zilongwang/ReadingBank huggingface dataset:
Cooking Show Script and Performance Rubric TASK: Write a script for a role in a cooking show to analyze how mixing and cooking foods causes physical and chemical changes. Use elements of drama to perform for an audience. Task 4 3 2 1 Writing Process Students devote a great deal of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Student works hard to make the script the best it can be. Students devote sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Students devote some time and effort to the writing process but overall more revisions are needed. Students devote little time and effort to the writing process. Script Construction and Writing The script depicting the physical and chemical changes within cooking is clearly developed. There is evidence that the attributes of physical and chemical changes are clearly stated. Most of the script depicting the physical and chemical changes within cooking is clearly developed. There is evidence that the attributes of physical and chemical changes are clearly stated. Some of the script depicting the physical and chemical changes within cooking is clearly developed. There is little evidence that the attributes of physical and chemical changes are clearly stated. The script depicting the physical and chemical changes within cooking is not at all developed. There is no evidence that the attributes of physical and chemical changes are clearly stated. Accuracy of Science Content All facts presented in the script are accurate. The facts are fully developed and allow the audience to understand much more about the differences between physical and chemical changes. Almost all facts presented in the script are accurate. Most facts presented in the script are accurate (at least 70. There are several factual errors in the script. Preparedness Student is completely prepared and the script is performed using a loud, clear voice. Student seems mostly prepared but could have benefitted from more rehearsals. Voice is mostly loud and clear. Students is somewhat prepared, but it is clear that rehearsal was lacking. Voice is somewhat loud and clear. Student is not prepared to present. Student often mumbles or can’t be understood.
Polymer clay toaster oven (4) Waffle Iron (6) Djembe Drums (4) ASSESSMENTS Summative Assessments (List the assessment rubrics listed in each in projects, make sure to include their title) Pre/Post Test Compare/Contrast Writing Rubric Narrative Writing Point of View Rubric Physical and Chemical Change Rap Battle Rubric Cooking Show Script and Performance Rubric CHARACTER EDUCATION COMPONENTS CHARACTER ATTRIBUTES In Project #4, “Cooking with P&C Changes,” the students will present their cooking show to a lower grade level class. We hope to pair up with a 2nd grade class, which teaches “how-to” writing and after the 5th grade students perform their cooking show theater piece displaying the differences between physical and chemical changes, have the older students work with the 2nd grade students on a “how-to” writing piece explaining how to make one of the recipes made on the “show”. Also, in Project #3, “Rap Battle,” the topic of respect is brought up throughout the lesson. It is brought up in the sense that even though we are “battling,” we still need to be respectful of each other and each other’s ideas. Respect Learning with Others Being good listeners Kindness PARTNERING WITH FINE ARTS TEACHERS (Describe here what sort of support fine arts teachers teacher could offer, be specific by stating the name of the project and how they could support.) Music Teacher: Can provide musical instruments in “Rap Battle” project. Help provide examples of Found Sounds prior to students doing “Dancing with Atoms” project Differentiation Rhyme scheme and pattern (ex. ABAB) in music in “Rap Battle” project. Visual Arts Teacher: Offer prints/lesson of Wayne Thiebaud Pastry Art (mini-lesson, or extension)
Main Activity PROCESS: PART I Students will be divided into groups and given an animal (or allowed to choose an animal that interests them) to research on gopebble.com If you do not have access to gopebble.com you could use any other kid-friendly data base for your research. Groups will complete a Frayer Model Graphic Organizer while researching their animals. (SEE DOWNLOADS) Students will illustrate and/or write short answer responses to the provided questions on the Frayer Model Graphic Organizer. Students will take the information they have found on their animal and write a shared research paper. (SEE DOWNLOADS) PART 2 Teacher will help each group create a tableau from the research. Each student will be given a specific character or setting to act out with their bodies Each student will have to create a sentence to bring their character or setting to life This should be in riddle form. For example the student would say: “I am big. I have tusks. I live in the Grasslands. What am I?” PART 3 After students have created and practiced their tableaus they will perform their tableaus for an older grade level. Students will make a wax museum for an older grade level to observe and interact with. The older grade level students will walk around the wax museum stopping at each station. The older student will tap each Kindergartener in the scene (one at a time). Once the Kindergartener is tapped the student will share their riddle from Part 2 (example: “I am big. I have tusks. I live in the Grasslands. What am I?”). While the older grade level student is observing each station they must complete following questions: I like _________ I wonder _________ I think you are a _________ After the Wax Museum is complete the Kindergarteners will reveal to the older grade level students what they were portraying in their tableau. The two grade levels will do partner talks to discuss the similarities between the animals and plants that were portrayed in the tableaus. Classroom Tips: Review what a respectful audience looks like. Review group procedures. REFLECTION
This is my principal! Presentation Rubric Name: __________________________ 2 1 Score Student is able to articulate the rule so that the class understands Student doesn’t talk in front of students and will not explain to teacher when asked one-on-one. Student is able to explain why he/she thinks this law is important for our school or classroom. Student cannot explain the law or why it is important Total Score ------------------ ------------------------------------------------------------------------------------------------------------------------------------------
Presentation Rubric Name: __________________________ 2 1 Score Student is able to articulate the rule so that the class understands Student doesn’t talk in front of students and will not explain to teacher when asked one-on-one. Student is able to explain why he/she thinks this law is important for our school or classroom. Student cannot explain the law or why it is important Total Score ------------------
School Corporation: School Name: Contact: Indiana Student Standards for Guidance Addressed Standard(s) addressed: K-2.3.6 Describe simple ways to resolve conflict; K-2.3.12 Describe benefits of behaving appropriately at school; K-2.3.12 Describe consequences of behaving inappropriately at school. Indicator(s) addressed: K-2.3.6 Describe simple ways to resolve conflict; Describe situations in which it is appropriate to seek help and to whom the students may turn to for help in those situations. Instructional Development Grade Level(s): 1-2 Title: Helping Hand Summary: Discuss what it means to be bullied and what is the most important thing to do if feel being bullied or know someone else is being bullied. Time Frame: 30 minutes
Digestive System Introduction Single-celled organisms can directly take in nutrients from their outside environment. Multicellular animals, with most of their cells removed from contact directly with the outside environment, have developed specialized structures for obtaining and breaking down their food. Animals depend on two processes: feeding and digestion. Animals are heterotrophs, they must absorb nutrients or ingest food sources. The digestive system uses mechanical and chemical methods to break food down into nutrient molecules that can be absorbed into the blood. There are two types of plans and two locations of digestion. Sac-like plans are found in many invertebrates, who have a single opening for food intake and the discharge of wastes. Vertebrates use the more efficient tube-within-a-tube plan with food entering through one opening (the mouth) and wastes leaving through another (the anus). Intracellular digestion: food is taken into cells by phagocytosis with digestive enzymes being secreted into the phagocytic vesicles; occurs in sponges, coelenterates and most protozoans. Extracellular digestion: digestion occurs in the lumen (opening) of the digestive system, with the nutrient molecules being transferred to the blood or body fluid; occurs in chordates, annelids, and crustaceans.
RAJAGIRI INTERNATIONAL SCHOOL, DUBAI Portion for Formative Assessment 4 (Term 2) 2016-2017 Grade 1 DATE SUBJECT PORTION During the computer period from 19th Feb to 23rd Feb Computer Practical Let’s Learn Notepad 28.2.17 Islamic Studies Moral Science Allah Loves Kindness I Obey My Parents I am Muslim,I Must Be Clean Being different Hurting you, hurting me 1.3.17 Maths Subtraction Ascending and Descending order. Skip counting of 2, 5 and 10. Tables of 2,5 and 10 Money Mental Math 2.3.17 Hindi Malayalam French Alphabets अ - अ:( a-aha) and क - श्र (ka – shr )(learn in order) Two, three and four letter words (done in notebook) Hindi numbers १ -१० (1-10) Swrangal ,matras ,consonants ,two letter words Les fruits, les legumes, les couleurs ,les nombres-1-10. 5.3.17 Science Weather Keeping Safe And Healthy The Sun, Moon And Stars
Hess’s Cognitive Rigor Matrix Unit: Food Subject/Course: Navajo Culture Grade Level: 1st Grade School Year: 2013-14 Big Ideas: Why is this learning important? What generalization or principle do you want to know/do? The big idea resides at the heart of the discipline, and has value beyond classroom. These may come from the cluster deconstructing process. Name and illustrate 2 types of traditional foods not eaten today. Depth of Knowledge Type of Thinking DOK Level 1 Recall & Reproduction DOK Level 2 Basic Skills & Concepts DOK Level 3 Strategic Thinking & Reasoning DOK Level 4 Extended Thinking Remember Students will be able to listen to the story “Grandmother’s Yum Yum. Students will be able to retell a short summary of using past food or for the main idea. Understanding Students need to know the academic vocabulary. Students need to know what traditional food is. Students need to know animal and plant food. Students need to know the meaning of fruit. Apply Analyze Evaluate Students will be able to pair share with peers and name a favorite food item from the story. Create Students need to know how to illustrate. Identify and illustrate 2 type of traditional food not eaten today.
in different ways but still give you 7). Facts can be related (e.g. 3 + 3 = 6 so 3 + 4 would equal 7). The inverse relationship between addition and subtraction can help solve problems and calculate answers. Partitioning numbers helps with difficult calculations (e.g. 6 + 5 is the same as 6 + 4 +1 or 10 + 1). Weeks 7-8: Chance and Data Targeted teaching: Some events are more likely than others and can be described using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’. Information can be gathered, counted and grouped. We can use that information to answer questions. Make sure that kids understand: All events have some kind of likelihood but very few things are absolutely certain. Some things are more likely than others. Having two options doesn’t make them both the same (e.g. It could rain or not rain, but that doesn’t make them both 50/50 – the chance of rain depends on the season) Data can be collected or found for the purpose of answering questions Data needs to be classified or organised in a way that best fits the question to be answered. Data can be organised in different ways for different purposes. Resources: Back to Front Maths: JP.28 Chance JP.29 Grouping Data JP.30 Using Data if time Other: Regular tasks or indirect learning: Homework suggestions: Weeks 9-10: Position and Direction Investigation ideas: Create a map of the school or part of the school (such as the playground). Give directions to different locations as a “treasure hunt”. Targeted teaching: Give and follow directions to familiar locations. Represent locations visually. Make sure that kids understand: Resources: Back to Front Maths: Problem 35: Position Problem 36: Directions Regular tasks or indirect learning: Homework suggestions:
closer to 50 or 100. Constructing Task Large Group, Partners MGSE1.NBT.1 MGSE1.MD.4 Count, read and write numerals Students will practice building numbers with tens and ones. Constructing Task Large Group, Small Group MGSE1.NBT.1 MGSE1.NBT.7 MGSE1.MD.4 Reading and locating numbers Students will practice working on 99 chart with numbers in addition to practice with dimes and pennies. Constructing Task Large Group, Partner MGSE1.NBT.1 MGSE1.MD.4 Reading and locating numbers Students will practice understanding of 10 more, 10 less, 1 more, 1 less while playing a game. Practice Task Large Group, Partners MGSE1.NBT.1 Count, read and write numerals Students will use 0-100 number line drawn on board to practice guessing missing number. Constructing Task Partners MGSE1.NBT.1 Count, read and write numerals Represent numbers Students will practice understanding of digits in a number and their value. Constructing Task Large Group, Individual, Partners MGSE1.NBT.1 Count, read and write numerals Represent numbers Game practicing tens and ones. Practice Task Large Group, Small Group, Partners MGSE1.NBT.1 Count, read and write numerals Represent numbers Students will play game with tens and ones riddles. Culminating Task Individual MGSE1.NBT.1 MGSE1.MD.4 Count, read and write numerals Represent numbers Organize, represent and interpret data Students will create a data chart of information recorded about dropped tens/ones sticks.
Howard County Department of Education Wiki: Estimation 180 is a website of 180 days of estimation ideas that build number sense: Inside Mathematics provides lessons: Greg Tang Math Number Games: Suggested Manipulatives Base-ten blocks ten frames double-ten frames two-colored counters number lines dice playing cards snap cubes bear counters Vocabulary addition subtraction difference equation sum symbol equal sign equal addend subtrahend minuend Suggested Literature Animals on Board Splash A Collection for Kate 10 for dinner Monster Musical Chairs A Mountain of Trash The Crayon Counting Book Get up and Go Ready, Set, Hop! Lights, Out! One is a Snail Ten is a Crab Ten Sly Piranhas Ten Little Fish Counting Crocodiles Five Little Monkeys Elevator Magic Domino Addition One More Bunny Roll Over! Let’s Go Visiting Task Descriptions State Tasks
Task Name Task Type Content Standard Content Addressed Brief Description Lots of Dots Scaffolding Task Small Group/ Partners/ Individual Composing and decomposing of numbers Students will practice finding sums, creating equations, expressions and the commutative property. What Numbers Can You Make? Constructing Task Small Group/ Partners/ Individual Composing and Decomposing of numbers Students will practice finding number combinations with like sums. Wheel Shop Performance Task Small Group/ Partners/ Individual Problem solving Students will find combinations of numbers with a given sum. I Want Candy! 3 Act Task Large Group, Individual Problem Solving, Composing and Decomposing of numbers Students will solve real world problem. Digging Dinosaurs Performance Task Small Group/ Partners/ Individual Problem solving Students will practice flexibility of numbers. Fact Families to Ten Scaffolding Task Whole Group/ Small Group/ Individual Relating addition to subtraction Students will practice fact families with cubes and number sentences. Domino Fact Family Practice Task Individual Relating addition to subtraction Practice with Fact Families using Dominoes. Candy Practice Task Whole Group/ Small Group/ Partners Graphing Students will create a graph and use terms most and least.
Ten Little Fish Counting Crocodiles Five Little Monkeys Elevator Magic Domino Addition One More Bunny Roll Over! Let’s Go Visiting Task Descriptions State Tasks Task Name Task Type Content Standard Content Addressed Brief Description Task 7: Shape Pounds Constructing Task Whole Group/ Small Group/ Individual MGSE1.OA.7 MGSE1.OA.8 Writing numbers sentences with a shape representing an unknown Students will work with equality and understanding of equal sign. Culminating Task : Atlanta Zoo Culminating Task Individual MGSE1.OA.1 MGSE.1.OA.5 MGSE1.OA.7 MGSE1.OA.8 MGSE1.MD.4 Problem solving, working with unknowns, writing number sentences Students will solve real world math problem with finding combinations of numbers with a given sum.
learn about food production, food preparation and meal planning understand nutrition and healthy food choices, food costs and economics, and safe food handling techniques participate in cooking, baking, and food presentation for personal enjoyment and for the food service industry Photography 10: Students will explore a new world of seeing and develop knowledge and technical skills of the camera, as a perspective tool. Exploration will be given to the work of inspirational photographers, both past and present and to the variety of photographic fields one may pursue as a photographic artist or as a commercial photographer. Students are provided with opportunities to explore all facets of photography, with an emphasis on theoretical and hands on experiences. Pre-Architectural and Industrial Design 10: This course introduces students to the basics of creative and technical 2D, 3D and Computer Assisted Design (CAD) as it relates to both architecture and industrial Design using software such as Revit Architecture and Inventor. Students will learn to problem solve by applying the Design Process and the Principles and Elements of Design. A large-scale plotter and 3D printer will be used to output solutions to projects. Pre-Engineering 10: Ever wanted to make something real? Then you may be a Maker. Whether it’s a robotic vacuum, articulating plastic jewelry, or electronic Simon Says, designing these things is ultimately a process of engineering. Students learn basic skills related to creating real-world objects as an introduction to many engineering careers, while earning CTS credits in the following areas: Computer-aided design Computer programming Robotics/Mechatronics Electronics fabrication and circuit design This dynamic, multidisciplinary program will provide practical hands-on experience in interactive technical lab environments, complemented with virtual online simulations. You will investigate fundamental engineering concepts including CAD Design, electronics, robotics/mechatronics, and computer programming. You will learn to design, construct and program robots and robotic systems. A strong understanding of Grade 9 Math and Science is highly recommended to ensure students have the pre-requisite skills in this fast paced learning environment. Enrichment in Science and Math Biology 20: Our Science 10 students will start their Grade 10 year examining biology. Thus, they may choose to take Biology 20 in the second semester as one of their eight courses. The course is described in the CBE common registration guide: engage in examining interactions of living systems with each other and their environment Biology 20 emphasizes energy and matter exchange enhance scientific literacy and prepare you for post-secondary programs*
5 ? Given the following table of values, what is an equation that describes the pattern? X y 1 5 2 7 3 9 4 11 5 13 What is the pattern rule? Input Output 46 23 50 25 18 9 94 47 Fill in the table of values: y = 2x + 1 x y Sam walks toward a motion sensor at constant speed, then stops and waits a moment, then walks backwards at a constant speed. Which graph represents Sam’s movements? What is the expression for three times a number minus five? Which is the correct equation for the following statement: one more than double a number is 11? X + 1 = 11 2x + 1 = 11 2x = 11 + 1 X + 2x = 11 Study the graph below. What is the equation of the line passing through the points marked on the graph? Solving Equations
Polynomials What is the simplified form of this expression? 4y2 – 2y + 3y – 11y2 Complete the addition : (p2 + 3s + 5) + (3p2 + s + 1) Complete the subtraction: (6 – 3q2 + 7r2) – (9 + 4q2 + 3r2) Complete the multiplication: -4c (2c – 3) Complete the division: With a diagram, find the side lengths of a rectangle with an area of x2 + 5x + 6. What are the side lengths of a rectangle with area k2 + 3k + 2 What is the product of the binomial multiplication (z – 5)(z – 4)
Grade 12 Unit 9 Lesson 11 Coursebook Page 78 Student Name Class 12 G Date 1 What are the pictures examples of? A Brands B Products C Goods D Buildings 2 What is an income? A Money received regularly, usually from work. B Money spent regularly. C How much money you save. D Money you borrow from your family. 3 What are savings? A Money that you spend. B Money that you don’t save. C Money that you save. D Keeping something safe.
vulnerable to takeover by another company if they allow their share price to decline substantially. (2) a takeover. (2) 4.4.2 One of your cashiers at Sheet Street are caught stealing money from the till on camera. Financial loss, depending on how long it is going on/ how much has been taken. Other staff may see it as an easy option. (2) Mr Price needs to ensure all staff are aware of the code of conduct. Staff and Mr Price need to be up to date regarding labour laws. (2) 4.4.3 Total Sports has a ‘buy 1 get 1 free’ special on running shoes. It may draw customers away from Mr price, therefore decreasing sales. Once customers go look at the special, they may never return. Customers become very critical of Mr Price prices. (2) Mr Price can look at a similar or better promotion. Mr Price needs to possibly use a value chain analysis to give better value to customers (2) 4.5 PESTLE analysis: (The answers below are suggestions and the teacher must allow for a broader scope) Page 2 -8 PESTLE factor Challenge being faced Strategy to overcome the challenge Political Zuma must fall campaign Fees must fall campaign (2) Look at educational bursaries and internship programmes (1) Social Right to free education Social media - Racism/ hate speech (2) Ensure all staff know that hate speech is not accepted and that it is clear stated in the company’s code of conduct. (1) Technological Standard Banks Snap Scan app to pay at the till point. Online shopping EPOSSE (2) Implement all new apps for customers Ensure staff are fully trained on systems Have a R&D department who is able to innovate from within Mr Price (1)
Task: Take a stance on a world issue and write an argumentative essay proving your side of the discussion. The paper will then be presented to the class during the month of May. You must research a number of outlets that reflect a variety of viewpoints on your chosen topic. However, in the end you are to argue one side of the discussion topic only. This ISU is worth 15% of your overall mark. Submitted document will be to turnitin.com. Due dates are the following; Assigned Topic Annotated Bibliography Final Paper Presentation Date Week of Jan 8th to 12th End of March Extension to May 10th Start May 11th To the end of the month Final Paper: due May 10th Task: Write a final paper is the form of an argumentative essay. It should have an introduction, background, 3 body paragraphs, counterargument, and a conclusion. (Refer to Argumentative Paper Format) Format: Your document will include a title page, essay, and references comprised of the sources used in the paper. You must properly source researched information through the body of the paper with citations. Record all information in your paper in APA format and source it in the reference page. Pictures, diagrams, charts, graphs, etc. should be sourced and recorded in a separate section of the reference page. *Refer to rubric for marks and submit to turnitin.com on or before the due date (5% late marks/day) Final Presentation: Start May 11th Task: Present your final paper to the class. Format: The presentation of your paper should be prepared to last 10-15 minutes in length. The presentation should include an introduction, main arguments, and a conclusion. There is the option of preparing a video of the presentation that can be shown to the class. However, you are still required to answer the questions in person. Speakers and a projector are available, but you are responsible for any other technology needed, such as a computer. *Refer to rubric for full marks.
Students will solve a problem of adding tens and representing using the graphic organizer. Concretely Has difficulty representing or choosing the appropriate manipulative to add two or more numbers together. Needs a lot of assistance to get Has very little difficulty representing or choosing the appropriate manipulative to add two or more numbers together. Needs minimal Has no difficulty representing or choosing the appropriate manipulative to add two or more numbers together. May even represent using more than one
started. assistance to get started. manipulative. Needs no assistance to get started. Pictorially Has difficulty representing the addition of two or more numbers together in a picture. Needs a lot of assistance to get started. The picture has no detail and is difficult to understand. Has difficulty representing the addition of two or more numbers together in a picture. Needs a lot of assistance to get started. The picture has some detail. Has no difficulty representing the addition of two or more numbers together in a picture. Needs no assistance to get started. The picture is very detailed and easy to understand. Symbolically 18+3=21 3+18=21 21-18=3 21-3=18 Has difficulty representing the addition of two or more numbers numerically in number sentence. Attempts or Shows one- two number sentences. May even be incorrect. Has no difficulty representing the addition of two or more numbers numerically in number sentence. Attempts or Shows two-four correct number sentences. Has no difficulty representing the addition of two or more numbers numerically in number sentence. Extends problem and attempts or shows more than four number sentences. 1 DIME= 10 cents
manipulatives and show their work using pictures, numbers and words in a graphic organizer. Assessment as learning will take place in a journal activity that will follow this lesson. Name: ________________ Date: Concretely Has difficulty representing or choosing the appropriate manipulative to add two or more numbers together. Needs a lot of assistance to get started. Has very little difficulty representing or choosing the appropriate manipulative to add two or more numbers together. Needs minimal assistance to get started. Has no difficulty representing or choosing the appropriate manipulative to add two or more numbers together. May even represent using more than one manipulative. Needs no assistance to get started. Pictorially Has difficulty representing the addition of two or more numbers together in a picture. Has difficulty representing the addition of two or more numbers together in a picture. Has no difficulty representing the addition of two or more numbers together in a picture.
Aspect Not Yet Within Expectations Meets Expectations (Minimal Level) Fully Meets Expectations Exceeds Expectations Strategies • uses polite language to co-operate with others • maintains a listening posture and shows respect for the contribution of others • takes turns; does not interrupt the speaker • listens to make connections • asks questions to clarify understanding • uses some polite language, with teacher support • maintains a “listening” posture for a limited duration • takes turns, with teacher support • identifies some clues to help make connections, with teacher support • asks questions to check understanding, with teacher support • occasionally uses polite language • sometimes maintains a “listening” posture • frequently takes turns • identifies clues to help make connections • asks questions to check understanding • uses polite language to with others • maintains a “listening” posture and shows respect for the contribution of others • takes turns • identifies clues to help make connections • asks questions to clarify understanding • uses polite language consistently to facilitate interactions • maintains a “listening” posture and responds appropriately • takes turns and encourages the participation of others • identifies significant clues to help make connections • asks questions to clarify or extend understanding Exchanging Ideas/information • shows awareness of the impact and humorous possibilities in language • speaks with expression • participates in recreating a section of the story with some detail • responds to humorous language, with teacher support • speaks clearly, with teacher support • participates in recreating part of the story, with teacher support • responds to some humorous language • sometimes speaks with appropriate expression • participates in recreating part of the story; tends to follow others’ lead • responds to the impact and humorous possibilities in language • speaks with expression • participates in recreating part of the story; contributes some detail • responds creatively to the impact and humorous possibilities in language • consistently speaks with expression and fluency • participates in recreating part of the story; contributes details (may offer support to others) Listening • makes reasonable predictions • expresses simple opinions • makes some predictions • expresses simple opinions • makes predictions; may be unrealistic or extremely obvious • expresses simple opinions • makes reasonable predictions • expresses simple opinions • makes reasonable predictions that go beyond the obvious • expresses simple opinions; may give reasons Reflection • talks about parts of an activity that worked well • responds to simple questions about group activities, with teacher support • responds to simple questions about group activities • responds to questions about group activities; describes what went well • responds to questions about group activities; describes what went well and what needed improvement
Noordwyk Primary School Assessment Plan Grade : 2 Term 3 Subject : English No Date Assessment Task Total Mark Assessment Form 1 24/07 Listen and speaking: Learners tell short stories Rubric 10 2 28/07 Phonic: Fill in the missing sound. Memo 10 3 03/07 Spelling: Test with the sound “ow” Memo 10 4 08/08 Reading: DBE Comprehension(Party invitation) Rubric 10 5 16/08 Reading: Learners will read any book they like Rubric 10 6 21/08 Handwriting: Ongoing Rubric 10 7 25/08 Writing: Learners write 1-2 paragraphs( at least eight sentences) on personal experience or event. Rubric 10 8 04/9 Formal Assessment 40 Memo Subject : Life - Skills No Date Assessment Task Total Mark Assessment Form 1 25/07 Begining Knowledge and personal social well being Topic: Road Safety, Transport and People who help us 10 Memo 2 30/07 Physical Education Rhythm – Keep the beat of music. Loco-motor – Perform loco-motor movements by pretending that they are car going over speed bumps. Perceptual motor- Perception games following a pattern- placing items in thecorrect order. Co-ordination- Learners run clock wise and wise in a circle formation 10 Checklist 3 08/08 Visual Arts 2D Paint Draw a picture of any mode of transport using any medium such as charcoal, pastels, wax crayons. 10 Checklist 4 29/08 Creative Arts, Performing Arts Simple mime, imitating everyday activities of “People who help us and their transport mode. 10 Checklist 5 05/9 Formal Assessment 40 Memo Subject : Mathematics No Date Assessment Task Total Mark Assessment Form 1 26/07 Numbers, Operations and Relationship.
Tools: Assessment Checklist Assessment Checklist – Unit 2: Bend 1 Student Name Session 1: I can go through the process of writing a lab report by posing questions and hypothesis, conducting experiments and writing about the results. Session 2: I can use master texts to learn about procedural writing. Session 3: I can use the process for scientific writing to record my experiment. Session 4: I can write a conclusion. Session 5: I can learn more about my topic and use it to improve my writing. Session 6: I can use a checklist to revise my writing. Session 6: I can use a checklist to choose new goals to improve my writing. I can use a question word to write a question for my scientific experiment. I can write a hypothesis using a form of the word I can use command to write my procedure for my experiment. I can use past tense verbs to record my results. I can write a conclusion using past tense verbs (was). Notes
Information Student Checklist – Unit 2 STRUCTURE DEVELOPMENT LANGUAGE CONVENTIONS Student Name Overall: I taught readers some important points about a subject. Lead: I wrote a beginning in which I named a subject and tried to interest readers. Transitions: I used words such as and and also to show I had more to say. Ending: I wrote some sentences or a section at the end to wrap up my piece. Organization: My writing had different parts. Each part told different information about the topic. Elaboration: I used different kinds of information in my writing such as facts, definitions, details, steps, and tips. Craft: I tried to include words that show an expert on the topic. Spelling: I used what I knew about spelling patterns (tion,er,ly, etc.) to spell a word. I spelled all of the word wall words correctly and used the word wall to help me figure out how to spell other words. Punctuation: I used quotation marks to show what characters said. When I used words such as and I put in an apostrophe. Notes
B = Beginning D = Developing P = Proficient M=Mastery Lista de control del escrito informativo – Unidad 2 Estructura Desarrollo Normas de escritura Nombre del estudiante En total: Enseñé al lector algunos puntos importantes acerca del tema. Introducción: Escribí mi tema en la introducción e intenté llamar la atención del lector. Conectores: Utilicé palabras como Y…y también…para adicionar más información. Desenlace : Escribí algunas oraciones o una sección para indicar el final. Organización: Mi escrito tiene diferentes partes. Cada parte informa algo diferente acerca del tema. Elaboración: Mi escrito tiene información variada como hechos, definiciones, detalles, pasos y sugerencias. Oficio del escritor: Intenté incluir palabras para demostrar que conozco del tema. Ortografía: Utilicé mi conocimiento sobre patrones en el deletreo de palabras ( ción, ía, etc.) Escrbí todas las palabras en el muro de palabras correctamente. Utilicé el muro de palabras como guía para escribir correctamente las palabras. Puntuación: Hice uso de las comillas para indicar lo que el personaje dice. Notas
make it sound smooth. Readers are curious word collectors they learn new words by writing them down and sharing with a partner. 43 Readers figure out what a word means by using context clues: the words around, the picture and what is happening in the story. 44-45 Readers hold onto meaning by using synonyms on tricky words. 46 Readers continue to build their stamina by continuing to read more and create new goals. 48-19 Readers learn new words by smoothly rereading the sentence with the new word in it. 50-51 Readers remember new words by using them when retelling. 52 Readers remember what is happening in the story by touching each page and retelling the big parts. 53-54
remind each other/prompt each other what would make sense and to reread the word. 2.RML.2-10 match? Does it go with what is happening? (41, 48) 2.RML.2-11 22 Readers stop, check it and try something else (41, 48) 2.RML.2-12 23 Readers read, fix and read again, putting it all together. (42, 48) 2.RML.2-13 24 Mini Lesson choice day 25 Readers are curious word collectors and discuss words with partners. 48) 2.RML.2-14 26 Readers use context and picture clues to figure out what words mean (41, 43, 49) 2.RML.2-15 29 Readers replace unfamiliar vocabulary with words that they think might mean the same thing to help them hold on to meaning. (43, 49) 2.RML.2-16 30 Mini Lesson choice day 31 Readers set new goals to build their stamina. Push, push, push! (43, 49) 2.RML.2-17 1 Readers use new words they learn when they speak to others. (43, 49) 2.RML.2-18 2 Work Day
Unit so Study Assessment Checklist Unit 2: Tackling Trouble: Assessment-based small group work Name I can use multiple strategies to figure out words. 2.L.4 I can use prefixes and suffixes to determine the meaning of unknown words.2.L.4.B I can use syllables to pull apart words. 2.RF.3bc I can use context clues to understand what reading. 2.RF.4c I can reread to check comprehension and improve my fluency. 2.RF.4c Notes = Beginning √= Developing X= Secure
Unit _3_Table of Contents Unit Title: Writing About Reading Section Page Number Unit Essential Questions Skip Unit Goals and Sub Goals (Task Analysis) Done Unit Language (Spanish, Russian, English) English Done Unit Assessment Checklist Done Unit Assessment Rubric Skip Sample Unit Calendar Skip if time do Grade 2 Content Unit 3 Bend 1 Dates of Unit: Unit Title: Letter Writing: A Glorious Tradition Stage 1 Identify Desired Results Standards: (Alpha-numeric listing of standards incorporated in the unit) W.2.1, W.2.5 RL.2.1, RL.2.2, RI.2.3, RI.2.7, RI.2.10 SL.2.1, SL.2.4 L.2.1, L.2.2, L.2.3 Essential Questions: (These goals should be aligned to Essential Questions.) SKIP SKIP SKIP SKIP SKIP Goals: (These should be Good writers share and support their opinions with Good writers get stronger by setting goals and Good writers express their opinions by using present
Student Name Session 1: I can write a letter sharing my opinion about my favorite characters. Session 2: I can rehearse my opinion writing by sharing my big ideas with another person. Session 3: I can use the pictures to develop new opinions about the book. Session 4: I can retell part of the story to help my reader understand my opinion. Session 5: I can write a stronger opinion letter by thinking about my audience. Session 6: I can use a checklist to choose new goals to improve my writing. I can use present tense verb phrases. I can use adjectives.
Day 21: Session 13. Prove It! Adding Quotes to Support Opinions Learning Goal: I can use quotation marks around exact words to provide evidence from the book that support my opinion. Day 22: Session 14. Good. Better. Best Learning Goal: I can compare two books to explain why one is better or best. Language Goal: I can compare two books. Day 23: Session 14. Good. Better. Best Learning Goal: I can compare two books to explain why one is better or best. Language Goal: I can compare two books. Day 24: Session 15. Readers Giving Signposts and Rest Stops I can use rest stop punctuation to highlight ideas for my reader. Day 25: Session 16. Writing Introductions and Conclusions to Captivate Learning Goal: I can revise my work by adding introductions and conclusions. Day 26: Session 17. Using a Checklist to Set Writerly Goals Learning Goal: I can use a checklist to reflect on my writing. Day 27: Session 18. Keeping the Elaboration Going I can share my ambitions and goals for writing with others. Day 28: Session 19. Awarding Our Favorites: A Book Fair Celebration Learning Goal: I can speak clearly and share my nominations with others. Day 29: Session 19. Awarding Our Favorites: A Book Fair Celebration Learning Goal: I can speak clearly and share my nominations with others.
19 Thanksgiving Vacation 20 Thanksgiving Vacation 21 Thanksgiving Vacation 22 Thanksgiving Vacation 23 Thanksgiving Vacation 26 Readers refer to specific examples by looking for information about what kind of person the character is. (p. 55,60) 2.RML.3-7 27 Readers notice when the character acts out of character by stopping and saying, “Wait! That doesn’t make sense!” (p.55, 60) 2.RML.3-8 28 Readers study their characters in story by tracking their feelings and using an appropriate voice. (p. 56, 61) 2.RML.3-9 29 Mini Lesson Choice Day 30 Readers push our partnership to have some new thinking about the characters actions and feelings by listen carefully to each other and raising questions about what their reading partner says. (p.56,61) 2.RML.3-10 Dec. 3 Readers grow big ideas by noticing when the character is expressing a strong emotion or changing how they feel and using an appropriate voice. (p. 56, 61) 2.RML.3-11 Dec. 4 Readers prepare for their partners by jotting down notes to look over and compare. (p. 57, 61) 2.RML.3-12 Dec. 5 Readers get ready for conversations by comparing each other post-its about the character and our opinions. (p. 57, 62) 2.RML.3-13 Dec. 6 Readers catch the changes in the character from the beginning, middle and end of the story by asking what is different and jotting that on a post-it. (p. 57, 62) 2.RML.3-14 Dec. 7 Readers learn from characters by asking ourselves did I learn something I can use in my life. (p. 57, 62) 2.RML.3-15 Dec. 10 Unit Culmination Activity
Unit of Study Assessment Checklist Unit 3 : Characters face bigger challenges and so do readers Name 2.RL.3 I can describe how characters in a story respond to major events and challenges. 2.RL.5 I can retell my story in order. 2.RL.6 I can use an appropriate voice for each character in my story. 2.RL.7 I can use the blurb on the back of a book to get information, (predict and choose books.) 2.RL.2 I can tell the purpose, (c entral message, moral or lesson). Notes = Beginning √= Developing X= Secure
After Have 3-4 groups share their strategies/solutions. Try and choose groups that solved in different ways from each other. It is most effective if you begin with the simplest strategy and proceed to the more complex after. Reflect and Connect: Summarize the strategies that were used. During the “explore” activity, take photos of student’s solutions and strategies that they used to solve/ prove. These can be used on another day to journal write and have students write to explain their peers strategy to solve the problem. What multiplication sentences could we write for each array? What division questions could we write? How are multiplication and division related?
= M = M = A QUESTION 3: [6] Sketch the following trigonometric graphs for on the same set of axes provided below. (4) and From your graph, write down the value(s) of for which: (2) A A QUESTION 4: [13] In the diagram below, PQRS is a quadrilateral on the Cartesian Plane with and . The diagonals of PQRS bisect each other at right angles, at M. T is the point of intersection of line PR with the y-axis and P is the x-intercept of line PR. Determine the gradient of PR. (3) M A
, and are three points in the Cartesian Plane. Determine k if: P, Q, and R are collinear. (4) M M A A units. (4) M A 49+ M 𝑘=−3 A If P, Q and R are collinear, determine the equation of the line perpendicular to PQR at P. (3) M M A QUESTION 6: [20] Use the diagram below to prove the theorem that states that: “Opposite angles of a cyclic quadrilateral are supplementary.” (5)
QUESTION 12: [11] In the above diagram, KT bisects so that . Note that H is not the centre of the circle. Prove that TL is a tangent to circle LHK. (3) M M ∴ A ∴𝐿𝑇 𝑖𝑠 𝑎 𝑡𝑎𝑛𝑔𝑒𝑛𝑡 Show that (4) M
QUESTION 13: [10] In the above diagram, the diagonal DB of the rhombus BCDE is produced to A. A is joined to E. O is the point of intersection of the two diagonals. Prove that (5) A M M M 𝑏𝑢𝑡 A ∴ Show that . (5) A M A
DATE: JUNE 23, 2015 (FRIDAY) MATHEMATICS FILIPINO ARALING PANLIPUNAN P.E. OBJECTIVE/S: A.Content Standards B.Performance Standards Compare numbers up to 10 000 using relation symbols Maipakita ang tamang paraan ng pagbati, pakikipag-usap at paghingi ng paumanhin Nakikiisa sa mga pangkatang gawain Natutukoy ang mga katangian ng lalawigan sa sariling rehiyon batay sa lokasyon, direksyon, laki at kaanyuan Naipaghahambing ang mga lalawigan sa sariling rehiyon ayon sa lokasyon, direksyon, laki at kaanyuan Naipakikita ang pakikiisa nang maayos sa mga gawain. Nailalarawan ang wastong galaw ng katawan habang nakatayo. Naigagalaw nang wasto ang katawan na tumutugon sa saliw ng musika. music Nakikilahok nang may kasiyahan sa mga nakakaaliw na gawaing sa pagpapalakas ng katawan. C.Learning Write the LC Code for each II.CONTENT Comparing Numbers up to 10 000 Aralin 3 Pag-uugali Ko Panlingguhang Pagtataya ARALIN 4. Katangian ng mga Lalawigan sa Rehiyon Katangian ng mga Lalawigan sa Sariling Rehiyon Aralin 1 Hugis ng Katawan at Kilos Reference/s: A.References 1.Teacher’s Guides/Pages 2.Learner’s Materials Pages 3.Textbook Pages 4.Additional Materials from Learning Resources (LR) portal B.Other Learning Resources TG, LM K-12 Filipino TG p. 19, LM p.16 Modyul 1, Aralin 4 K to 12- AP3LAR-Ic-4 A3pr-If , KM pp 229-230
Prove that . (5) Determine AC in terms of r. (4) Express in terms of and hence determine the area of in terms of r and . (4) QUESTION 12: [11] In the above diagram, KT bisects so that . Note that H is not the centre of the circle. Prove that TL is a tangent to circle LHK. (3) Show that (4) Show that (4)
Measurement Time Measure mass formally Platinum Page 34 Platinum Page 35 Shape and Space Worksheet Data handling Working with calendars Platinum Page 43 Life Skills: Number. What to study: Page numbers: Healthy eating habits Names of food groups. Food wheel Rule of good eating Worksheet Insect Worksheet Life cycles Chicken Frog butterfly Worksheet Looking after our environment How to keep the environment clean Recycling Worksheet Worksheets as demarcated by the educator
3.OA.1 Conceptual 2.OA.3, 2.OA.4 3.OA.2 Conceptual 3.OA.1 3.OA.3 Application 3.OA.1, 3.OA.2 3.OA.4 Conceptual Introductory 3.OA.5 Application 3.OA.1, 3.OA.2 3.OA.6 Conceptual Introductory 3.OA.7 Procedural Skill and Fluency 3.OA.5, 3.OA.6 3.OA.8 Application 2.OA.1, 3.OA.3 3.NBT.1 Conceptual/ Procedural Skill and Fluency 2.NBT.1, 2.NBT.2, 1.NBT.2 3.NBT.2 Procedural Skill and Fluency 2.NBT.7, 2.NBT.8, 2.NBT.1 3.MD.1 Procedural Skill and Fluency Introductory 3.MD.2 Procedural Skill and Fluency Introductory Fluency
3.MD.2) Objectives/Learning Targets: Topic E Lesson 18: I can decompose once to subtract measurements including three-digit minuends with zeros in the tens or ones place. (3.NBT.2, 3.MBT.1, 3.MD.1, 3.MD.2) Lesson 19: I can decompose twice to subtract measurements including three-digit minuends with zeros in the tens and ones places. (3.NBT.2, 3.MBT.1, 3.MD.1, 3.MD.2) Lesson 20: I can estimate differences by rounding and apply to solve measurement word problems. (3.NBT.2, 3.MBT.1, 3.MD.1, 3.MD.2) Lesson 21: I can estimate sums and differences of measurements by rounding, and then solve mixed word problems. (3.NBT.2, 3.MBT.1, 3.MD.1, 3.MD.2) Two- and Three- digit Measurement Subtraction using the Standard Algorithm Videos: Fluency Practice: Lesson 18- Group Counting Estimate and Add Lesson 19- Subtract Mentally Use Subtraction Algorithm with Different Units Round Three- and Four-Digit Numbers Lesson 20- Round to the Nearest Hundred Use Algorithm with Measurements Lesson 21- Group Counting Use Algorithms with Different Units Estimate and Subtract enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently.) 6-1 Multiplication: 3 as a Factor 6-2 Multiplication: 4 as a Factor 6-3 Multiplication: 6 and 7 as Factors 6-4 Multiplication: 8 as a Factor 6-5 Multiplication: 11 and 12 as Factors 6-6 Multiplying with 3 Factors Literature Connections Weight measurement: The Hershey’s Milk Chocolate Weights and Measures, Jerry Pallotta How Tall, How Short How Far Away, David Adler Is a Blue Whale the Biggest Thing There Is, Robert Wells Counting on Frank, Rod Clement Pastry School in Paris, Cindy Neuschwander Super Sand Castle Saturday, Stuart Murphy
Textbook Resources engageNY Mathematics Modules enVision Math CCSS Videos Children’s Literature Math and Literature: A Match Made in the Classroom Interactive Manipulatives Additional Sites Other *Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.