Cross Curricular Lesson Activities

7/30/2019 Cross Curricular Lesson Activities

1/31

Cross Curricular Lesson 1

I. Title of Strategy Travel BrochureII. What disciplines does this strategy bring together?

Geography and English

Does this strategy support the intellectual/skill development of students? Yes

No

Does this strategy support the social development of students? Yes No

Does this strategy support the personal development of students? Yes

No

III. Explanation of Strategy and How It Connects to a Different Discipline:Students will create a travel brochure for a foreign country of theirchoosing. They will be required to include a map on their brochure, as

well as interesting cultural facts.

IV. Source:Kaitlin Hartman

V. Specific lesson example of use of strategy:Students will do research on a foreign country of their choosing; they

will then create a brochure (which will include a map), and give a sort

of sales pitch to their class.

VI. Handouts? Yes No (circle one)VII. Materials Needed: Paper, pens, access to a computer and printerVIII. Assessment for the above example: X Written ___ Observation___ Other

Specify:

IX. Explanation of above assessment:Students will receive a rubric on which they will be assessed. It willgive them specific expectations and guidelines to follow.

X. Accommodations/Modifications for the above examplea. Identify your specific population (state specific disability, ethnic group,

interest area, etc.): Child with learning disability


2/31

b. Identify the accommodation/modification:Peer partner

c. How will this accommodation/modification increase learning?Peer partner can help keep the student on task, and help the student

with the project if he/she needs it

Brochure Project

CATEGORY 4 3 2 1

Graphics/Pictures

*dont forget yourmap!

Graphics go

well with the

text and there isa good mix of

text and

graphics.

Graphics go

well with the

text, but thereare so many

that they

distract from

the text.

Graphics go

well with the

text, but thereare too few and

the brochure

seems \"text-

heavy\".

Graphics do not

go with the

accompanyingtext or appear to

be randomly

chosen.

Writing -

Organization

Each section in

the brochure

has a clear

beginning,

middle, and

end.

Almost all

sections of the

brochure have a

clear beginning,

middle and end.

Most sections

of the brochure

have a clear

beginning,

middle and

end.

Less than half of

the sections of

the brochure

have a clear

beginning,

middle and end.

Writing - Mechanics Capitalizationand

punctuation are

correct

throughout the

brochure.

Capitalizationand

punctuation are

correct

throughout the

brochure after

feedback from

an adult.

There are 1-2capitalization

and/or

punctuation

errors in the

brochure even

after feedback

from an adult.

There areseveral

capitalization or

punctuation

errors in the

brochure even

after feedback

from an adult.

Attractiveness &

Organization

The brochure

has

exceptionallyattractive

formatting and

well-organized

information.

The brochure

has attractive

formatting andwell-organized

information.

The brochure

has well-

organizedinformation.

The brochure\'s

formatting and

organization ofmaterial are

confusing to the

reader.


3/31

Content - Accuracy All facts in the

brochure are

accurate.

99-90% of the

facts in the

brochure are

accurate.

89-80% of the

facts in the

brochure are

accurate.

Fewer than 80%

of the facts in

the brochure are

accurate.


I. Title of Strategy: Presidential ElectionII. What disciplines does this strategy bring together?

Government and English


No


Does this strategy support the personal development of students? YesNo

III. Explanation of Strategy and How It Connects to a Different Discipline:Students will imitate a political debate in the classroom.

IV. Source: adapted fromjupiter.plymouth.edu/~davidl/bu342/Debates.DOCV. Specific lesson example of use of strategy:

The class will be divided in halfsome students will be assigned

Democrats, others, Republican. Students will research and debate

for the Democratic and Republican parties; they will follow

instructions and be assessed via a rubric. The goal of the debate is to

convince me, the teacher, to vote for their party.

VI. Handouts? Yes No (circle one)VII. Materials Needed: computer accessVIII. Assessment for the above example: X Written ___ Observation___ OtherIX.

Explanation of above assessment:Students will receive a team evaluation at the end of their debate


interest area, etc.): Student in a wheelchair


4/31

b. Identify the accommodation/modification:Classroom layout

c. How will this accommodation/modification increase learning?Student will be able to navigate to and from the computer workstation

and fully participate in the debate.Classroom Debates1

Introduction

The classroom debates are exercises designed to allow you to strengthen your skills

in the areas of leadership, interpersonal influence, teambuilding, group problem

solving, and oral presentation. Debate topics and position statements are outlined

below. Groups may sign up on a first come, first served basis, by specifying both the

debate topic and the position desired (i.e., Pro or Con). Note that all groups must

have signed up for the debate by the date denoted in the class schedule. All group

members are expected to participate in the research, development, and

presentation of your debate position. Preparation will require substantial libraryresearch. Each participating member will receive the same group grade.

Debate Format

6 minute Position Presentation - Democrats

6 minute Position Presentation - Republicans

5 minute Work Period

4 minute Rebuttal - Democrats

4 minute Rebuttal - Republicans


2 minute Response - Democrats

2 minute Response - Republicans


2 minute Position Summary - Democrats

2 minute Position Summary - Republicans

5 minute Tallying of Ballots/Announcement of Winner

Debate Procedure

12003, David M. Leuser, Ph.D. Plymouth State University. All rights reserved.


5/31

The debate will take the form of timed individual and/or group presentations and

responses separated by timed group work periods. The rules applied may deviate

from the formal rules of debating. When questions arise, the judgment of the

instructor will provide the definitive ruling.

Prior to the beginning of the class period, both teams are to position their desksfacing each other at the front of the room. Each team is to write its team name,

debate position, and debate position statement on the blackboard behind their

desks. Note that absolutely no changes may be made to the position statements

presented below. You must argue them exactly as written!

Team members may speak either from their desks or from the podium, as they

desire. Audiovisuals may be used at any time, including, but not limited to,

handouts, flipcharts, transparencies, slides, audio and videotapes, etc. While a team

is not required to use all of the time allocated to each debate component, speakers

must stop immediately when the allocated time runs out. Team members are

prohibited from speaking to the audience or opposing team except at the timesspecifically allocated to them. Thus, there can be no immediate, reciprocal

interchange of comments between the teams. The sequence of the position

summaries will be determined by a random procedure at the conclusion of the final

work period. Note that no new information may be introduced during the summary.

Doing so may result in disqualification of the offending group. If either team feels

that their opponents are introducing new information during the summary, they

may challenge them immediately and request a ruling from the instructor.

Selection of Winner(s) and Allocation of Points

The instructor reserves the right to allocate fewer than the default or class votedpoints to a group, if, in his opinion, the quality of preparation and/or presentation

was inadequate. Debate "losers" who prepare and present adequately will receive

30 points for their efforts.

Debate "Winners" will be selected in two ways, as follows:

Audience Vote: Class members in the audience will vote by secret ballot for a debate

winner. Votes are to be based upon presentation quality only and not upon

personal agreement or disagreement with the position espoused. At the conclusion

of each component of the debate, class members will be asked to assign a point

rating along with explanatory comments to each team for their performance duringthat component. When the debate is over, the point ratings will be summed.

Whichever team has the higher sum will be the winner on that ballot. After all

ballots are collected, the number of votes for each team will be announced.

Whichever team has more votes will be the winner, and the team will receive 10

bonus points in addition to the 30 for basic preparation. In the event of a tie, the

instructors vote will decide the winner.


6/31


7/31

DEBATE BALLOT

Debate ______________________________________________ Class _____________

Name of Evaluator ____________________________________ Date _____________

1 2 3 4 5

Poor Fair Average Good Excellent

Democrat Republican

6 Minute Position Presentation

Rating = ____ Comments: Rating = ____ Comments:

***** 5 Minute Work Period*****

4 Minute Rebuttal


Continued on Reverse ---------->



8/31

2 Minute Response



2 Minute Position Summary


[ ] Total Points [ ] Total Points

Circle Winner Below:

Democrat Republican

General Comments:

Signature of Evaluator:

______________________


9/31

Team Presentation Evaluation2

Team Name ____________________________________________ Grade _______

Case _________________________________ Date___________ Duration _______

CONTENT

1 2 3 4 5 Overview (Review/posting of agenda; Summary of case)

1 2 3 4 5 Diagnosis/Analysis (Review of chapter content;

Issues/Problems in case)

1 2 3 4 5 Quality of Recommendations/Explanations (Recs for what

should be/

have been done differently, OR, Expls for why current

situation successful)

1 2 3 4 5 Summary/Conclusion (Review of major points; Statement of

relevance to

practice of management)PROCESS

1 2 3 4 5 Quality of Professional Attire/Grooming

1 2 3 4 5 Verbal Behavior (clarity/choice of words/voice level)

1 2 3 4 5 Nonverbal Behavior (posture; gestures/movement; eye

contact; presence;

use of notes/reading)

1 2 3 4 5 Variety in Style (lecture; discussion; game; activity; skit; roleplay; quiz)

1 2 3 4 5 Audiovisual Support(Transparencies; PowerPoint;

blackboard; video)

2 1999, David M. Leuser, Ph.D. Plymouth State College of the University System of New Hampshire.


10/31

1 2 3 4 5 Level of Audience Involvement(Stimulation/structuring of

activity/disc)

1 2 3 4 5 Timing (Within limit; coordination; use of time)

1 2 3 4 5 General Coherence (Ability to follow points; quality oftransitions)

1 2 3 4 5 Creativity/Psychological Impact

Strengths

Weaknesses

Improvements

General Comments

Signature of Evaluator:

__________________________________

Ms. Hartman



11/31

I. Title of Strategy: Play PerformanceII. What disciplines does this strategy bring together?

Theatre/Drama and English


No



No

III. Explanation of Strategy and How It Connects to a Different Discipline:The class will read and perform scenes from a play

IV. Source: Kaitlin HartmanV. Specific lesson example of use of strategy:

Students will be assigned character roles for Hamlet, and then

read/perform selections of the play for their peers.

VI. Handouts? Yes No (circle one)VII. Materials Needed: HamletVIII. Assessment for the above example: X Written Observation___ Other

Specify: Students will receive a rubric over which they will be assessed

IX. Explanation of above assessment:Assessment will be completed via observation; as long as the student

is actively engaged and makes a visible effort to participate, he or she

will receive credit.


interest area, etc.): Student with Dyslexia

b. Identify the accommodation/modification:Audio tapes or a side-by-side

c. How will this accommodation/modification increase learning?


12/31

The student will be able to listen to audio tapes as he reads through the

play, and will have a side-by-side version of the text to help him/her

comprehend the text.

CATEGORY 4 3 2 1

Historical

Accuracy

All historical

informationappeared to be

accurate and in

chronological

order.

Almost all

historicalinformation

appeared to be

accurate and in

chronological

order.

Most of the

historicalinformation was

accurate and in

chronological

order.

Very little of the

historicalinformation was

accurate and/or

in chronological

order.

Role Point-of-view,

arguments, and

solutions

proposed were

consistently incharacter.

Point-of-view,

arguments, and

solutions

proposed were

often incharacter.

Point-of-view,

arguments, and

solutions

proposed were

sometimes incharacter.

Point-of-view,

arguments, and

solutions

proposed were

rarely incharacter.

Required

Elements

Student included

more information

than was

required.

Student

included all

information that

was required.

Student

included most

information that

was required.

Student

included less

information

than was

required.

Props/Costume Student uses

several props

(could include

costume) that

accurately fit the

period, show

considerable

work/creativity

and make the

presentation

better.

Student uses 1-2

props that

accurately fit

the period, and

make the

presentation

better.

Student uses 1-2

props which

make the

presentation

better.

The student

uses no props

OR the props

chosen detract

from the

presentation.

Knowledge

Gained

Can clearly

explain several

ways in which his

character \"saw\"things differently

than other

characters and

can clearly explain

why.

Can clearly

explain several

ways in which

his character\"saw\" things

differently than

other

characters.

Can clearly

explain one way

in which his

character\"saw\" things

differently than

other

characters.

Cannot explain

one way in

which his

character\"saw\" things

differently than

other

characters.


13/31


14/31


I. Title of Strategy: Biography StudyII. What disciplines does this strategy bring together?

History and English


No



No

III. Explanation of Strategy and How It Connects to a Different Discipline:Students will look at people from history and research their lives,

creating a report/presentation that they will then give to the class.


Students will research important people from history (they may refer

to textbooks, encyclopedias, etc.) and examine their lives. They will

then write a report on their person, and present it to the class.

VI. Handouts? Yes No (circle one)VII. Materials Needed: internet access, library accessVIII. Assessment for the above example: X Written ___ Observation___ Other

Specify:

IX. Explanation of above assessment:The student will be assessed via a written rubric.


interest area, etc.): Student with poor eyesight

b. Identify the accommodation/modification:The student will receive the rubric in a larger font.

c. How will this accommodation/modification increase learning?The student will better be able to see the requirements of the project, as

well as the key factors over which he or she will be assessed.


15/31

Biography Project

CATEGORY 4 3 2 1

Introduction(Organization)

The introduction isinviting, states the

main topic and

previews the

structure of the

paper.

Theintroduction

clearly states

the main topic

and previews

the structure of

the paper, but

is not

particularly

inviting to the

reader.

Theintroduction

states the

main topic,

but does not

adequately

preview the

structure of

the paper

nor is it

inviting to

the reader.

There is no clearintroduction of the

main topic or

structure of the paper.

Grammar &

Spelling

(Conventions)

Writer makes no

errors in grammar

or spelling that

distracts the reader

from the content.

Writer makes

1-2 errors in

grammar or

spelling that

distract the

reader from the

content.

Writer

makes 3-4

errors in

grammar or

spelling that

distract the

reader from

the content.

Writer makes more

than 4 errors in

grammar or spelling

that distracts the

reader from the

content.

Flow &

Rhythm(Sentence

Fluency)

All sentences sound

natural and areeasy-on-the-ear

when read aloud.

Each sentence is

clear and has an

obvious emphasis.

Almost all

sentencessound natural

and are easy-

on-the-ear

when read

aloud, but 1 or

2 are stiff and

awkward or

difficult to

understand.

Most

sentencessound

natural

when read

aloud, but

several are

stiff and

awkward or

are difficult

to

understand.

The sentences are

difficult to read aloudbecause they sound

awkward, are

distractingly

repetitive, or difficult

to understand.

Accuracy of

Facts

(Content)

All supportive facts

are reported

accurately.

Almost all

supportive

facts are

reported

accurately.

Most

supportive

facts are

reported

accurately.

NO facts are reported

OR most are

inaccurately reported.


16/31

Conclusion

(Organization)

The conclusion is

strong and leaves

the reader with a

feeling that they

understand what the

writers purpose.

The conclusion

is recognizable

and ties up

almost all the

loose ends.

The

conclusion is

recognizable,

but does not

tie up loose

ends.

There is no clear

conclusion, the paper

just ends.

*Cross Curricular Lesson 5

I. Title of Strategy: Etymology ProjectII. What disciplines does this strategy bring together?

Foreign Language and English


No



No

III. Explanation of Strategy and How It Connects to a Different Discipline:Students will do an etymology paper on a foreign word.


While reading The Odyssey, students will pick a Greek word of their choosing

and research it.

VI. Handouts? Yes No (circle one)VII. Materials Needed: computer accessVIII. Assessment for the above example: X Written ___ Observation___ Other

Specify:

IX. Explanation of above assessment:The student will be assessed via a rubric


interest area, etc.): Student with ADD

b. Identify the accommodation/modification:


17/31

Peer partner

c. How will this accommodation/modification increase learning?A peer partner will help keep the student on task and give assistance if

any is needed.

Name: _______________________________________

Etymology Paper

CATEGORY 4 3 2 1

Introduction

(Organization)

The introduction

is inviting, statesthe main topic

and previews the

structure of the

paper.

The introduction

clearly states themain topic and

previews the

structure of the

paper, but is not

particularly

inviting to the

reader.

The introduction

states the maintopic, but does

not adequately

preview the

structure of the

paper nor is it

particularly

inviting to the

reader.

There is no clear

introduction of themain topic or

structure of the

paper.

Grammar &

Spelling

(Conventions)

Writer makes no

errors in

grammar or

spelling that

distracts the

reader from the

content.

Writer makes 1-2

errors in

grammar or

spelling that

distract the

reader from the

content.

Writer makes 3-4

errors in

grammar or

spelling that

distract the

reader from the

content.

Writer makes

more than 4 errors

in grammar or

spelling that

distracts the

reader from the

content.

Sentence

Structure

(Sentence

Fluency)

All sentences are

well-constructed

with varied

structure.

Most sentences

are well-

constructed with

varied structure.

Most sentences

are well-

constructed but

have a similar

structure.

Sentences lack

structure and

appear incomplete

or rambling.

Conclusion(Organization)

The conclusion isstrong and

leaves the reader

with a feeling

that they

understand what

the writer is

The conclusion isrecognizable and

ties up almost all

the loose ends.

The conclusion isrecognizable, but

does not tie up

several loose

ends.

There is no clearconclusion, the

paper just ends.


18/31

\"getting at.\"

Sources(Content) All sources usedfor quotes and

facts are credible

and cited

correctly.

All sources usedfor quotes and

facts are credible

and most are

cited correctly.

Most sourcesused for quotes

and facts are

credible and

cited correctly.

Many sources usedfor quotes and

facts are less than

credible (suspect)

and/or are not

cited correctly.


19/31


I. Title of Strategy Descriptive WritingII. What disciplines does this strategy bring together?

Physical Education and English


No



No

III. Explanation of Strategy and How It Connects to a Different Discipline:Students will practice writing descriptively using motions or activities they

experience in P.E. class.


Students will visit the gym. While in the gym, they will participate in various

activities or motions, focusing on the five senses (what they taste, touch,

smell, hear, and see) and what they experience as theyre doing those

activities/actions. They will then return to their classroom and write about

their experiences.

VI. Handouts? Yes No (circle one)VII. Materials Needed: gym access, pens and paperVIII. Assessment for the above example: X Written X Observation__ Other

Specify:

IX. Explanation of above assessment:As long as the student participates fully and makes a visible effort to

participate, he or she will receive credit for the writing activity. Student will

also be assessed via a writing rubric.


interest area, etc.): Student with a hearing impairment

b. Identify the accommodation/modification:


20/31

The assignment will be modified so the student will write about four

senses

c. How will this accommodation/modification increase learning?The student will be unable to write about a sense he or she cannot

experience, but he or she can write about the absence of that sense.

CATEGORY 4 3 2 1

Introduction

(Organization)

The introduction

is inviting, states

the main topic

and previews the

structure of the

paper.

The introduction

clearly states the

main topic and

previews the

structure of the

paper, but is not

particularly

inviting to the

reader.

The introduction

states the main

topic, but does

not adequately

preview the

structure of the

paper nor is it

particularly

inviting to the

reader.

There is no clear

introduction of the

main topic or

structure of the

paper.

Grammar &

Spelling

(Conventions)

Writer makes no

errors in

grammar or

spelling that

distracts the

reader from the

content.

Writer makes 1-2

errors in

grammar or

spelling that

distract the

reader from the

content.

Writer makes 3-4

errors in

grammar or

spelling that

distract the

reader from the

content.

Writer makes

more than 4 errors

in grammar or

spelling that

distracts the

reader from the

content.Sentence

Structure

(Sentence

Fluency)

All sentences are

well-constructed

with varied

structure.

Most sentences

are well-

constructed with

varied structure.

Most sentences

are well-

constructed but

have a similar

structure.

Sentences lack

structure and

appear incomplete

or rambling.

Conclusion

(Organization)

The conclusion is

strong and

leaves the reader

with a feeling

that they

understand what

the writer is

\"getting at.\"

The conclusion is

recognizable and

ties up almost all

the loose ends.

The conclusion is

recognizable, but

does not tie up

several loose

ends.

There is no clear

conclusion, the

paper just ends.


21/31


I. Title of Strategy: Book ReviewII. What disciplines does this strategy bring together?

Journalism and English


No



No

III. Explanation of Strategy and How It Connects to a Different Discipline:The student will write a review over a book of their choosing as if they

were a newspaper journalist.


A student writes a book review on The Hunger Games, focusing on

writing style, content, theme, flow, and other literary devices.

VI. Handouts? Yes No (circle one)VII. Materials Needed: book, computer accessVIII. Assessment for the above example: X Written ___ Observation___ Other

Specify:

IX. Explanation of above assessment:The student will receive a rubric showing over what they will be assessed.


interest area, etc.): Student with Dysgraphia

b. Identify the accommodation/modification:Student will receive one-on-one time with the teacher

c. How will this accommodation/modification increase learning?The teacher will be able to assist the student in the physical process of

writing his or her book review.


22/31


23/31


I. Title of Strategy: Character AccountII. What disciplines does this strategy bring together?

Web Design and English


No



No

III. Explanation of Strategy and How It Connects to a Different Discipline:Students will create websites (i.e. Facebook accounts or blogs) for a

literary character.


When readingA Streetcar Named Desire, students will create

character accounts for Blanche, her sister, Stanley, and other

characters from the play.

VI. Handouts? Yes No (circle one)VII. Materials Needed: internet/computer access.VIII. Assessment for the above example: X Written X Observation___ Other

Specify:

IX. Explanation of above assessment:Assessment will be done via the attached rubric.


interest area, etc.): Student with impaired vision

b. Identify the accommodation/modification:Speech-to-text program such as Dragon

c. How will this accommodation/modification increase learning?Student will be able to complete the assignment independently.


24/31


25/31

Advanced

Proficient

5 pts

Proficient

4 pts

Basic

3 pts

Below Basic

2 pts

Profile Nameand Picture

Caption

AdvancedProficient

Profile name is

visible and picture

caption is

unique,thoughtful

and creative.

Proficient

Profile name

is visible and

picture

caption is

appropriate.

Basic

Profile name is

difficult to find,

and/or picture

caption is very

basic.

Below Basic

Profile name is

not there at all

and/or picture

caption is

inappropriate or

missing.

"Wall" Advanced

Proficient

In first person;includes 5 "Status

updates", "Recent

Activity" and more

than 5 posts; posts

are made by

characters from

the story; posts

relate to the story

Proficient

In first

person;includes 4

"Status

updates",

"Recent

Activity" and

4 posts; posts

are made by

characters

from the

story; posts

relate to thestory

Basic

In first person;

One of thefollowing

elements is

missing:

"Status",

"Recent

Activity". There

are between 2-

3 posts; posts

are made by

characters

from the story;posts relate to

the story.

Below Basic

Not in first

person; one ormore of the

following is

missing:

"Status", "Recent

Activity". There

are less than 2

posts; OR: posts

are not made by

characters from

the story; OR:

posts do notrelate to the

story.

"About Me" Advanced

Proficient

Provides examples

or quotes that

accurately and

clearly describe

character.

Proficient

Describes

character

briefly and

accurately.

Basic

Describes

character;

however, is not

completely

accurate or is

difficult to

understand.

Below Basic

Not clear or

accurate. Few or

no examples

given.

"Basic

Information"

Advanced

Proficient

Profile and

information are

accurate, easy to

Proficient

Profile and

information

are accurate

and clearly

Basic

Profile and

information are

sketchy and

unclear. Details

Below Basic

Profile and

information is

incomplete,

and/or has


26/31

understand, and

creatively

presented.

described. are not

consistent.

inaccurate

details.

"Favorite

Quotations"

Advanced

Proficient

Uses more than 2

quotes from the

text that

accurately

illustrate

character's beliefs

and personality.

Proficient

Uses 2 quotesfrom the text

that

accurately

illustrate

character's

beliefs and

personality.

Basic

Uses 1 quotefrom the text

that illustrate

character's

beliefs and

personality.

Below Basic

Uses no quotesand/or quotes

do not reflect

character's

beliefs and

personality.

"Interests" Advanced

Proficient

Chooses morethan 3 interests

that reflect a depth

of understanding

of character.

Proficient

Chooses 3

interests thatreflect a depth

of

understanding

of character.

Basic

Chooses 2

interests thatreflect some

understanding

of character.

Below Basic

Chooses less

than 2 interestsand/or those

activities do not

relate to

character.

Organization Advanced

Proficient

Profile is

outstanding in its

organization, and

looks as if it couldhave been made

by the character.

Proficient

Profile is easy

to read, and in

order.

Basic

Profile is

readable,

however is not

easy to follow.

Below Basic

Profile is not

neat, and is hard

to understand or

incomplete.

Grammar

and Spelling

Advanced

Proficient

Perfect, no

spelling or

grammatical

errors.

Proficient

Very few

mistakes. It is

clear that it

was revised

and edited.

Overall

meaning and

intent is clear.

Basic

Several

mistakes, little

or no evidence

of revision,

sometimes

meaning is

unclear

because of

errors.

Below Basic

Many mistakes,

may be difficult

to read or

understand.


I. Title of Strategy Business Letters and Resume


27/31

II. What disciplines does this strategy bring together?Business and Career and English


NoDoes this strategy support the social development of students? Yes No


No

III. Explanation of Strategy and How It Connects to a Different Discipline:The student will write a business letter and resume for a prospective

employer.

IV. Source: Mr. Jacobsons Business and Career classV. Specific lesson example of use of strategy:Students will write business letters and resumes for a prospective

employer of their choosing.

VI. Handouts? Yes No (circle one)VII. Materials Needed: computer accessVIII. Assessment for the above example: X Written X Observation___ Other

Specify:

IX. Explanation of above assessment:The student will receive a Business letter rubric over which they will be

assessed; resumes will be assessed visually.


interest area, etc.): Student with Dyslexia

b. Identify the accommodation/modification:Peer partner

c. How will this accommodation/modification increase learning?Peer partner will help to keep the student on track and help him or her

with any questions or issues they have with the assignment.

Name: ___________________________


28/31

Business Letters

CATEGORY 4 3 2 1

Salutation and

Closing

Salutation and

closing have no

errors incapitalization

and punctuation.

Salutation and

closing have 1-2

errors incapitalization

and punctuation.

Salutation and

closing have 3 or

more errors incapitalization

and punctuation.

Salutation

and/or closing

are missing.

Sentences &

Paragraphs

Sentences and

paragraphs are

complete, well-

constructed and

of varied

structure.

All sentences are

complete and

well-constructed

(no fragments, no

run-ons).

Paragraphing is

generally done

well.

Most sentences

are complete and

well-constructed.

Paragraphing

needs some

work.

Many sentence

fragments or

run-on sentences

OR paragraphing

needs lots of

work.

Grammar &

spelling

(conventions)

Writer makes no

errors in

grammar or

spelling.

Writer makes 1-2

errors in

grammar and/or

spelling.

Writer makes 3-4

errors in

grammar and/or

spelling

Writer makes

more than 4

errors in

grammar and/or

spelling.

Neatness Letter is typed,

clean, not

wrinkled, and is

easy to read with

no distracting

error corrections.

It was done with

pride.

Letter is neatly

hand-written,

clean, not

wrinkled, and is

easy to read with

no distracting

error corrections.

It was done with

care.

Letter is typed

and is crumpled

or slightly

stained. It may

have 1-2

distracting error

corrections. It

was done with

some care.

Letter is typed

and looks like it

had been shoved

in a pocket or

locker. It may

have several

distracting error

corrections. It

looks like it was

done in a hurry

or stored

improperly.

Format Complies with all

the requirements

for a friendly

letter.

Complies with

almost all the

requirements for

a friendly letter.

Complies with

several of the

requirements for

a friendly letter.

Complies with

less than 75% of

the requirements

for a friendlyletter.


29/31


I. Title of Strategy Famous ScientistsII. What disciplines does this strategy bring together?

Science and English


No



No

III. Explanation of Strategy and How It Connects to a Different Discipline:The student will write a short informational essay on a famous

scientist of their choosing.


Students will write informational essays on famous scientists from the

19th century.

VI. Handouts? Yes No (circle one)VII. Materials Needed: computer accessVIII. Assessment for the above example: X Written Observation___ Other

Specify:

IX. Explanation of above assessment:The student will receive a rubric over which they will be assessed.


interest area, etc.): Student with Poor Eyesight

b. Identify the accommodation/modification:Enlarged font on handout/rubric

c. How will this accommodation/modification increase learning?Student will be able to read the handout with ease.


30/31

CATEGORY 4 3 2 1

Introduction

(Organization)

The introduction

is inviting, states

the main topic

and previews thestructure of the

paper.

The introduction

clearly states the

main topic and

previews thestructure of the

paper, but is not

particularly

inviting to the

reader.

The introduction

states the main

topic, but does

not adequatelypreview the

structure of the

paper nor is it

particularly

inviting to the

reader.

There is no clear

introduction of the

main topic or

structure of thepaper.

Grammar &

Spelling

(Conventions)

Writer makes no

errors in

grammar or

spelling that

distracts thereader from the

content.

Writer makes 1-2

errors in

grammar or

spelling that

distract thereader from the

content.

Writer makes 3-4

errors in

grammar or

spelling that

distract thereader from the

content.

Writer makes

more than 4 errors

in grammar or

spelling that

distracts thereader from the

content.

Sentence

Structure

(Sentence

Fluency)

All sentences are

well-constructed

with varied

structure.

Most sentences

are well-

constructed with

varied structure.

Most sentences

are well-

constructed but

have a similar

structure.

Sentences lack

structure and

appear incomplete

or rambling.

Conclusion

(Organization)

The conclusion is

strong and

leaves the readerwith a feeling

that they

understand what

the writer is

\"getting at.\"

The conclusion is

recognizable and

ties up almost allthe loose ends.

The conclusion is

recognizable, but

does not tie upseveral loose

ends.

There is no clear

conclusion, the

paper just ends.


31/31

Documents

Cross Curricular Lesson Activities