the audit of the basic financial statements and certain

additional procedures, including comparing and reconciling such information directly to the underlying

accounting and other records used to prepare the basic financial statements or to the basic financial

statements themselves, and other additional procedures in accordance with auditing standards generally

accepted in the United States of America. In our opinion, the combining balance sheet - general fund;

combining statement of revenues, expenditures, and changes in fund balances - general fund; and

schedule of expenditures by natural classification - general fund are fairly stated in all material respects in

relation to the basic financial statements as a whole.

The combining balance sheet - general fund; combining statement of revenues, expenditures, and

changes in fund balances - general fund; and schedule of expenditures by natural classification - general

fund have not been subjected to the auditing procedures applied in the audit of the basic financial

statements, and accordingly, we do not express an opinion or provide any assurance on it.

Other Reporting Required by Government Auditing Standards

In accordance with Government Auditing Standards, we have also issued our report dated (to be

determined), on our consideration of the School’s internal control over financial reporting and on our tests

of its compliance with certain provisions of laws, regulations, contracts, and grant agreements and other

matters. The purpose of that report is to describe the scope of our testing of internal control over financial

reporting and compliance and the results of that testing, and not to provide an opinion on the internal

control over financial reporting or on compliance. That report is an integral part of an audit performed

in accordance with Government Auditing Standards in considering the School’s internal control over

financial reporting and compliance.

BARBACANE, THORNTON & COMPANY LLP


MANAGEMENT'S DISCUSSION AND ANALYSIS


- 4 -


MANAGEMENT’S DISCUSSION AND ANALYSIS - UNAUDITED

Our discussion and analysis of the financial performance of the Positive Outcomes Charter School (“the

School”) provides an overview of the financial activities for the year ended June 30, 2018. Please read

it in conjunction with the Independent Auditor's Report and the School’s financial statements.

FINANCIAL HIGHLIGHTS

The net position of the School improved by $212,922, or 4.13 percent, and totaled a deficit of

$(4,937,273) as of June 30, 2018. Program revenues accounted for $122,349, or 3.30 percent of total

revenues, and the general revenues accounted for $3,585,847, or 96.70 percent of total revenues.

Also, the governmental fund reported a positive fund balance of $1,255,300.

The School implemented Governmental Accounting Standards Board ("GASB") Statement No. 75,

“Accounting and Financial Reporting for Postemployment Benefits Other Than Pensions.” The purpose

of this statement is to improve transparency, consistency, and comparability of postemployment

benefits other than pensions reported by state and local governments (e.g. charter schools and school

districts). The implementation of GASB Statement No. 75 has had an impact on the entity-wide

statements. The School is now required to report its proportionate share of the net other post-

employment benefits (“OPEB”) liability. This portion of the unfunded OPEB liability resulted in a total deficit

in net position of $4,937,273. The net OPEB liability reported in these financial statements at June 30,

2018 totals $5,981,122. While the net OPEB liability is significant to the School's financial statements, it

is a liability that the School has limited control over. This liability is anticipated to continue to increase

in future years as medical costs increase. Reporting in the governmental fund is not affected by the

implementation of this statement.

USING THIS COMPREHENSIVE ANNUAL FINANCIAL STATEMENT

This comprehensive annual financial report consists of a series of statements and notes to those

statements. The statements are organized so the reader can understand the School as a whole, and

then proceed to provide an increasingly detailed look at specific financial activities.

REPORTING THE SCHOOL AS A WHOLE

Statement of Net Position and Statement of Activities

Fiscal year 2018 is the School’s 22nd year of operation. The most important question asked about

school finances is, “Is the school better or worse off as a result of the year’s activities?” The Statement of

Net Position and the Statement of Activities report information about the School as a whole and about

its activities in a manner that helps to answer this question. These statements include all assets and

liabilities using the accrual basis of accounting, which is similar to the accounting used by private sector

corporations. All of the current year’s revenues and expenses are taken into consideration regardless

of when the cash is received or paid.



MANAGEMENT’S DISCUSSION AND ANALYSIS - UNAUDITED (cont'd)

- 5 -

These two statements report the School’s net position and changes in it. The change in net position

provides the reader with a tool to assist in determining whether the School’s financial health is improving

or deteriorating. The reader will need to consider other nonfinancial factors such as student enrollment

growth and facility conditions in arriving at their conclusion regarding the overall health of the School.

REPORTING THE SCHOOL’S MOST SIGNIFICANT FUNDS

Fund Financial Statements

Our analysis of the School’s major fund and fund financial statements provides detailed information

about the most significant funds – not the School as a whole. Some funds are required to be established

by State statute, while many other funds are established by the School to help manage money for

particular purposes and compliance with various funding provisions. The School’s two types of funds,

governmental and fiduciary, use different accounting approaches as further described in the notes to

the financial statements.

Governmental Funds

Most of the School’s activities are reported in a governmental fund, which focuses on how money flows

into and out of the fund and the balance left at year-end available for spending in future periods. These

funds are reported using the modified accrual accounting method, which measures cash and other

financial assets that can readily be converted to cash. The statements of the governmental fund

provide a detailed short-term view of the School’s general governmental operations and basic services

it provides. Governmental fund information helps one determine whether there are more or less

financial resources available to spend in the near future to finance the School’s programs. The

difference between governmental activities (reported in the Statements of Net Position and the

Statements of Activities) and the governmental fund is reconciled in the basic financial statements.

Fiduciary Funds

The School is fiduciary for its student and other activity assets that, due to a fiduciary arrangement, can

be used only for student activities. All of the School’s fiduciary activities are reported in a separate

Statement of Fiduciary Net Position. These activities are excluded from the School’s other financial

statements since these assets may not be utilized by the School to finance its operations.

ENTITY-WIDE FINANCIAL ANALYSIS

As noted earlier, net position may serve over time as a useful indicator of a government’s financial

position. In the case of the School, liabilities and deferred inflows of resources exceeded assets and

deferred outflows of resources by $4,937,273 at the close of the fiscal year. The School’s liabilities and

deferred inflows are comprised of current liabilities (4.16 percent), and noncurrent liabilities (95.84

percent). OPEB (other postemployment benefits) and pension liabilities and deferred items comprise

74.28 percent of the total liabilities and deferred inflows of resources.




- 6 -

The School’s total assets and deferred outflows of resources are comprised of cash and pooled cash

(28.38 percent), other current assets (0.08 percent), land (6.69 percent), capital assets net of

depreciation (47.70 percent), and deferred OPEB and pension contributions (17.15 percent). The

School uses capital assets to provide services; therefore, capital assets are not available for future

spending. Although the School’s investment in its capital assets is reported net of related debt, it should

be noted that the resources needed to repay such debt must be provided from other sources, since the

capital assets themselves cannot be used to liquidate the debt obligations. At June 30, 2018, the School

had $2,331,170 in debt outstanding related to investments in capital assets.

A summarized comparative analysis for the fiscal year 2018 to 2017 follows:

Table 1 Net Position

Governmental Activities

2018 2017

Assets Current and other assets $ 1,588,006 $ 1,133,533

Capital assets, net of depreciation 3,034,559 3,090,127

Total Assets 4,622,565 4,223,660

Deferred Outflows of Resources

Deferred OPEB contributions 168,431 171,864 Deferred OPEB expense 239,388 -

Deferred pension contributions 159,160 138,372 Deferred pension expense 389,631 459,488

Total Deferred Outflows of Resources 956,610 769,724

Liabilities

Current liabilities 407,012 354,570 Long-term liabilities 9,366,377 9,747,745

Total Liabilities 9,773,389 10,102,315

Deferred Inflows of Resources

Deferred OPEB contributions 710,094 - Deferred pension contributions 32,965 41,264

Total Deferred Inflows of Resources 743,059 41,264

Net Position Net investment in capital assets 703,389 688,305

Unrestricted (5,640,662) (5,838,500)

Total Net Position $ (4,937,273) $ (5,150,195)




- 7 -

Table 2, which follows, reflects the School’s revenues received by funding source and how the funding

received was expended by function.

Table 2

Change in Net Position


2018 2017

Revenues General Revenues: Charges to school districts $ 473,830 $ 442,970 State aid not restricted for specific purposes 2,977,958 2,809,988 Earnings on cash and pooled cash 5,965 14,260 Miscellaneous revenue 128,094 89,449

Total General Revenues 3,585,847 3,356,667 Program Revenues: Federal aid 117,394 114,692 Cafeteria - sales 4,955 2,409

Total Revenues 3,708,196 3,473,768

Expenses Instructional services 3,116,869 2,886,120 Operation and maintenance of facilities 184,224 234,224 Transportation 18,610 1,949 Interest on long-term debt 77,178 31,854 Depreciation - unallocated 98,393 65,472

Total Expenses 3,495,274 3,219,619

Change in Net Position $ 212,922 $ 254,149


The net position of the School’s governmental activities increased by $212,922, and the unrestricted net

position reflects a deficit balance of $5,640,662. The increase in net position of the current year is

primarily the result of increased revenue from charges to school districts, state aid, and federal aid;

revenue from rent; and a reduction in expenses for the operation and maintenance of the facilities.

The Statement of Activities shows the cost of program services, the charges for services, and grants and

contributions offsetting those services. The following table reflects the cost of program services and the

net cost of those services after taking into account the program revenues for governmental activities.

General revenues, which include charges to the school districts, state entitlements not restricted for

specific purposes, cash and investment earnings, and other local revenues, must support the net cost

of the programs.




- 8 -

The reliance on the general revenues to support the governmental activities is reflected by the net cost

column, which basically indicates the need for general support.

THE SCHOOL’S FUNDS

The governmental fund (the general fund) reported a fund balance of $1,255,300, which is more than

last year’s total of $849,615. The schedule below indicates the fund balance and the total change in

fund balance as of June 30, 2018 and for the year then ended.

2018 2017 Increase

General Fund $ 1,255,300

1,143,131

$ 849,615

1,142,486

$ 405,685

283,175)

General Fund

The increase in the School’s fund balance of the general fund is due to the increase in revenues.

Amounts Percentage

2018 2017 Change

Revenues

Charges to school districts $ 473,830 $ 442,970 6.97%

State aid 2,977,958 2,809,988 5.98%

Federal aid 117,394 114,692 2.36%

Earnings on cash and pooled cash 5,965 14,260 -58.17%

Cafeteria sales - local 4,955 2,409 105.69%

Miscellaneous revenue 128,094 89,449 43.20%

TOTAL REVENUES $ 3,708,196 $ 3,473,768 6.75%


2018 2017

Total Cost Net Cost Total Cost Net Cost

Instructional services $ 3,116,869 $ 2,994,520 $ 2,886,120 $ 2,769,019

Support services:

Operation and maintenance of facilities 184,224 184,224 234,234 234,224

Transportation 18,610 18,610 1,949 1,949

Interest on long-term debt 77,178 77,178 31,854 31,854

Depreciation - unallocated 98,393 98,393 65,472 65,472

Total Expenses $ 3,495,274 $ 3,372,925 $ 3,219,619 $ 3,102,518




- 9 -

The largest portions of general fund expenditures are for personnel costs, which include salaries and

related employment costs. The School is a service-oriented organization and, as such, is very labor

intensive.

Amounts Percentage

2018 2017 Change

Expenditures by Object Current: Instructional services $ 2,909,022 $ 2,847,320 2.17% Support services: Operation and maintenance of facilities 184,224 245,439 -24.94% Transportation 18,610 1,949 854.85% Capital outlays 42,825 3,015,150 -98.58% Debt Service: Principal 70,652 24,927 183.44% Interest 77,178 31,854 142.29%

Total Expenditures by Object $ 3,302,511 $ 6,166,639 -46.45%

Revenues exceeded expenditures for the current year, resulting in an increase to the School’s fund

balance. Revenues increased due to the growth in required educational supports for our students and

increased rental income.

GENERAL FUND BUDGET INFORMATION

The most significant budgeted fund is the general fund, which is presented on the modified accrual

basis of accounting.

The School may amend its revenue and expenditure estimates periodically due to changing conditions.

The original budget was amended during April of fiscal year 2018, due primarily to the final September

30 unit count and consultant fees for a possible cafeteria renovation.

The following are explanations for the more significant variances between budget versus actual

revenues and expenditures as shown on page 38.

Revenues

Federal Sources

An unfavorable variance of $15,669 is due to delaying planned expenditures until fiscal year 2019.

Expenditures

Salaries Cost

A favorable variance of $19,771 is attributed to less expense for part-time employees.




- 10 -

Other Contractual Services

A favorable variance of $43,445 is attributed to a decrease in consultants and legal expenses.

Capital Outlays

A favorable variance of $23,575 is attributed to the delayed purchase of computer equipment.

Repairs and Maintenance

An unfavorable variance of $26,383 is attributed to replacing classroom lights and repairs in the

Daycare.

Supplies and Materials

A favorable variance of $31,195 is due to purchasing less instructional, computer, and office supplies.

CAPITAL ASSETS

The School has $3,034,559 in capital assets, net of depreciation. During the current year, the School

made capital acquisitions of $42,825, meeting its capitalization policy of $5,000 and incurred

depreciation expense of $98,393. Detailed information regarding capital assets is reflected in the notes

to the basic financial statements.

DEBT OBLIGATIONS

At June 30, 2018, the School had outstanding debt obligations of $2,331,170 for the school property

and a copier.

FACTORS EXPECTED TO HAVE AN EFFECT ON FUTURE OPERATIONS

The School’s student population and revenue is stable. Since the School has no direct taxing authority,

it is reliant upon state, federal and local funding that is passed through to the School by the state. In

order to maintain a school that thrives on innovation and quality, the School continues to seek other

funding services.

CONTACTING THE SCHOOL’S FINANCIAL MANAGEMENT

This financial report is designed to provide our fellow citizens, customers, investors and creditors with a

general overview of the School’s finances and to show the School’s accountability for the funding

received. If you have questions about this report or need additional financial information, contact the

School’s Business Office at (302) 697-8805.


BASIC FINANCIAL STATEMENTS


- 11 -

2018 2017

ASSETS AND DEFERRED OUTFLOWS OF RESOURCESCurrent Assets:

Pooled cash 1,583,370$ 1,121,391$

Accounts receivable 3,898 1,731

Grants receivable 738 7,565

Prepaid expenses - 2,846

1,588,006 1,133,533

Noncurrent Assets:

Land 373,391 373,391

Depreciable capital assets - net 2,661,168 2,716,736

3,034,559 3,090,127

Deferred OPEB contributions 168,431 171,864

Deferred OPEB expense 239,388 -

Deferred pension contributions 159,160 138,372

Deferred pension expense 389,631 459,488

956,610 769,724

OF RESOURCES 5,579,175$ 4,993,384$

LIABILITIES, DEFERRED INFLOWS OF RESOURCES,

AND NET POSITIONCurrent Liabilities:

Accounts payable 64,416$ 21,496$

Accrued salaries and related costs 268,290 262,422

Capital lease payable 6,169 4,527

Mortgage payable 68,137 66,125

407,012 354,570

Noncurrent Liabilities:

41,430 45,054

Capital lease payable 12,731 18,900

Mortgage payable 2,244,133 2,312,270

Net OPEB liability 5,981,122 6,294,060

Net pension liability 1,086,961 1,077,461

9,366,377 9,747,745

9,773,389 10,102,315

DEFERRED INFLOWS OF RESOURCESDeferred OPEB contributions 710,094 -

Deferred pension contributions 32,965 41,264

743,059 41,264

NET POSITION703,389 688,305

(5,640,662) (5,838,500)

(4,937,273) (5,150,195)

5,579,175$ 4,993,384$

The accompanying notes are an integral part of these financial statements.

TOTAL LIABILITIES AND NET POSITION

Compensated absences

Net investment in capital assets

Unrestricted

TOTAL LIABILITIES

TOTAL NET POSITION

TOTAL NONCURRENT LIABILITIES

TOTAL DEFERRED INFLOWS OF RESOURCES

TOTAL CURRENT ASSETS

TOTAL CURRENT LIABILITIES


STATEMENTS OF NET POSITION

JUNE 30, 2018 AND 2017

DEFERRED OUTFLOWS OF RESOURCES

TOTAL ASSETS AND DEFERRED OUTFLOWS

TOTAL DEFERRED OUTFLOWS OF RESOURCES

TOTAL NONCURRENT ASSETS


- 12

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2018 2017

ASSETS

1,583,370$ 1,121,391$

Accounts receivable 3,898 1,731

738 7,565

- 2,846

1,588,006$ 1,133,533$

LIABILITIES AND FUND BALANCE

LIABILITIES:

64,416$ 21,496$

268,290 262,422

TOTAL LIABILITIES 332,706 283,918

FUND BALANCE:

- 2,846

73,396 831

1,181,904 845,938

TOTAL FUND BALANCE 1,255,300 849,615

1,588,006$ 1,133,533$


TOTAL LIABILITIES AND FUND BALANCE

Accounts payable

Accrued salaries and related costs

TOTAL ASSETS

Assigned

Unassigned

Nonspendable

Pooled cash

Grants receivable

Prepaid expenditures


BALANCE SHEETS - GENERAL FUND

JUNE 30, 2018 AND 2017


- 14 -

TOTAL FUND BALANCE FOR GENERAL FUND 1,255,300$

3,034,559

Compensated absences (41,430)$

Capital lease payable (18,900)

Mortgage payable (2,312,270)

Net OPEB liability (5,981,122)

Net pension liability (1,086,961) (9,440,683)

Deferred outflows - OPEB contributions 168,431

Deferred pension expense 239,388

Deferred inflows (710,094) (302,275)

Deferred outflows - pension contributions 159,160

Deferred pension expense 389,631

Deferred inflows (32,965) 515,826

TOTAL NET POSITION OF GOVERNMENTAL ACTIVITIES (4,937,273)$


Deferred inflows and outflows related to the School's net OPEB liability are based on the

differences between actuarially determined actual and expected investment returns,

changes in the actuarially determined proportion of the School's amount of returns,

changes in the actuarially determined proportion of the School's amount of the total OPEB

liability, and OPEB contributions made after the measurement date of the net OPEB

liability. These amounts will be amortized over the estimated remaining average service

Deferred inflows and outflows related to the School's net pension liability are based on the

differences between actuarially determined actual and expected investment returns,

changes in the actuarially determined proportion of the School's amount of the total

pension liability, and pension contributions made after the measurement date of the net

pension liability. These amounts will be amortized over the estimated remaining average

service life of the employees.


RECONCILIATION OF BALANCE SHEET - GENERAL FUND

TO STATEMENT OF NET POSITION

JUNE 30, 2018

The total net position reported for governmental activities in the statement of net position is

different because:

Long-term liabilities applicable to the governmental activities are not due and payable in the

current year and, accordingly, are not reported as fund liabilities.

Capital assets used in governmental activities are not financial resources and, therefore,

are not reported in the funds. Capital assets net of accumulated depreciation, as detailed

in the footnotes, are included in the statement of net position.


- 15 -

2018 2017

REVENUES

2,977,958$ 2,809,988$

117,394 114,692

473,830 442,970

5,965 14,260

4,955 2,409

Rental income 47,400 15,600

80,694 73,849

3,708,196 3,473,768

EXPENDITURES

Current:

Instruction 2,909,022 2,847,320

184,224 245,439

18,610 1,949

42,825 3,015,150

Debt service:

Principal 70,652 24,927

Interest 77,178 31,854

3,302,511 6,166,639

EXCESS (DEFICIENCY) OF REVENUES OVER

(UNDER) EXPENDITURES 405,685 (2,692,871)

OTHER FINANCING SOURCES:

Proceeds from seller financed mortgage - 2,400,000

TOTAL OTHER FINANCING SOURCES - 2,400,000

NET CHANGE IN FUND BALANCE 405,685 (292,871)

FUND BALANCE, BEGINNING OF YEAR 849,615 1,142,486

FUND BALANCE, END OF YEAR 1,255,300$ 849,615$


TOTAL EXPENDITURES

Operation and maintenance of facilities

Transportation

Capital outlays

Charges to school districts

Interest earnings

Cafeteria - sales

Miscellaneous

Support services:

FOR THE YEARS ENDED JUNE 30, 2018 AND 2017

TOTAL REVENUES

State sources

Federal sources


STATEMENTS OF REVENUES, EXPENDITURES, AND CHANGES

IN FUND BALANCE - GENERAL FUND


- 16 -

NET CHANGE IN FUND BALANCE - GENERAL FUND 405,685$

Capital outlays 42,825$

Depreciation (98,393) (55,568)

Payment of mortgage payable 66,125

Payment of capital lease 4,527 70,652

Compensated absences 3,624

(161,201)

(50,270)

CHANGE IN NET POSITION OF GOVERNMENTAL ACTIVITIES 212,922$


Under the modified accrual basis of accounting used in the governmental fund,

expenditures are not recognized for transactions that are not normally paid with expendable

available resources. In the statement of activities, however, which is presented on the

accrual basis, expenses and liabilities are reported regardless of when financial resources

are available. The following represent the impact of the net changes in balances.

Amounts reported for governmental activities in the statement of activities are different

because:

The issuance of long-term debt (e.g., notes, leases) provides current financial resources to

governmental funds, while the repayment of the principal of long-term debt consumes the

current financial resources of governmental funds. Neither transaction, however, has any

effect on net position.

OPEB expenses in the statement of activities differ from the amount reported in the

governmental funds because OPEB expenses are recognized on the statement of activities

based on the School's proportionate share of the expenses of the cost-sharing plan,

whereas OPEB expenditures are recognized in the governmental funds when a requirement

to remit contributions to the plan exists.

Pension expense in the statement of activities differ from the amount reported in the

governmental funds because pension expenses are recognized on the statement of

activities based on the School's proportionate share of the expenses of the cost-sharing

pension plan, whereas pension expenditures are recognized in the governmental funds

when a requirement to remit contributions to the plan exists.


RECONCILIATION OF STATEMENT OF REVENUES, EXPENDITURES, AND CHANGES IN

FUND BALANCE - GENERAL FUND TO STATEMENT OF ACTIVITIES

FOR THE YEAR ENDED JUNE 30, 2018

Capital outlays are reported in the governmental fund as expenditures. However, in the

statement of activities, the cost of those assets is allocated over their estimated useful lives

as depreciation expense. This is the amount by which capital outlays exceed depreciation in

the year ended June 30, 2018.


- 17 -

2018 2017

ASSETS

5,046$ 5,046$

5,046$ 5,046$

LIABILITIES

427$ 427$

4,619 4,619

5,046$ 5,046$



STATEMENTS OF FIDUCIARY NET POSITION - AGENCY FUND

JUNE 30, 2018 AND 2017

TOTAL LIABILITIES

Cash and pooled cash

TOTAL ASSETS

Due to student groups

Custodial accounts



NOTES TO FINANCIAL STATEMENTS

- 18 -

NOTE 1 CHARTER SCHOOL MISSION STATEMENT

The Positive Outcomes Charter School's (“the School”) mission is to provide an opportunity for

students at risk to learn in a safe, caring, respectful environment, where their individuality is

valued and their individual needs are addressed.

NOTE 2 SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES

Description of the Charter School

The School is organized under Delaware Code, Title 14, Chapter 5 of the State of Delaware. The

Charter School Law grants authority for independent public schools to be created for the purpose

of increasing choices for parents of public school students and increasing academic

performance. A charter school is an independent public school governed by an independent

board of directors. In Delaware, charter schools have the same basic standing as a school

district with some exceptions - most notably, they may not levy taxes. To encourage innovation,

charter schools operate free from a number of state laws and regulations. The School's initial

charter was granted for a three-year period, renewable every five years thereafter.

Charter schools are funded similarly to other public schools, in that state and local funds are

allocated for each enrolled student. Public funds are not provided for facilities. Charter schools

may charge for selected additional costs consistent with those permitted by other school districts.

Because charter schools receive local, state, and federal funds, they may not charge tuition.

The financial statements of the School have been prepared in conformity with generally

accepted accounting principles as applied to local governmental units. The Governmental

Accounting Standards Board ("GASB") is the accepted standard-setting body for establishing

governmental accounting and financial reporting principles. The more significant accounting

policies of the School are described below.

Reporting Entity

The School (founded in 1996) is a special purpose government and is considered a component

unit of the State of Delaware. A component unit, although a legally separate entity, is, in

substance, part of the State of Delaware’s operations. The School has no component units for

which it is considered to be financially accountable.

Entity-wide and Fund Financial Statements

The entity-wide financial statements (the statement of net position and the statement of activities)

report information on all of the nonfiduciary activities of the School.




- 19 -

NOTE 2 SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES (cont’d)

The statement of activities demonstrates the degree to which the direct expenses of a given

program are offset by program revenues. Direct expenses are those that are clearly identifiable

with a specific program. Program revenues include grants and contributions that are restricted to

meeting the operational or capital requirements of a particular function.

Separate financial statements are provided for the governmental fund.

Measurement Focus, Basis of Accounting, and Financial Statement Presentation

Entity-wide financial statements are reported using the economic resources measurement

focus and the accrual basis of accounting, as are the fiduciary fund financial statements.

Revenues are recorded when earned and expenses are recorded when a liability is incurred,

regardless of the timing of related cash flows. Charges to the school districts are recognized as

revenues in the year for which they are billed. Grants and similar items are recognized as

revenue as soon as all eligibility requirements imposed by the provider have been met.

Amounts reported as program revenues include 1) charges to students for special fees, supplies,

food, or services provided; 2) operating grants and contributions; and 3) capital grants and

contributions. Internally dedicated resources are reported as general revenues rather than as

program revenues. Likewise, general revenues include charges to school districts.

Governmental fund financial statements are reported using the current financial resources

measurement focus and the modified accrual basis of accounting. Revenues are recognized as

soon as they are both measurable and available. Revenues are considered to be available

when they are collectible within the current period or soon enough thereafter to pay liabilities of

the current period. For this purpose, the School considers revenues to be available if they are

collected within 60 days of the end of the current fiscal period. Expenditures generally are

recorded when a liability is incurred, as under accrual accounting. However, expenditures

related to compensated absences are recorded only when payment is due.

Charges to the school districts, State appropriations, and interest associated with the current fiscal

period are all considered to be susceptible to accrual and so have been recognized as

revenues of the current fiscal period. All other revenue items are considered to be measurable

and available only when the School receives cash.

The School reports the following major governmental fund:

General Fund. The general fund is the School’s primary operating fund. It accounts for all

financial resources of the School, except those required to be accounted for in another

fund.




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Additionally, the School reports the following fund type:

Agency Fund (a fiduciary fund). The agency fund accounts for assets held on behalf of

student groups and other similar entities.

Encumbrance Accounting

Encumbrance accounting is employed by the School’s governmental fund. Encumbrances (i.e.

purchase orders and contracts) outstanding at year end are reported as assigned fund balance

and do not constitute expenditures or liabilities because the commitments will be reappropriated

and honored during the subsequent year.

Grants and Accounts Receivable

The School considers all grants and accounts receivable at year end to be collectible; therefore,

no allowance for doubtful accounts has been recorded.

Capital Assets

Capital assets, which include land, buildings, building improvements, and furniture and

equipment, are reported in the entity-wide financial statements. The School defines capital

assets as assets with an initial, individual cost of more than $5,000 and an estimated useful life in

excess of one year.

Such assets are recorded at historical cost or estimated cost if purchased or constructed.

Donated capital assets are recorded at estimated fair value at the date of donation. The cost of

normal maintenance and repairs that do not add to the value of the asset or materially extend

the lives of the assets are not capitalized. Major outlays for capital assets and improvements are

capitalized as projects are constructed.

Buildings, building improvements, and furniture and equipment of the School are depreciated

using the straight-line method over the estimated useful lives of the related assets. The School

generally uses the following estimated useful lives:

Buildings 40 years

Building improvements 15 years

Furniture and equipment 3 - 10 years




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Deferred Inflows/Outflows of Resources

In addition to assets, the statement of net position includes a separate section for deferred

outflows of resources. This separate financial statement element, deferred outflows of resources,

represents a consumption of net position that applies to future periods and so will not be

recognized as an outflow of resources (expense) until then. The School reports deferred pension

contributions resulting from pension contributions subsequent to the measurement date of the net

pension liability and certain other items which represent differences related to changes in the net

pension liability which will be amortized over future periods. The School reports deferred OPEB

contributions resulting from OPEB contributions subsequent to the measurement date of the net

OPEB liability and certain other items which represent differences related to changes in the net

OPEB liability which will be amortized over future periods.

In addition to liabilities, the statement of net position includes a separate section for deferred

inflows of resources. This separate financial statement element represents a source of net position

that applies to future periods. The School reports certain items which represent differences

related to changes in the net pension liability which will be amortized over future periods. The

School reports certain items which represent differences related to changes in the net OPEB

liability which will be amortized over future periods.

Compensated Absences

Vacation pay plus related payroll taxes are accrued when incurred in the entity-wide financial

statements. The liability for these amounts is reported in the governmental funds only when the

liability matures, for example, as a result of employee resignations and retirements.

Vacation Twelve-month employees can accumulate up to 42 days of vacation. Any days in

excess of 42 are dropped as of July 1 of each year. Employees are paid for unused vacation

upon termination or retirement at the current rate of pay.

Vacation leave allowances for twelve-month employees are as follows: one day per month for

employees with 1 - 5 years of state-recognized experience; 1.5 days per month for employees

with 5 - 10 years of state-recognized experience; and 1.75 days per month for employees with

10+ years of state-recognized experience.

Sick Leave Sick leave allowances are as follows: 10 days for 10-month employees; 11 days for

11-month employees; and 12 days for 12-month employees. Unused sick days shall be

accumulated to the employee’s credit without limit. Compensation for accumulated sick days is

paid when an employee qualifies and applies for a State pension and is paid one-half of the

accumulated sick days up to 90 days at the current rate of pay.

The compensated absences liability was $41,430 at June 30, 2018.




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Fund Equity

Fund balance will be displayed in the following classification (if applicable) depicting the relative

strength of the spending constraints placed on the purposes for which resources can be used:

Nonspendable – amounts that cannot be spent either because they are in nonspendable form or

because they are legally or contractually required to be maintained intact.

Restricted – amounts that can be spent only for specific purposes because of constitutional

provisions or enabling legislation, or because of constraints that are externally imposed by

creditors, grantors, contributors, or the laws or regulations of other governments.

Committed – amounts that can be used only for specific purposes determined by formal action

of the Board of Directors. The Board is the highest level of decision-making authority for the

School. Commitments may be established, modified, or rescinded only through resolutions

approved by the Board of Directors.

Assigned – amounts that do not meet the criteria to be classified as restricted or committed but

that are intended to be used for specific purposes. The School Director may assign amounts for

specific purposes.

Unassigned – all other spendable amounts.

When an expenditure is incurred for purposes for which both restricted and unrestricted fund

balances are available, the School considers restricted funds to have been spent first. When an

expenditure is incurred for which committed, assigned, or unassigned fund balances are

available, the School considers amounts to have been spent first out of committed funds, then

assigned funds and finally, unassigned funds, as needed, unless the Board or School Director has

provided otherwise in its commitment or assignment actions.

Net Position

Net position represents the difference between assets and deferred outflows of resources and

liabilities and deferred inflows of resources. Net position invested in capital assets consists of

capital assets, net of accumulated depreciation, reduced by the outstanding balances of any

borrowings used for the acquisition, construction, or improvement of those assets. Net position is

reported as restricted when there are limitations imposed on their use either through the enabling

legislation adopted by the School or through external restrictions imposed by creditors, grantors,

or laws or regulations of other governments. Any remaining portions of net position are reflected

as unrestricted. When both restricted and unrestricted resources are available for use, it is the

School's policy to use restricted resources first and then unrestricted resources as they are

needed.




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Income Tax Status

The School is exempt from federal income tax under Section 501(c)(3) of the Internal Revenue

Code and, therefore, has no provision for federal income taxes. The School qualifies for the

charitable contribution deduction under Section 170(b)(1)(A) and has been classified as an

organization that is not a private foundation under Section 509(a)(1). The School did not engage

in any unrelated business activities during the fiscal year. Management believes more likely than

not that its tax-exempt status and tax positions will be sustained if examined by authorities.

Implementation of GASB Statement

During the year ended June 30, 2018, the School implemented GASB Statement No. 75,

“Accounting and Financial Reporting for Postemployment Benefits Other Than Pensions.” GASB

Statement No. 75 replaces the requirements of GASB Statement No. 45, with the objective of

improving the accounting and financial reporting of state and local governments for

postemployment benefits other than pensions. It requires that state and local governments

recognize and record the actuarially determined net OPEB liability or, for multi-employer cost

sharing plans, the entity’s share of the net OPEB liability in the entity’s financial statements.

Use of Estimates in the Preparation of Financial Statements

The preparation of basic financial statements in conformity with generally accepted accounting

principles requires management to make estimates and assumptions that affect the amounts

reported in the financial statements and accompanying notes. Actual results may differ from

those estimates.

NOTE 3 POOLED CASH

At June 30, 2018, the School had a pooled cash balance of $1,583,370. These deposits are held

in an investment pool controlled by the personnel of the State Treasurer's Office in Dover,

Delaware, and all investment decisions are made by the State Treasurer's Office. These funds are

considered to be highly liquid and available for immediate use and, thus, are recorded as cash

equivalents in these financial statements.

The funds held by the State of Delaware investment pool, an internal investment pool, are

specifically identified for the School, but the credit risk cannot be categorized for these funds.

Credit risk for such investments depends on the financial stability of the State of Delaware. The

State reports that its investment securities are stated at quoted market prices, except that

investment securities with a remaining maturity at time of purchase of one year or less are stated

at cost or amortized cost.




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NOTE 4 CAPITAL ASSETS

Capital asset activity for the year ended June 30, 2018 is as follows:

Beginning Ending

Balances Balances

07/01/17 Increases Decreases 06/30/18


General capital assets not being

depreciated:

Land $ 373,391 $ - $ - $ 373,391

Total general capital assets not

being depreciated 373,391 - - 373,391

General capital assets being

depreciated:

Buildings 2,637,824 - - 2,637,824

Building improvements 39,104 - - 39,104

Furniture and equipment 458,261 42,825 - 501,086

Total general capital assets

being depreciated 3,135,189 42,825 - 3,178,014

Accumulated depreciation (418,453) (98,393) - (516,846)

Total general capital assets

being depreciated, net 2,716,736 (55,568) - 2,661,168

Governmental Activities, Net $ 3,090,127 $ (55,568) $ - $ 3,034,559

NOTE 5 LONG-TERM DEBT

On March 1, 2017, the School obtained financing through a mortgage agreement with a private

party funding source. The mortgage was used to finance the acquisition of properties located at

3337, 3415, and 3377 South DuPont Highway, Camden, Delaware 19934. These properties

include the School building, the administrative building, and the day care center, respectively. The

mortgage agreement bears interest at a rate of 3.0 percent and matures on March 1, 2042.

A schedule of changes in long-term debt for the year ended June 30, 2018 is as follows:

Amounts Amounts

Outstanding Outstanding Due Within

07/01/2017 Additions Retirements 06/30/2018 One Year

Governmental Activities:

Mortgage payable $2,378,395 $ - $ 66,125 $2,312,270 $ 68,137

Capital lease obligation 23,427 - 4,527 18,900 6,169

- 2,401,822 - 70,652 2,331,170 74,306

Compensated absences 45,054 - 3,624 41,430 -

Net pension liability 1,077,461 9,500 - 1,086,961 -

OPEB liability 6,294,060 - 312,938 5,981,122 -

Total Governmental Activities $ 9,818,397 $ 9,500 $ 387,214 $ 9,440,683 $ 74,306




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NOTE 5 LONG-TERM DEBT (cont’d)

Refer to Note 7 for information on the capital lease payable.

The total principal and interest maturities on the mortgage payable as of June 30, 2018 are as

follows:

Year Ending June 30, Principal Interest Total

2019 $ 68,137 $ 68,436 $ 136,573

2020 70,209 66,364 136,573

2021 72,344 64,229 136,573

2022 74,545 62,028 136,573

2023 76,812 59,761 136,573

2024 - 2028 420,560 262,304 682,864

2029 - 2033 488,530 194,334 682,864

2034 - 2038 567,484 115,380 682,864

2039 - 2042 473,649 27,118 500,767

Total $ 2,312,270 $ 919,954 $ 3,235,224

NOTE 6 PENSION PLAN

Plan Description

School employees are considered state employees and are covered under the State of Delaware

Employees' Pension Plan (“the Plan”), which is a cost-sharing, multiple-employer defined benefit

public employees’ retirement system (“the State PERS") defined by the Delaware Code.

The State of Delaware General Assembly is responsible for setting benefits and contributions, and

amending plan provisions; administrative rules and regulations are adopted and maintained by

the Board of Pension Trustees (“the Board”).

The following are brief descriptions of the Plan in effect as of June 30, 2018. For a more

complete description, please refer to the Delaware Employees’ Pension Plan Comprehensive

Annual Financial Report. Separately issued financial statements for the Plan may be obtained by

writing to the State of Delaware Public Employee Retirement System, McArdle Building, Suite 1,

860 Silver Lake Boulevard, Dover, DE 19904; by calling 1-800-722-7300; or by visiting the PERS

website at www.delawarepensions.com.

Plan Description and Eligibility

The State Employees’ Pension Plan covers virtually all full-time or regular part-time employees of

the State, including employees of other affiliated entities.




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NOTE 6 PENSION PLAN (cont’d)

There are two tiers within this plan: 1) employees hired prior to January 1, 2012, and 2)

employees hired on or after January 1, 2012.

Benefits Provided

Service Benefits

Final average monthly compensation (employees hired on or after January 1, 2012 may not

include overtime in pension compensation) multiplied by 2.0 percent and multiplied by years of

credited service prior to January 1, 1997, plus final average monthly compensation multiplied by

1.85 percent and multiplied by years of credited service after December 31, 1996, subject to

minimum limitations. For this plan, final average monthly compensation is the monthly average

of the highest three periods of twelve consecutive months of compensation.

Vesting

Employees hired before January 1, 2012 vest in the plan after five years of credited service.

Employees hired on or after January 1, 2012 vest in the plan after ten years of credited service.

Retirement

Employees hired before January 1, 2012 may retire at age 62 with five years of credited service;

at age 60 with 15 years of credited service; or after 30 years of credited service at any age.

Employees hired on or after January 1, 2012 may retire at age 65 with at least 10 years of

credited service; at age 60 with 20 years of credited service; or after 30 years of credited service

at any age.

Disability Benefits

Disability benefits for those employees hired before January 1, 2012 are offered using the same

calculations as the Service Benefits described above. Employees in this program must have five

years of credited service. In lieu of disability pension benefits, over 90 percent of the members of

this plan opted into a Disability Insurance Program offered by the State effective January 1, 2006.

Employees hired on or after January 1, 2012 are also included in the Disability Insurance

Program.

Survivor and Burial Benefits

In the event of the death of a member of the Plan, the eligible survivor receives 50 percent of the

benefits received under the pension (or 67.7 percent with a two percent reduction, 75 percent

with a three percent reduction, or 100 percent with a six percent reduction of the benefit). If the




- 27 -


employee is an active member of the Plan with at least five years of credited service, the eligible

survivor receives 75 percent of the benefit the active employee would have received at age 62.

Burial benefits are established at $7,000 per plan member.

Contributions

Member Contributions

Employees hired before January 1, 2012 contribute three percent of earnings in excess of $6,000.

Employees hired on or after January 1, 2012 contribute five percent of earnings in excess of

$6,000.

Employer Contributions

Employer contributions are determined by the Board. For the year ended June 30, 2018, the rate

of the employer contribution was 9.58 percent of covered payroll. The School’s contribution to

PERS for the year ended June 30, 2018 was $159,160.

PRI Contribution

All reporting units participating in the State PERS make contributions to a PRI fund which

accumulates resources to fund ad hoc post-retirement increases granted by the General

Assembly. The increases are funded over a five-year period from the PRI fund. The allocation of

the contribution from the PRI fund to the Pension Trust is a reduction of the net pension liability of

each participating employer.

Pension Liability and Expense, and Deferred Outflows and Inflows of Resources

At June 30, 2018, the School reported a liability of $1,086,961 for its proportionate share of the

net pension liability. The net pension liability was measured as of June 30, 2017, and the total

pension liability used to calculate the net pension liability was determined by rolling forward the

Plan’s total pension liability as of June 30, 2016 to June 30, 2017. The School’s proportion of the

net pension liability was calculated based on the actual contributions made during the

measurement period in proportion to the total of all employer contributions made during the

measurement period. At June 30, 2017, the School’s proportion was 0.0741 percent, which was

an increase of 0.0026 percent from its proportion measured as of June 30, 2016.

For the year ended June 30, 2018, the School recognized a net pension expense of $231,897. At

June 30, 2018, the School reported deferred outflows of resources and deferred inflows of

resources related to pensions from the following sources:




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Deferred Deferred

Outflows of Inflows of

Resources Resources

Net difference between projected and actual

investment earnings $ 127,070 $ -

Changes of assumptions 213,573

Changes in proportions 36,440 13,801

Difference between actual and expected

experience 12,548 19,164

Contributions subsequent to the date

of measurement 159,160 -

$ 548,791 $ 32,965

An amount of $159,160 is reported as deferred outflows of resources resulting from the School’s

contributions subsequent to the June 30, 2017 measurement date and will be recognized as a

reduction of the net pension liability in the year ended June 30, 2019. Other amounts will be

reported as deferred outflows of resources and deferred inflows of resources related to pensions,

and will be recognized in pension expense as follows:

Year Ending June 30,

2019 $ 47,927

2020 156,392

2021 112,748

2022 6,401

2023 33,198

$ 356,666

Actuarial Assumptions

The total pension liability as of the June 30, 2017 measurement date was determined by an

actuarial valuation as of June 30, 2016, and update procedures were used to roll forward the

total pension liability to June 30, 2017. These actuarial valuations used the following actuarial

assumptions, applied to all periods:

Investment return 7.0 percent, including inflation of 2.5 percent

Salary increases 2.5 percent plus merit, including inflation of 2.5 percent

Cost-of-living adjustments ad hoc




- 29 -


The total pension liabilities are measured based on the assumptions pertaining to interest rates,

inflation rates, and employee demographic behavior in future years. The assumptions used were

based on the results of an actuarial experience study conducted in 2017. It is likely that future

experience will not exactly conform to these assumptions. To the extent that actual experience

deviates from these assumptions, the emerging liabilities may be higher or lower than

anticipated. The more the actual experience deviates, the larger the impact on future financial

statements.

Mortality assumptions are based on the RP-2014 tables with gender adjustments for healthy

annuitants and disabled retirees and an adjusted version on MP-2015 mortality improvement

scale on a fully generational basis.

Projected benefit payments do not include the effects of projected ad hoc cost-of-living

adjustments (“ad hoc COLAs”), as they are not substantively automatic. The primary

considerations relevant to making this determination include the historical patterns of granting the

changes and the consistency in the amounts of the changes.

The long-term expected rate of return on pension plan investments was determined using a

building-block method in which best estimate ranges of expected future real rates of return

(expected returns, net of investment expense and inflation) are developed for each major asset

class. These ranges are combined to produce the long-term expected rate of return by

weighting the expected future real rates of return by an asset allocation percentage, which is

based on the nature and mix of current and expected plan investments, and by adding

expected inflation. Best estimates of geometric real rates of return for each major asset class

included in the Plan are summarized in the following table:

Long-term Target

Expected Real Asset

Asset Class Rate of Return Allocation

Domestic equity 5.7% 33.5%

International equity 5.7% 13.7%

Fixed income 2.0% 26.6%

Alternative investments 7.8% 22.7%

Cash and equivalents 0.0% 3.5%

Discount Rate

The discount rate used to measure the total pension liability was 7.0 percent. The change in the

discount rate assumption to 7.0 percent from 7.2 percent was due to an adoption by the Board of

Trustees in fiscal year 2017. The projection of cash flows used to determine the discount rate




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assumed that contributions from plan members will be made at the current contribution rate and

that contributions from employers will be made at rates determined by the Board, as actuarially

determined. Based on those assumptions, the pension plan’s fiduciary net position was projected

to be available to make all projected future benefit payments of current plan members.

Therefore, the long-term expected rate of return on pension plan investments was applied to all

periods of projected benefit payments to determine the total pension liability.

Sensitivity of the School’s Proportionate Share of the Net Pension Liability to Changes in the

Discount Rate

The following presents the net pension liability, calculated using the discount rate of 7.0 percent,

as well as what the net pension liability would be if it were calculated using a discount rate that is

one percentage point lower (6.0 percent) or one percentage point higher (8.0 percent) than the

current rate.

1% Current Rate 1%

Decrease Discount Rate Increase

6.0% 7.0% 8.0%

School’s proportionate share of $ 1,955,630 $ 1,086,312 $ 349,350

the net pension liability

Pension Plan Fiduciary Net Position

Detailed information about PERS’ fiduciary net position is available in PERS Comprehensive Annual

Financial Report, which can be found on the Plan’s website at www.delawarepensions.com.

NOTE 7 OTHER POSTEMPLOYMENT BENEFITS PLAN

Plan Description

School employees are considered state employees and are covered under the State of

Delaware Employees' Other Postemployment Benefit Fund Trust (“the Plan”), which is a cost-

sharing, multiple-employer defined benefit plan defined by the Delaware Code.

The State of Delaware General Assembly is responsible for setting benefits and contributions, and

amending plan provisions; administrative rules and regulations are adopted and maintained by

the DPERS Board of Pension Trustees, which acts as the Board of Trustees (“the Board”) for the Plan

and is responsible for the financial management of the Plan.




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NOTE 7 OTHER POSTEMPLOYMENT BENEFIT PLAN (cont’d)

The following are brief descriptions of the Plan in effect as of June 30, 2018. For a more

complete description, please refer to the Delaware Public Employees’ Retirement System

Comprehensive Annual Financial Report. Separately issued financial statements for the Plan may

be obtained by writing to the State of Delaware Public Employee Retirement System, McArdle

Building, Suite 1, 860 Silver Lake Boulevard, Dover, DE 19904; by calling 1-800-722-7300; or by

visiting the PERS website at www.delawarepensions.com.

Plan Description and Eligibility

The State of Delaware Employees' Other Postemployment Benefit (“OPEB”) Fund Trust is a cost-

sharing multiple employer plan that covers all employees of the State that are eligible to

participate in the defined benefit pension plan, including employees of other affiliated entities.

Benefits Provided

The Plan provides medical coverage to pensioners and their eligible dependents. The

participant’s cost of Plan benefits is variable based on years of service. Pensioners who retire

after July 1, 2012 and who become eligible for Medicare will pay an additional five percent of

the Medicare Supplement offered by the State. Surviving spouses are eligible for coverage after

a retiree’s death.

Contributions

Member Contributions

By State Statute Chapter 52, Title 29 of the Delaware Code, contribution requirements of plan

members are established and may not be amended by the State Legislature.

Employer Contributions

Participating employers fund the Plan for current retirees on a pay-as-you-go basis along with

funding for future benefits at a rate that is approved in the annual budget, but not actuarially

determined. For the year ended June 30, 2018, the rate of the employer contribution was 11.52

percent of covered payroll. The School’s contribution to the Plan for the year ended June 30,

2018 was $168,431.

Other Postemployment Benefit Plan Liability and Expense, and Deferred Outflows and Inflows of

Resources

At June 30, 2018, the School reported a liability of $5,981,122 for its proportionate share of the

net OPEB liability. The net OPEB liability was measured as of June 30, 2017, and the total pension

liability used to calculate the net OPEB liability was determined by rolling forward the Plan’s total


http://www.delawarepensions.com/



- 32 -


OPEB liability as of June 30, 2016 to June 30, 2017. The School’s proportion of the net OPEB

liability was calculated based on the actual contributions made during the measurement period

in proportion to the total of all employer contributions made during the measurement period. At

June 30, 2017, the School’s proportion was 0.0724 percent, which was an increase of 0.0031

percent from its proportion measured as of June 30, 2016.

For the year ended June 30, 2018, the School recognized pension expense of $329,631. At June

30, 2018, the School reported deferred outflows of resources and deferred inflows of resources

related to pensions from the following sources:

Deferred Deferred

Outflows of Inflows of

Resources Resources

Net difference between projected and

actual investment earnings $ - $ 11,843

Changes in proportions 239,388 -

Changes in assumptions - 698,251

Contributions subsequent to the date of

measurement 168,431 -

Differences between actual and expected

experience - -

$ 407,819 $ 710,094

An amount of $168,431 is reported as deferred outflows of resources resulting from the School’s

contributions subsequent to the June 30, 2017 measurement date and will be recognized as a

reduction of the net pension liability in the year ended June 30, 2018. Other amounts will be

reported as deferred outflows of resources and deferred inflows of resources related to pensions,

and will be recognized in OPEB expense as follows:


2019 $ (94,733)

2020 (94,733)

2021 (94,733)

2022 (94,733)

2023 (91,774)

$ (470,706)




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Actuarial Assumptions

The total OPEB liability as of the June 30, 2017 measurement date was determined by an

actuarial valuation as of June 30, 2016, and update procedures were used to roll forward the

total pension liability to June 30, 2017. These actuarial valuations used the following actuarial

assumptions:

Discount rate - 3.58 percent

Salary increases - 3.25 percent

Healthcare cost trend rates - 7.00 percent

The discount rate was based on the Bond Buyer GO 20-Bond Municipal Bond Index.

Mortality rates were based on the Sex Distinct RP-2014 Total Dataset Healthy Annuitant Mortality

Table, including adjustment for healthy annuitant and disabled annuitant. Future mortality

improvements are projected to 2020.

The total OPEB liabilities are measured based on the assumptions pertaining to interest rates,

inflation rates, and employee demographic behavior in future years. The assumptions used were

based on the results of an actuarial experience study conducted in 2016. It is likely that future

experience will not exactly conform to these assumptions. To the extent that actual experience

deviates from these assumptions, the emerging liabilities may be higher or lower than

anticipated. The more the actual experience deviates, the larger the impact on future financial

statements.

The long-term expected rate of return on pension plan investments was determined using a

building-block method in which best estimate ranges of expected future real rates of return

(expected returns, net of investment expense and inflation) are developed for each major asset

class. These ranges are combined to produce the long-term expected rate of return by

weighting the expected future real rates of return by an asset allocation percentage, which is

based on the nature and mix of current and expected plan investments, and by adding

expected inflation. Best estimates of geometric real rates of return for each major asset class

included in the Plan are summarized in the following table:

Long-term Target

Expected Real Asset

Asset Class Rate of Return Allocation

Domestic equity 3.75% 36.7%

International equity 3.75% 19.2%

Fixed income 3.75% 38.1%

Cash and equivalents 0.0% 6.0%




- 34 -


Discount Rate

The discount used to measure the total OPEB liability was 3.58 percent. The projection of cash

flows used to determine the discount rate assumed that contributions from plan members will be

made at the current contribution rate and that employer contributions to the Plan will continue to

follow the pay-as-you-go contribution policy.

Sensitivity of the School’s Proportionate Share of the Net OPEB Liability to Changes in the Discount

Rate

The following presents the net OPEB liability, calculated using the discount rate of 3.58 percent,

as well as what the net OPEB liability would be if it were calculated using a discount rate that is

one percentage point lower (2.58 percent) or one percentage point higher (4.58 percent) than

the current rate.

Sensitivity of the School’s Proportionate Share of the Net OPEB Liability to Changes in the

Healthcare Cost Trend Rates

The following presents the net OPEB liability, calculated using the healthcare cost trend rate of 7.0

percent, as well as what the net OPEB liability would be if it were calculated using a healthcare

cost trend rate that is one percentage point lower (6.0 percent) or one percentage point higher

(8.0 percent) than the current rate.

1% Current Rate 1%

Decrease Discount Rate Increase

6.0% 7.0% 8.0%

School’s proportionate share of

the net OPEB liability $ 11,313,206 $ 13,361,601 $ 15,870,699

Plan Fiduciary Net Position

Detailed information about the Plan’s fiduciary net position is available in PERS

Comprehensive Annual Financial Report, which can be found on the Plan’s website at

www.delawarepensions.com.

NOTE 8 LEASING ARRANGEMENTS

Capital Lease - Lessee

On December 9, 2015, the School entered into a lease agreement as lessee for financing the

acquisition of a copier. This lease agreement qualifies as a capital lease for accounting




- 35 -

NOTE 8 LEASING ARRANGEMENTS (cont’d)

purposes and, therefore, has been recorded at the net present value of future minimum lease

payments as of the inception date.

Equipment acquired through capital leases $ 29,000

Less: accumulated depreciation (14,742)

TOTAL $ 14,258

Future minimum lease obligations and the net present value of these minimum lease payments as

of June 30, 2018 are as follows:


2019 $ 11,257

2020 11,257

2021 4,691

Total minimum lease payments 27,205

Less: amount representing interest (8,305)

Net present value of minimum lease payments $ 18,900

Amortization of leased equipment is included with depreciation expense.

NOTE 9 RISK MANAGEMENT

The School has purchased commercial insurance policies for various risks of loss related to torts;

theft, damage, or destruction of assets; errors or omissions; injuries to employees; or acts of God.

Payments of premiums for these policies are recorded as expenses of the School. Insurance

settlements have not exceeded insurance coverage in any of the past two years. There were no

significant reductions in coverage compared to the prior year.

NOTE 10 OPERATING LEASE

As part of the property purchase agreement described in Note 5, the School agreed to assume

an existing lease agreement between a day care center and the former property owner. The

School leased the property to the day care center according to the existing terms of the lease




- 36 -

NOTE 10 OPERATING LEASE (cont’d)

throughout the duration of the lease agreement. In May 2018, the School entered into a new

lease agreement until April 30, 2023. Future minimum lease payments under this lease are as

follows:


2019 $ 50,400

2020 50,600

2021 51,800

2022 52,800

2023 44,000

Total $ 249,600

NOTE 11 COMMITMENTS AND CONTINGENCIES

In the normal course of business, there are various outstanding commitments and contingent

liabilities in addition to the normal encumbrances for the purchase of goods and services. The

School does not anticipate losses from these transactions.

Grants

The School receives significant financial assistance from federal agencies in the form of grants.

The disbursement of funds received under these programs generally requires compliance with

terms and conditions specified in the grant agreements and is subject to audit by the State Office

of Auditor of Accounts. Any disallowed claims resulting from such audits could become a liability

of the general fund. The School’s administration believes such disallowance, if any, would be

immaterial.

NOTE 12 FUND BALANCE

As of June 30, 2018, fund balance of the general fund is composed of the following:

Assigned - encumbrances $ 73,396

Unassigned 1,181,904

Total Fund Balances $ 1,255,300




- 37 -

NOTE 13 EXCESS EXPENDITURES OVER APPROPRIATIONS

The School overspent budgetary appropriations in the following categories:

Employment costs $ 493

Repairs and maintenance $ 26,383

Debt service – principal $ 3,552

Debt service - interest $ 7,578

The excess expenditures were covered by expenditures that were less than budgeted in other

areas as well as revenue exceeding budgeted amounts.

NOTE 14 RESTATEMENT

The School has restated its July 1, 2017 net position in its governmental activities to record the net

OPEB liability and deferred outflows at June 30, 2016 in accordance with the requirements of

GASB Statement No. 75, as discussed in Note 2. The net result of this change is a decrease of

$6,122,196 in governmental activities net position.

NOTE 15 SUBSEQUENT EVENTS

The School has evaluated all subsequent events through (to be determined), the date the

financial statements were available to be issued.


REQUIRED SUPPLEMENTARY INFORMATION SECTION


- 38 -

Variance With

Final Budget

Budgeted Amounts Actual Positive

Original Final Amounts (Negative)

REVENUES

2,480,706$ 2,984,911$ 2,977,958$ (6,953)$

94,095 93,402 77,733 (15,669)

432,493 474,925 473,830 (1,095)

12,000 5,966 5,965 (1)

36,150 42,000 39,661 (2,339)

350 4,000 4,955 955

Rental income 46,800 47,400 47,400 -

170,601 72,826 80,694 7,868

3,273,195 3,725,430 3,708,196 (17,234)

EXPENDITURES

Current:

Salaries 1,708,205 1,693,971 1,674,200 19,771

Employment costs 844,328 806,545 807,038 (493)

Travel 6,130 1,100 450 650

Communications 11,000 11,100 10,468 632

Public utility services 30,696 36,000 31,577 4,423

Insurance 32,000 26,700 26,696 4

Transportation - buses 14,744 29,800 18,610 11,190

Other contractual services 272,715 331,610 288,165 43,445

Repairs and maintenance 70,040 89,100 115,483 (26,383)

Supplies and materials 136,022 170,364 139,169 31,195

Capital outlays:

Equipment 33,600 66,400 42,825 23,575

Debt service:

Principal 66,125 67,100 70,652 (3,552)

Interest 70,447 69,600 77,178 (7,578)

3,296,052 3,399,390 3,302,511 96,879

(22,857) 326,040 405,685 79,645

FUND BALANCE, BEGINNING OF YEAR 849,615 849,615 849,615 -

FUND BALANCE, END OF YEAR 826,758$ 1,175,655$ 1,255,300$ 79,645$

NET CHANGE IN FUND BALANCE

TOTAL REVENUES

TOTAL EXPENDITURES

Interest earnings

Cafeteria - federal

Cafeteria - sales

Miscellaneous



BUDGETARY COMPARISON SCHEDULE - GENERAL FUND

State sources

Federal sources



- 39

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- 40

-

CO

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Contr

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- 41 -

MEASUREMENT

DATE

PROPORTIONATE SHARE OF NET OPEB LIABILITY JUNE 30, 2017

School's proportion of the net OPEB liability 0.0724%

School's proportion of the net OPEB liability -

dollar value 5,981,122$

School's covered employee payroll 1,482,865$

School's proportionate share of the net OPEB

liability as a percentage of its covered

employee payroll 403.35%

Plan fiduciary net position as a percentage

of the total OPEB liability 4.13%


SCHEDULE OF THE SCHOOL'S PROPORTIONATE SHARE OF THE NET OPEB LIABILITY

STATE OF DELAWARE EMPLOYEE'S OPEB PLAN


In accordance with GASB Statement No. 75, this schedule has been prepared prospectively as the above

information for the preceding years is not readily available. This schedule will accumulate each year until

sufficient information to present a ten-year trend is available.


- 42 -

CONTRIBUTIONS JUNE 30, 2018

Contractually required contribution 168,431$

Contributions in relation to the contractually

required contribution 168,431

Contribution excess -$

School's covered employee payroll 1,643,229$

Contributions as a percentage of

covered-employee payroll 10.25%

In accordance with GASB Statement No. 75, this schedule has been prepared prospectively as the above

information for the preceding years is not readily available. This schedule will accumulate each year until

sufficient information to present a ten-year trend is available.


SCHEDULE OF SCHOOL OPEB CONTRIBUTIONS


STATE OF DELAWARE EMPLOYEES' OPEB PLAN


SUPPLEMENTARY INFORMATION SECTION


- 43 -

State Local Federal

Allocation Funds Funds Total

ASSETS

49,783$ 1,533,587$ -$ 1,583,370$

- 3,898 - 3,898

- - 738 738

- 738 - 738 49,783$ 1,538,223$ 738$ 1,588,744$

LIABILITIES AND FUND BALANCES

LIABILITIES:

26,137$ 38,279$ -$ 64,416$

- 268,290 - 268,290

Due to other funding sources - - 738 738

TOTAL LIABILITIES 26,137 306,569 738 333,444

FUND BALANCES:

15,097 58,299 - 73,396

8,549 1,173,355 - 1,181,904

TOTAL FUND BALANCES (DEFICIT) 23,646 1,231,654 - 1,255,300

49,783$ 1,538,223$ 738$ 1,588,744$

Accounts payable

Accrued salaries and related costs

TOTAL ASSETS

TOTAL LIABILITIES AND FUND BALANCES

Assigned

Unassigned (deficit)

Due from other funding sources


COMBINING BALANCE SHEET - GENERAL FUND

JUNE 30, 2018

Cash and pooled cash

Grants receivable

Accounts receivable


- 44 -

Total

State Local Federal General

Allocation Funds Funds Fund

REVENUES

2,977,958$ -$ -$ 2,977,958$

- - 117,394 117,394

- 473,830 - 473,830

- 5,965 - 5,965

- 4,955 - 4,955

Rental income - 47,400 - 47,400

- 80,694 - 80,694

TOTAL REVENUES 2,977,958 612,844 117,394 3,708,196

EXPENDITURES

Current:

Salaries 1,621,734 4,057 48,409 1,674,200

Employment costs 777,986 3,503 25,549 807,038

Travel - 450 - 450

Communications 9,780 688 - 10,468

Public utility services 15,805 15,772 - 31,577

Insurance 26,696 - - 26,696

Transportation 13,682 4,524 404 18,610

Other contractual services 188,789 60,504 38,872 288,165

Repairs and maintenance 65,822 49,661 - 115,483

Supplies and materials 76,361 58,648 4,160 139,169

Capital outlays:

Equipment 6,750 36,075 - 42,825

Debt service:

Principal 70,652 - 70,652

Interest 77,178 - 77,178

TOTAL EXPENDITURES 2,951,235 233,882 117,394 3,302,511

26,723 378,962 - 405,685

FUND BALANCES (DEFICIT), BEGINNING OF YEAR (3,077) 852,692 - 849,615

FUND BALANCES, END OF YEAR 23,646$ 1,231,654$ -$ 1,255,300$


CHANGES IN FUND BALANCES - GENERAL FUND


Miscellaneous

COMBINING STATEMENT OF REVENUES, EXPENDITURES, AND

NET CHANGE IN FUND BALANCES

State sources

Federal sources


Interest earnings

Cafeteria - sales


- 45 -

EXPENDITURES

Current:

Salaries 1,674,200$

Employment costs 807,038

Travel 450

Communications 10,468

Public utility services 31,577

Insurance 26,696

Transportation 18,610

Other contractual services 288,165

Repairs and maintenance 115,483

Supplies and materials 139,169

Capital outlays:

Equipment 42,825

Debt service:

Principal 70,652

Interest 77,178

TOTAL EXPENDITURES 3,302,511$


SCHEDULE OF EXPENDITURES BY NATURAL CLASSIFICATION - GENERAL FUND



- 46 -

INDEPENDENT AUDITOR’S

REPORT ON INTERNAL CONTROL

OVER FINANCIAL REPORTING AND ON

COMPLIANCE AND OTHER MATTERS BASED

ON AN AUDIT OF FINANCIAL STATEMENTS

PERFORMED IN ACCORDANCE WITH

GOVERNMENT AUDITING STANDARDS

(to be determined)

Board of Directors


Camden, Delaware

We have audited, in accordance with the auditing standards generally accepted in the United States of

America and the standards applicable to financial audits contained in Government Auditing Standards

issued by the Comptroller General of the United States, the financial statements of the governmental

activities, the major fund, and the aggregate remaining fund information of the Positive Outcomes Charter

School (“the School”), Camden, Delaware, as of and for the year ended June 30, 2018, and the related

notes to the financial statements, which collectively comprise the School’s basic financial statements, and

have issued our report thereon dated (to be determined).

Internal Control Over Financial Reporting

In planning and performing our audit of the financial statements, we considered the School’s internal

control over financial reporting (“internal control”) to determine the audit procedures that are appropriate

in the circumstances for the purpose of expressing our opinions on the financial statements, but not for the

purpose of expressing an opinion on the effectiveness of the School’s internal control. Accordingly, we do

not express an opinion on the effectiveness of the School’s internal control.

A deficiency in internal control exists when the design or operation of a control does not allow

management or employees, in the normal course of performing their assigned functions, to prevent, or

detect and correct, misstatements on a timely basis. A material weakness is a deficiency, or a

combination of deficiencies, in internal control such that there is a reasonable possibility that a material

misstatement of the School’s financial statements will not be prevented, or detected and corrected, on a

timely basis. A significant deficiency is a deficiency, or a combination of deficiencies, in internal control

that is less severe than a material weakness, yet important enough to merit attention by those charged with

governance.

Our consideration of internal control was for the limited purpose described in the first paragraph of this

section and was not designed to identify all deficiencies in internal control that might be material

weaknesses or significant deficiencies. Given these limitations, during our audit we did not identify any

deficiencies in internal control that we consider to be material weaknesses. However, material weaknesses

may exist that have not been identified.


- 47 -

Board of Directors


Compliance and Other Matters

As part of obtaining reasonable assurance about whether the School’s financial statements are free from

material misstatement, we performed tests of its compliance with certain provisions of laws, regulations,

contracts and grant agreements, noncompliance with which could have a direct and material effect on

the determination of financial statement amounts. However, providing an opinion on compliance with

those provisions was not an objective of our audit and, accordingly, we do not express such an opinion.

The results of our tests disclosed no instances of noncompliance or other matters that are required to be

reported under Government Auditing Standards.

Purpose of This Report

The purpose of this report is solely to describe the scope of our testing of internal control and compliance

and the results of that testing, and not to provide an opinion on the effectiveness of the School’s internal

control or on compliance. This report is an integral part of an audit performed in accordance with

Government Auditing Standards in considering the School’s internal control and compliance.

Accordingly, this communication is not suitable for any other purpose.

BARBACANE, THORNTON & COMPANY LLP



Appendix13A100%EnrollmentFive-YearFiscalProjections

PositiveOutcomesCharterSchoolState&LocalFundsNarrative100%EnrollmentStateAppropriations:

• Year0–Basedon120studentsusingtheUnitCountformula(thebaselinefortheaverageteachersalaryistheaveragesalaryofPositiveOutcomesteachersforthe2018–2019schoolyear).Allfull-timesalariesincreasedby2%overthe20182019schoolyear.Fundingbasedon20.79DivisionIUnits;vocationalcoursesarenotincludedinthecalculation.

• Years1–4–Basedon120studentseachyear.Allfull-timesalariesareincreasedby2%eachyear.Fundingbasedon20.79DivisionIUnits;vocationalcoursesarenotincludedinthecalculations.

• AdditionalStateFundsforYears0–4:Basedon2018–2019schoolyearallotments–MCI,TechnologyBlockGrant,andEducationalSustainmentFundsarebudgetedat$20,348,$7,556and$59,761,respectively.Fundsareexpectedtoremainthesameforyears0–4.

SchoolDistrictLocalFundTransfers:

• Years0–4:basedon120students(currentschoolyear).Thenumberofstudentseachyearremainsthesame.

• SpecialEducationpopulationis66.67%ofthetotalstudentpopulation(schoolyear2018–2019-SpecialEducationis66.67%ofthetotalstudentpopulation)

PriorYearCarryover

• Basedonthe6/30/18DGL060DailyValidityBalanceReport.StateandLocalbalancesareasfollows:

Year Appr Description Balance

2018 05213 Operations $33,875.59

2018 98000 LocalFunds $1,370,278.18

2018 50022 MCI $1,361.28

TotalBalance $1,405,515.05

StateandLocalExpenses(sameforeachyearunlessnoted)

PersonnelSalaries/OtherEmployerCost

• Year0:basedon2018–2019payscaleincreasedby2%forfull-timeemployees• Noincreaseinstaffingforallyears• Years1–4:salaryexpensesarebudgetedtoincrease2%eachyearforfull-time

employees• OECsarepresetbythetemplate

StudentSupport(basedon2018-2019budget)

• Transportation–costsforfieldtrips• Extracurricular–costsforathleticsupplies• SuppliesandMaterials–instructionalsupplies;nursesupplies• Textbooks–replacementcostsforbooks

• Curriculum–costforJobforDelawareGraduates• ProfessionalDevelopment–costsforSocialStudiesandScienceCoalitions;TEFtraining• OtherEducationProgram–costsforDualCreditclasses• Therapists–costsforOccupationalandSpeechTherapists;Psychologist;increased2%

peryear• ClassroomTechnology–replacementcostsfor“Smartboard-like”technology• Computers–replacementcostsofChromebooks• ContractedServices–includescostsforTemporarySubstitutes,DoverBehavioralHealth

(andothersimilarinstitutions)TutoringServices,Auditor,Legal,ComputerServices,Training;increased2%peryear

OperationsandMaintenanceofFacilities(basedon2018-2019budget)

• Insurancecosts–increased2%peryear• Utilities–increased2%peryear• Maintenance–includesbuildingrepairandmaintenance;suppliesandcleaning

services;increased2%peryear• Telephone/Communications• Renovation–includespainting• Other–includescustodialsupplies,garbageremoval,equipmentrepair,fireand

security;increased2%peryear

Administrative/OperationsSupport(basedon2018–2019budget

• EquipmentLease/Maintenance–CopierLease• Supplies/Materials–office,multimediaandcomputersupplies;institutionalequipment

andsupplies• PrintingandCopying• PostageandShipping• Enrollment/Recruitment–advertisingexpenses• Other–associationandconferencefees

ManagementCompany

N/A

PositiveOutcomesCharterSchoolFederalFundsNarrative100%EnrollmentFederalFunds:

EntitlementFunding:Years0–4arebasedontheapprovedConsolidatedGrantApplicationfor2019(assumesnoincreaseordecreaseinfunding)

FederalExpenses:

PersonnelSalaries/OtherEmployerCosts

• Years0–4arebasedontheapprovedConsolidatedGrantApplicationfor2019• OECsarepresetbythetemplate

StudentSupport

FundsforHomelessStudentssuppliesasapprovedintheConsolidatedGrantApplicationfor2019

OperationsandMaintenanceofFacilities

N/A

Administrative/OperationsSupport

N/A

ManagementCompany

N/A

PositiveOutcomesCharterSchoolOtherFundsNarrative100%EnrollmentCafeteriaFunds:

Years0–4basedon2018–2019budgetforreimbursementfromtheSchoolNutritionProgramandpaymentsbystudents

MiscellaneousRevenues

Years0–4basedonrentalincome-$4,200/month;studentactivityfees;uniformpurchases;interest

PriorYearCarryover



2018 91100 Cafeteria $7,573.46

2018 98041 CSCRP $2,561.48

2018 98153 MiscellaneousSales $70,678.88

2018 98178 FacilitiesRental $22,219.78

2018 98220 Fundraising $5,660.32

TotalBalance $108,693.92

FederalExpenses(sameforeachyearunlessnoted)


N/A

StudentSupport(basedon2018-2019budget)

• Transportation–costsforfieldtrips• Cafeteria–costofvendedmeals• Extracurricular–studentactivitycosts• Suppliesandmaterials–costforcafeteriasupplies• Other–costofstudentuniforms


• Utilities–sewercostsforrentalfacility• Maintenance–costformaintenanceinrentalfacility

Administrative/OperationsSupport(basedon2018–2019budget

• Supplies/Materials–studentactivitycost• Other–includesboardexpensesandparentactivities

ManagementCompany

N/A

OTHER FUNDS

Rev. 9/5/2018

Charter School Application Budget Worksheet POSITIVE OUTCOMES CHARTER SCHOOL

Other FundsYEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4

1 Non Profit Grants $0 $0 $0 $0 $02 Foundation Funds $0 $0 $0 $0 $03 Donations $0 $0 $0 $0 $04 Construction / Bank Loans $0 $0 $0 $0 $05 Cafeteria Funds $42,000 $42,000 $42,000 $42,000 $42,0006 Miscellaneous Revenue $64,400 $64,400 $64,400 $64,400 $64,4007 Prior Year Carryover Funds $108,693 $128,581 $148,228 $167,629 $186,779

TOTAL OTHER REVENUE $215,093 $234,981 $254,628 $274,029 $293,179

Other ExpensesYEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4

Personnel Salaries / Other Employer Costs FTE FTE FTE FTE FTE

8 Classroom Teachers $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.009 Special Education Teachers $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0010 Special Teachers (Phys Ed, Art, Music) $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0011 Counselors $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0012 Principal/Administrative $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0013 Nurse $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0014 Clerical $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0015 Custodial $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0016 Substitutes $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0017 Other $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0018 Other Employer Costs (32.46% of Salaries) $0 $0 $0 $0 $019 Health Insurance $0 $0 $0 $0 $020 Other Benefits $0 $0 $0 $0 $0

SUBTOTAL SALARIES / OTHER EMPLOYER COSTS $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.00

Student Support21 Transportation $1,800 $1,800 $1,800 $1,800 $1,80022 Extra Curricular Transportation $0 $0 $0 $0 $023 Cafeteria $48,346 $48,346 $48,346 $48,346 $48,34624 Extra Curricular $10,000 $10,000 $10,000 $10,000 $10,00025 Supplies and Materials $2,000 $2,000 $2,000 $2,000 $2,00026 Textbooks $0 $0 $0 $0 $027 Curriculum $0 $0 $0 $0 $028 Professional Development $0 $0 $0 $0 $029 Assessments $0 $0 $0 $0 $030 Other Educational Program $0 $0 $0 $0 $031 Therapists (Occupational, Speech) $0 $0 $0 $0 $032 Classroom Technology $0 $0 $0 $0 $033 School Climate $0 $0 $0 $0 $034 Computers $0 $0 $0 $0 $035 Contracted Services $0 $0 $0 $0 $036 Other $5,800 $5,800 $5,800 $5,800 $5,800

SUBTOTAL STUDENT SUPPORT $67,946 $67,946 $67,946 $67,946 $67,946

Operations and Maintenance of Facilities37 Insurance (Property/Liability) $0 $0 $0 $0 $038 Rent $0 $0 $0 $0 $039 Mortgage $0 $0 $0 $0 $040 Utilities $1,866 $1,903 $1,941 $1,980 $2,02041 Maintenance $10,200 $10,404 $10,612 $10,824 $11,04142 Telephone/Communications $0 $0 $0 $0 $043 Construction $0 $0 $0 $0 $044 Renovation $0 $0 $0 $0 $045 Other $0 $0 $0 $0 $0

SUBTOTAL OPERATIONS AND MAINTENANCE OF FACILITIES $12,066 $12,307 $12,553 $12,804 $13,060

Administrative/Operations Support46 Equipment Lease/Maintenance $0 $0 $0 $0 $047 Equipment Purchase $0 $0 $0 $0 $048 Supplies and Materials $6,500 $6,500 $6,500 $6,500 $6,50049 Printing and Copying $0 $0 $0 $0 $050 Postage and Shipping $0 $0 $0 $0 $051 Enrollment / Recruitment $0 $0 $0 $0 $052 Staffing (recruitment and assessment) $0 $0 $0 $0 $053 Technology Plan $0 $0 $0 $0 $054 Other $0 $0 $0 $0 $0

SUBTOTAL ADMINISTRATIVE/ OPERATIONS SUPPORT $6,500 $6,500 $6,500 $6,500 $6,500

Management Company55 Fees $0 $0 $0 $0 $056 Salaries/Other Employee Costs $0 $0 $0 $0 $057 Curriculum $0 $0 $0 $0 $058 Accounting and Payroll $0 $0 $0 $0 $059 Other $0 $0 $0 $0 $0

SUBTOTAL MANAGEMENT COMPANY $0 $0 $0 $0 $0

OTHER EXPENDITURES $86,512 $86,753 $86,999 $87,250 $87,506

60 # Students 120 120 120 120 120REVENUE LESS EXPENDITURES $128,581 $148,228 $167,629 $186,779 $205,672


Appendix13B80%EnrollmentFive-YearFiscalProjections

PositiveOutcomesCharterSchoolState&LocalFundsNarrative80%EnrollmentStateAppropriations:

• Year0–Basedon96studentsusingtheUnitCountformula(thebaselinefortheaverageteachersalaryistheaveragesalaryofPositiveOutcomesteachersforthe2018–2019schoolyear).Allfull-timesalariesincreasedby2%overthe20182019schoolyear.Fundingbasedon16.73DivisionIUnits;vocationalcoursesarenotincludedinthecalculation.

• Years1–4–Basedon96studentseachyear.Allfull-timesalariesareincreasedby2%eachyear.Fundingbasedon16.73DivisionIUnits;vocationalcoursesarenotincludedinthecalculations.

• AdditionalStateFundsforYears0–4:Basedon2018–2019schoolyearallotments,proratedfor96students–MCI,TechnologyBlockGrant,andEducationalSustainmentFundsarebudgetedat$16,279,$6,045and$47,809,respectively.FundsareexpectedtoremainthesameforYears0–4.

SchoolDistrictLocalFundTransfers:

• Years0–4basedon96students(currentschoolyear).Thenumberofstudentseachyearremainsthesame.

• SpecialEducationpopulationis66.67%ofthetotalstudentpopulation(schoolyear2018–2019-SpecialEducationis66.67%ofthetotalstudentpopulation)

PriorYearCarryover



2018 05213 Operations $33,875.59

2018 98000 LocalFunds $1,370,278.18

2018 50022 MCI $1,361.28

TotalBalance $1,405,515.05

StateandLocalExpenses(sameforeachyearunlessnoted)


• Year0–basedon2018–2019payscaleincreasedby2%forfull-timeemployees• Years1–4salaryexpensesarebudgetedtoincrease2%eachyearforfull-time

employees;reductionof3.0FTEteachers;reductionof1.0FTEclericalposition• OECsarepresetbythetemplate

StudentSupport(basedon2018-2019budget;adjustedfor96students)

• Transportation–costsforfieldtrips• Extracurricular–costsforathleticsupplies• SuppliesandMaterials–costsforinstructionalsupplies;nursesupplies• Textbooks–replacementcostsforbooks

• Curriculum–costforJobforDelawareGraduates• ProfessionalDevelopment–costsforSocialStudiesandScienceCoalitions;TEFtraining• OtherEducationProgram–costsforDualCreditclasses• Therapists–costsforOccupationalandSpeechTherapists;Psychologist;increased2%

peryear• ClassroomTechnology–replacementcostsfor“Smartboard-like”technology• Computers–replacementcostsofChromebooks• ContractedServices–includescostsforTemporarySubstitutes,DoverBehavioralHealth

(andothersimilarinstitutions)TutoringServices,Auditor,Legal,ComputerServices,Training;increased2%peryear


• Insurancecosts–costsmovedtoOtherFunds• Utilities–increased2%peryear• Maintenance–includescostsforbuildingrepairandmaintenance;suppliesandcleaning

services;increased2%peryear• Telephone/Communications• Renovation–includespainting• Other–includescostsforcustodialsupplies,garbageremoval,equipmentrepair,fire

andsecurity;increased2%peryear;adjustedfor96students

Administrative/OperationsSupport(basedon2018–2019budget;adjustedfor96students)

• EquipmentLease/Maintenance–CopierLease• Supplies/Materials–office,multimediaandcomputersupplies;institutionalequipment

andsupplies• PrintingandCopying• PostageandShipping• Enrollment/Recruitment–advertisingexpenses• Other–associationandconferencefees

ManagementCompany

N/A

PositiveOutcomesCharterSchoolFederalFundsNarrative80%EnrollmentFederalFunds:

EntitlementFunding:Years0–4arebasedontheapprovedConsolidatedGrantApplicationfor2019(assumesnoincreaseordecreaseinfunding)

FederalExpenses:

PersonnelSalaries/OtherEmployerCosts

• Years0–4arebasedontheapprovedConsolidatedGrantApplicationfor2019• OECsarepresetbythetemplate

StudentSupport

FundsforHomelessStudentssuppliesasapprovedbytheConsolidatedGrantApplicationfor2019

OperationsandMaintenanceofFacilities

N/A

Administrative/OperationsSupport

N/A

ManagementCompany

N/A

PositiveOutcomesCharterSchoolOtherFundsNarrative80%EnrollmentCafeteriaFunds:

Years0–4basedon2018–2019budgetforreimbursementfromtheSchoolNutritionProgramandpaymentsbystudents;adjustedfor96students

MiscellaneousRevenues

• Years0–4basedonrentalincome-$4,200/month• Years0–4studentactivityfees;uniformpurchases;interest(adjustedfor96students)

PriorYearCarryover



2018 91100 Cafeteria $7,573.46

2018 98041 CSCRP $2,561.48

2018 98153 MiscellaneousSales $70,678.88

2018 98178 FacilitiesRental $22,219.78

2018 98220 Fundraising $5,660.32

TotalBalance $108,693.92

FederalExpenses(sameforeachyearunlessnoted)


N/A

StudentSupport(basedon2018-2019budget;adjustedfor96students)

• Transportation–costsforfieldtrips• Cafeteria–costforvendedmeals• Extracurricular–studentactivitycosts• Suppliesandmaterials–costforcafeteriasupplies• Other–costofstudentuniforms


• Insurancecosts–increased2%peryear(movedfromstateandlocalfundsexpensebudget)

• Utilities–sewercostsforrentalfacility,increasedby2%• Maintenance–costformaintenanceinrentalfacilityinYears0-4

Administrative/OperationsSupport(basedon2018–2019budget(adjustedfor96students)

• Supplies/Materials–studentactivitycost• Other–includesboardexpensesandparentactivities

ManagementCompany

N/A

OTHER FUNDS

Rev. 9/5/2018

Charter School Application Budget Worksheet POSITIVE OUTCOMES CHARTER SCHOOL

Other FundsYEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4

1 Non Profit Grants $0 $0 $0 $0 $02 Foundation Funds $0 $0 $0 $0 $03 Donations $0 $0 $0 $0 $04 Construction / Bank Loans $0 $0 $0 $0 $05 Cafeteria Funds $33,600 $33,600 $33,600 $33,600 $33,6006 Miscellaneous Revenue $61,600 $61,600 $61,600 $61,600 $61,6007 Prior Year Carryover Funds $108,693 $95,987 $85,593 $78,647 $70,932

TOTAL OTHER REVENUE $203,893 $191,187 $180,793 $173,847 $166,132472678.9548

Other ExpensesYEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4

Personnel Salaries / Other Employer Costs FTE FTE FTE FTE FTE

8 Classroom Teachers $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.009 Special Education Teachers $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0010 Special Teachers (Phys Ed, Art, Music) $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0011 Counselors $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0012 Principal/Administrative $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0013 Nurse $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0014 Clerical $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0015 Custodial $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0016 Substitutes $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0017 Other $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.0018 Other Employer Costs (32.46% of Salaries) $0 $0 $0 $0 $019 Health Insurance $0 $0 $0 $0 $020 Other Benefits $0 $0 $0 $0 $0

SUBTOTAL SALARIES / OTHER EMPLOYER COSTS $0 0.00 $0 0.00 $0 0.00 $0 0.00 $0 0.00

Student Support21 Transportation $3,550 $3,550 $3,550 $3,550 $3,55022 Extra Curricular Transportation $0 $0 $0 $0 $023 Cafeteria $38,400 $38,400 $38,400 $38,400 $38,40024 Extra Curricular $8,750 $7,000 $7,000 $7,000 $7,00025 Supplies and Materials $1,600 $1,600 $1,600 $1,600 $1,60026 Textbooks $0 $0 $0 $0 $027 Curriculum $0 $0 $0 $0 $028 Professional Development $0 $0 $0 $0 $029 Assessments $0 $0 $0 $0 $030 Other Educational Program $0 $0 $0 $0 $031 Therapists (Occupational, Speech) $0 $0 $0 $0 $032 Classroom Technology $4,200 $4,200 $0 $0 $033 School Climate $0 $0 $0 $0 $034 Computers $0 $0 $0 $0 $035 Contracted Services $0 $0 $0 $0 $036 Other $8,000 $8,000 $8,000 $8,000 $8,000

SUBTOTAL STUDENT SUPPORT $64,500 $62,750 $58,550 $58,550 $58,550

Operations and Maintenance of Facilities37 Insurance (Property/Liability) $27,540 $28,091 $28,653 $29,226 $29,81038 Rent $0 $0 $0 $0 $039 Mortgage $0 $0 $0 $0 $040 Utilities $1,866 $1,903 $1,941 $1,980 $2,02041 Maintenance $7,500 $7,650 $7,803 $7,959 $8,11842 Telephone/Communications $0 $0 $0 $0 $043 Construction $0 $0 $0 $0 $044 Renovation $0 $0 $0 $0 $045 Other $0 $0 $0 $0 $0

SUBTOTAL OPERATIONS AND MAINTENANCE OF FACILITIES $36,906 $37,644 $38,397 $39,165 $39,948

Administrative/Operations Support46 Equipment Lease/Maintenance $0 $0 $0 $0 $047 Equipment Purchase $0 $0 $0 $0 $048 Supplies and Materials $0 $0 $0 $0 $049 Printing and Copying $0 $0 $0 $0 $050 Postage and Shipping $0 $0 $0 $0 $051 Enrollment / Recruitment $0 $0 $0 $0 $052 Staffing (recruitment and assessment) $0 $0 $0 $0 $053 Technology Plan $0 $0 $0 $0 $054 Other $6,500 $5,200 $5,200 $5,200 $5,200

SUBTOTAL ADMINISTRATIVE/ OPERATIONS SUPPORT $6,500 $5,200 $5,200 $5,200 $5,200

Management Company55 Fees $0 $0 $0 $0 $056 Salaries/Other Employee Costs $0 $0 $0 $0 $057 Curriculum $0 $0 $0 $0 $058 Accounting and Payroll $0 $0 $0 $0 $059 Other $0 $0 $0 $0 $0

SUBTOTAL MANAGEMENT COMPANY $0 $0 $0 $0 $0

OTHER EXPENDITURES $107,906 $105,594 $102,147 $102,915 $103,698

60 # Students 96 96 96 96 96REVENUE LESS EXPENDITURES $95,987 $85,593 $78,647 $70,932 $62,434