Constructive and Destructive Forces Unit of Study

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					                                        STANDARDS BASED UNIT PLAN

  Teacher(s):         6th Grade science                     Subject: Science

  Grade Level:        6th                                   Unit Topic/Focus: Const./Deconstructive Forces

  Integration With Other Content Areas: Reading, Social St., L.A.                           # Unit Days:              19

Core Content




  SC-06-2.3.3          Students will compare constructive and destructive forces on Earth in order to make predictions
                      about the nature of landforms.




Other Standards (KY World Language, Technology, KY Occupational Skills, ACT)
  RD-06-1.5 Students will scan to locate text
  RD-06.4.1 Students will connect information read to their life
  RD-06-2.7 Students will make predictions, draw conlcusions on text/information that is read.
  WR-06-1.2.03     Transactive Writing

  Rigor/Relevance                       Bloom’s Taxonomy                                    DOK

  Quadrant D                            Analysis                                     DOK Level 2



Essential Questions
(3-5 questions that involve thinking, problem solving and application of core content learning in real situations.)
  1. What causes landforms?

  2. How have constructive and deconstructive forces impacted peoples' lives?

  3. How can we be prepared so that lives are saved and damage reduced?
                                                      DAILY LESSON PLAN

Teacher(s):                 6th Grade                  Subject:      Science

Date(s):                    Jan.16-19                  Lesson Topic:             Constructive/Destructive Forces
Core Content
       SC-06-2.3.3           Students will compare constructive and destructive forces on Earth in order to make
                            predictions about the nature of landforms.

       RD-06-4.1            Students will connect information from a passage to students’ lives, real world issues, and
                            other texts.




Essential Questions
    1. What causes landforms?

    2. How have constructive and deconstructive forces impacted peoples' lives?

   3. How can we be prepared so that lives are saved and damage reduced?
Strategies                   Assessments                 Thinking/Application                         Literacy Strategies
                                                         Pick one from each box
Cooperative learning                                                                                  Reading to Learn
                                    Skills Performance               Quadrant C
                                                                                                      Create mental images
Hands-on                            Skills Demonstration             Synthesis
                                                                                                      Evaluate understanding
Discussion                          ---------------                   DOK Level 3

                                                                                                      Writing to Learn

                                                                                                      Reflect

Lesson Summary
                                                       Week Objectives:
                                          Pre-assessment of constructive/destructive unit
                       Inquiry mini hands-on lab demonstrating the shifting of tectonic plates (small group)
                                Lab refelctions in flip book which will be used throughout the unit
                      Hands-on activity:pop-up earthquake
                      Connect to mini-lab
                      Vocabulary terms will be introduced:fault, focus, epicenter, earthquake, mantle,
                      seismograph, lithosphere; defintions will be read and then written in
                      students' own words-reading strategy; added to flip book
   Students will write an independent reflection using a response starter-something learned
Resources/Technology

    Smartboard



Integration of Other Content Areas
    Reading strategies using reflections and writing defintions in words they will be able to refer to and
    understand

Real World Relevancy
   Knowledge of earthquakes that may impact lives
                                                  DAILY LESSON PLAN

Teacher(s):             6th Grade                  Subject:      Science

Date(s):                Jan. 22-26                 Lesson Topic:            Constructive/Destructive Forces
Core Content
       SC-06-2.3.3       Students will compare constructive and destructive forces on Earth in order to make
                        predictions about the nature of landforms.

       RD-06-4.1        Students will connect information from a passage to students’ lives, real world issues, and
                        other texts.




Essential Questions
    1. What causes landforms?

    2. How have constructive and deconstructive forces impacted peoples' lives?

   3. How can we be prepared so that lives are saved and damage reduced?
Strategies                   Assessments                 Thinking/Application                Literacy Strategies
                                                         Pick one from each box
Reading aloud                                                                                Reading to Learn
                                Skills Performance               Quadrant B
                                                                                             Encountering new word
Discussion                      On-demand                        Analysis
                                                                                             Connect new knowledge
Questioning                     ---------------                  DOK Level 3

                                                                                             Writing to Learn

                                                                                             Summarize

Lesson Summary
                                                    Week Objectives:
                                    Exploring earthquake epicenters using world map
                                    Connect to U.S. map defining seismic activity/risk
                         On demand writing assignment discussing region of risk where they live
                   Faults-compare/contrast; summarize characteristics of faults
                   Basic structures of Earth-read text; note-taking strategy
                   Effects of earthquakes on people and society-read, discuss, view video
                   Reading strategy-cloze activity assessing human prevention/response to earthquakes


Resources/Technology

    Smartboard



Integration of Other Content Areas
    Geography-map activities, discussion of time zones and regions of United States
    Reading-use of strategies

Real World Relevancy
   Preparedness and implications of earthquakes on human life
                                                    DAILY LESSON PLAN

Teacher(s):                   6th Grade                Subject:         Science

Date(s):                      Jan. 29-Feb. 2           Lesson Topic:                Constructive/Destructive Forces
Core Content
       SC-06-2.3.3             Students will compare constructive and destructive forces on Earth in order to make
                              predictions about the nature of landforms.

       RD-06-4.1              Students will connect information from a passage to students’ lives, real world issues, and
                              other texts.

       RD-06-2.7              Students will make predictions, draw conclusions, make generalizations, or make
                              inferences based on what is read.

Essential Questions
    1. What causes landforms?

    2. How have constructive and deconstructive forces impacted peoples' lives?

   3. How can we be prepared so that lives are saved and damage reduced?
Strategies                   Assessments                 Thinking/Application                      Literacy Strategies
                                                         Pick one from each box
Reading aloud                                                                                      Reading to Learn
                                     Lab                                Quadrant C
                                                                                                   Evaluate understanding
Independent inquiry/reading          Other written questions            Synthesis
                                                                                                   Periodically summarize
Manipulatives                        Checklist                          DOK Level 3

                                                                                                   Writing to Learn

                                                                                                    Describe

Lesson Summary
                                                         Week objectives:
                Vocabulary terms: liquefication, tsunami, magnitude; define in own words and recorded in flip book
                                                       Lab activity-liquefication
                                                 Describe what was observed-share out
                                      Earthquake lab (online)
                                      Cloze activity summarizing lab activity
                                      Reasearch New Madrid Fault and implications for our region
                                      Student created checklist on being prepared for a disaster


Resources/Technology

    Computer Lab



Integration of Other Content Areas
    computer skills, reading strategies incorporated with content


Real World Relevancy
   disaster preparedness, researching region's risk
                                                 DAILY LESSON PLAN

Teacher(s):                6th Grade                Subject:       Science

Date(s):                   Feb. 5-9                 Lesson Topic:              Constructive/Destructive Forces
Core Content
        SC-06-2.3.3         Students will compare constructive and destructive forces on Earth in order to make
                           predictions about the nature of landforms.

        RD-06-4.1          Students will connect information from a passage to students’ lives, real world issues, and
                           other texts.

        WR-06-1.2.03       Transactive Writing


Essential Questions
    1. What causes landforms?

    2. How have constructive and deconstructive forces impacted peoples' lives?

   3. How can we be prepared so that lives are saved and damage reduced?
Strategies                   Assessments                 Thinking/Application                    Literacy Strategies
                                                         Pick one from each box
Reading aloud                                                                                    Reading to Learn
                                   Summative                       Quadrant C
                                                                                                  Have a plan for the task
Cooperative learning               Project                         Synthesis
                                                                                                  Connect new knowledge
Problem solving                    Skills Performance               DOK Level 3

                                                                                                 Writing to Learn

                                                                                                  Persuade

Lesson Summary
                                                       Week Objectives:
            Vocabulary terms: landforms, weathering, erosion, topography, crustal deformation, volcanoes; define in
                                               own words and record in flip book
                                               Read about landforms; summarize
                                      Students will illustrate landforms found in region
                                      Agents of erosion
                                      American Red Cross disaster brochures-discuss the
                                      characteristics of reading informational text/anticipation guide
                                      Students will write a letter to their parents informing and persuading
                                      them to have a disaster and evacuation plan
Resources/Technology

    Smartboard



Integration of Other Content Areas
    Language arts-persuasive writing


Real World Relevancy
   Plan to prepare for disasters, informational text
                                              DAILY LESSON PLAN

Teacher(s):                                    Subject:

Date(s):                                       Lesson Topic:
Core Content




Essential Questions




Strategies                   Assessments                  Thinking/Application     Literacy Strategies
                                                          Pick one from each box
---------------                                                                    Reading to Learn
                            ---------------               ---------------
                                                                                   ---------------
---------------             ---------------               ---------------
                                                                                   ---------------
---------------             ---------------               ---------------

                                                                                   Writing to Learn

                                                                                   ---------------

Lesson Summary




Resources/Technology




Integration of Other Content Areas



Real World Relevancy
                                  Performance Assessment
Content Area: 6th Science
Targeted Core Content
SC-06.2.3.3 and WR-06-1.2.03


Prompt (Situation)
After inspecting the school readiness for earthquake readiness you will identify areas of concern. Devise a disaster
plan and address those areas identified.Explain the importance of having a disaster plan. Then, you will use the
information to write a persuasive letter to your parents/adult to convince them to create a disaster readiness plan for
their family.
Directions for Students
1. Students will be assigned areas of the school to inspect with criteria to assess.
2. After inspections, a class discussion will be conducted on observations and information recorded.
4. Write a plan for improving areas of concern identified and share recommendations to the class.                      5.
Write a persuasive letter on the importance of having a disaster plan in place.

Scoring Guide




4




3




2




1


Graded on:
Time to Complete:
Standards Bank
AH-06-1.1.1      Students will identify or describe the use of elements in a variety of music.
AH-06-1.1.2      Students will identify instruments according to classifications.
AH-06-1.1.3      Students will identify and/or explain various styles of music
AH-06-1.2.1      Students will identify or describe how elements of dance are used to express thoughts, ideas, and feelings in
AH-06-1.2.2      Students will identify dances by: identifying theme, dance styles, characteristics of the style, and the use of t
AH-06-1.3.1      Students will identify or describe the use of elements of drama in dramatic work.
AH-M6-1.3.2      Students will describe how the technical elements communicate setting and mood.
AH-06-1.3.3      Students will explain how performance elements can create a believable character
AH-06-1.3.4      Students will identify and describe the types of stages (arena, thrust, proscenium).
AH-06-1.4.1      Students will describe works of art using elements of art and principles of design.
AH-06-1.4.2      Students will identify a variety of art media and art processes.
AH-06-2.1.1      Students will analyze or explain how diverse cultures and time periods affect music.
AH-06-2.2.1      Students will analyze or explain how diverse cultures and time periods affect dance.
AH-06-2.3.1      Students will analyze or explain how diverse cultures and time periods affect drama/theatre.
AH-06-2.4.1      Students will analyze or explain how diverse cultures and time periods affect visual arts.
AH-06-3.1.1      Students will identify or explain how music fulfills a variety of purposes.
AH-06-3.2.1      Students will identify or explain how dance fulfills a variety of purposes.
AH-06-3.3.1      Students will identify or explain how drama/theatre fulfills a variety of purposes.
AH-06-3.4.1      Students will identify or explain how art fulfills a variety of purposes.
AH-06-4.1.1      Students will create and notate in similar style answers to musical phrases.
AH-06-4.1.2      Students will improvise variations on given melodies.
AH-06-4.1.3      Students will compose and notate short pieces of music demonstrating unity/variety, tension/release, and ba
AH-06-4.1.4      Students will use a variety of sound sources to create and perform music.
AH-06-4.1.5      Students will sing or play alone, and sustain own part in an ensemble, a given piece of music with increasing
AH-06-4.2.1      Students will create an individual or a group dance with 2-3 other people using dance elements (space, time
AH-06-4.2.2      Students will create an improvisational dance with complex movements (beginning, middle and end).
AH-06-4.3.1      Students will create and perform using elements of drama. (Literary, Technical, Production)
AH-06-4.3.2      Students will improvise short dialogues and monologues.
AH-06-4.33       Students will engage in dramatic activities that reflect historical times and cultures.
AH-06-4.3.4      Students will identify the skills necessary for jobs associated with theatre
AH-06-4.4.1      Students will create art for specific purposes using the elements of art and principles of design to communica
AH-06-4.4.2      Students will use a variety of art media, processes, and subject matter to communicate ideas, feelings, and e
AH-07-1.1.1      Students will analyze the use of elements in a variety of music.
AH-07-1.1.2      Students will identify instruments according to classifications: Family, Voices, Folk, Orchestral
AH-07-1.1.3      Students will identify and/or explain various styles of music
AH-07-1.2.1      Students will analyze how elements of dance are used to express thoughts, ideas, and feelings in dance.
AH-07-1.2.2      Students will identify and/or describe dances by: Identifying or describing theme, dance styles, characteristic
AH-07-1.3.1      Students will analyze the use of elements of drama in dramatic works.
AH-07-1.3.2      Students will describe how the technical elements communicate setting and mood.
AH-07-1.3.3      Students will explain how performance elements (acting, speaking, movement) can create a believable chara
AH-07-1.3.4      Students will identify and describe the types of stages (arena, thrust, proscenium).
AH-07-1.4.1      Students will analyze works of art using elements of art and principles of design.
AH-07-1.4.2      Students will describe a variety of art media and art processes.
AH-07-2.1.1      Students will analyze or explain how diverse cultures and time periods affect music.
AH-07-2.2.1      Students will analyze or explain how diverse cultures and time periods affect dance.
AH-07-2.3.1      Students will analyze or explain how diverse cultures and time periods affect drama/theatre.
AH-07-2.4.1      Students will analyze or explain how diverse cultures and time periods affect visual arts.
AH-07-3.1.1      Students will identify or explain how music fulfills a variety of purposes.
AH-07-3.2.1      Students will identify or explain how dance fulfills a variety of purposes.
AH-07-3.3.1      Students will identify or explain how drama/theatre fulfills a variety of purposes.
AH-07-3.4.1      Students will identify or explain how art fulfills a variety of purposes.
AH-07-4.1.1    Students will create and notate in similar style answers to musical phrases.
AH-07-4.1.2    Students will improvise variations on given rhythms or melodies.
AH-07-4.1.3    Students will compose and notate short pieces of music demonstrating unity/variety, tension/release, and ba
AH-07-4.1.4    Students will use a variety of musical sound sources to create and perform music.
AH-07-4.1.5    Students will sing or play alone, and sustain own part in an ensemble, a given piece of music with increasing
AH-07-4.2.1    Students will create an individual or a group dance with 2-3 other people using dance elements (space, time
AH-07-4.2.2    Students will create an improvisational dance with complex movements (beginning, middle and end).
AH-07-4.3.1    Students will create and perform using elements of drama. (Literary, Technical, Production)
AH-07-4.3.2    Students will improvise short dialogues and monologues.
AH-07-4.3.3    Students will engage in dramatic activities that reflect historical times and cultures.
AH-07-4.3.4    Students will identify the skills necessary for jobs associated with theatre.
AH-07-4.4.1    Students will create art for specific purposes using the elements of art and principles of design to communica
AH-07-4.4.2    Students will use a variety of art media, processes, and subject matter to communicate ideas, feelings, and e
AH-08-1.1.1    Students will compare or evaluate the use of elements in a variety of music.
AH-08-1.1.2    Students will identify instruments according to classifications: Family, Voices, Folk, Orchestral
AH-08-1.1.3    Students will identify and/or compare various styles of music
AH-08-1.2.1    Students will compare or evaluate how elements of dance are used to express thoughts, ideas, and feelings
AH-08-1.2.2    Students will compare and contrast dances by: comparing them, dance styles, characteristics of the style, an
AH-08-1.3.1    Students will compare or evaluate the use of elements of drama in dramatic work.
AH-08-1.3.2    Students will describe how the technical elements (staging, scenery, props, costumes, make-up, lighting, so
AH-08-1.3.3    Students will explain how performance elements can create a believable character.
AH-08-1.3.4    Students will identify and describe the types of stages (arena, thrust, proscenium).
AH-08-1.4.1    Students will compare or evaluate works of visual art using elements of art and principles of design.
AH-08-1.4.2    Students will compare or evaluate a variety of art media and art processes.
AH-08-2.1.1    Students will analyze or explain how diverse cultures and time periods affect music.
AH-08-2.2.1    Students will analyze or explain how diverse cultures and time periods affect dance.
AH-08-2.3.1    Students will analyze or explain how diverse cultures and time periods affect drama/theatre.
AH-08-2.4.1    Students will analyze or explain how diverse cultures and time periods affect visual arts.
AH-08-3.1.1    Students will compare or explain how music fulfills a variety of purposes.
AH-08-3.2.1    Students will compare or explain how dance fulfills a variety of purposes.
AH-08-3.3.1    Students will compare or explain how drama/theatre fulfills a variety of purposes.
AH-08-3.4.1    Students will compare or explain how art fulfills a variety of purposes.
AH-08-4.1.1    Students will create and notate in similar style answers to musical phrases.
AH-08-4.1.2    Students will improvise variations on given melodies.
AH-08-4.1.3    Students will compose and notate short pieces of music demonstrating unity/variety, tension/release, and ba
AH-08-4.1.4    Students will use a variety of sound sources to create and perform music.
AH-08-4.1.5    Students will sing or play alone, and sustain own part in an ensemble, a given piece of music with increasing
AH-08-4.2.1    Students will create an individual or a group dance with 2-3 other people using dance elements (space, time
AH-08-4.2.2    Students will create an improvisational dance with complex movements (beginning, middle and end).
AH-08-4.3.1    Students will create and perform using elements of drama. (Literary, Technical, Production)
AH-08-4.3.2    Students will improvise short dialogues and monologues.
AH-08-4.3.3    Students will engage in dramatic activities that reflect historical times and cultures.
AH-08-4.3.4    Students will identify the skills necessary for jobs associated with theatre
AH-08-4.4.1    Students will create art for specific purposes using the elements of art and principles of design to communica
AH-08-4.4.2    Students will use a variety of art media, processes, and subject matter to communicate ideas, feelings, and e
MA-06-1.1.1    Students will provide examples of and describe fractions, decimals, and percents.
MA-06-1.1.1a   Students will describe and provide examples of representations of numbers and operations in a variety of eq
MA-06-1.1.2    Students will convert between any two of the following numbers: fractions, decimals, and percents (less than
MA-06-1.2.1    Students will estimate to solve real-world and/or mathematical problems with whole numbers, fractions, decim
MA-06-1.3.1    Students will add, subtract, multiply, divide, and apply order of operations with whole numbers, fractions, and
MA-06-1.3.1a   Students will explain how operations (addition and subtraction; multiplication and division) are inversely relate
MA-06-1.3.1b   Students will check for reasonable and appropriate computational results, using a variety of methods.
MA-06-1.4.1     Students will describe and apply ratios to solve real-world problems.
MA-06-1.5.1     Students will identify and apply prime numbers, composite numbers, prime factorization, factors, multiples, an
MA-06-1.5.2     Students will identify how the commutative properties, the associative properties, and the identity properties f
MA-06-2.1.1     Students will determine: Measures of rectangles and figures that can be divided into rectangular shapes, incl
MA-06-2.1.1a    Students will estimate measurements in standard units including fractions and decimals.
MA-06-2.1.1b    Students will explain how measurements and measurement formulas are related or different (perimeter and a
MA-06-2.2.1a    Students will describe and provide examples of U.S. Customary and metric units of measurement and use th
MA-06-3.1.1     Students will describe and provide examples of the basic geometric elements
MA-06-3.1.2     Students will describe, and provide examples and properties of two-dimensional figures and will apply these p
MA-06-3.1.3a    Students will describe, provide examples of, and identify properties of common three-dimensional figures.
MA-06-3.1.4     Students will describe and provide examples of congruent and similar figures, and will apply congruent and s
MA-06-3.2.1a    Students will describe, provide examples of, and apply line symmetry to real world and/or mathematical situa
MA-06-3.2.2     Students will transform figures in the first quadrant of the coordinate plane and determine new coordinates of
MA-06-3.2.2a    Students will move shapes in Quadrant I of the coordinate plane: rotate (turn)
MA-06-3.3.1     Students will identify and graph ordered pairs on a positive coordinate system, correctly identifying the origin,
MA-06-4.1.1     Students will analyze and make inferences from data displays (drawings, tables/charts, pictographs, bar grap
MA-06-4.1.1a    Students will explain how different representations of data (e.g., tables, graphs, diagrams, plots) are related.
MA-06-4.1.2     Students will construct data displays (bar graphs, line plots, Venn diagrams, tables, line graphs), and will exp
MA-06-4.2.1     Students will determine and apply the mean, median, mode, and range of a set of data.
MA-06-4.4.1     Students will describe or determine (e.g., tables, tree diagrams) the sample space of an event.
MA-06-4.4.2     Students will determine simple probabilities based on the results of an experiment and will make inferences b
MA-06-5.1.1     Students will extend and describe rules for patterns from real-world and/or mathematical problems
MA-06-5.1.2     Students will create tables for functions and will apply the tables to solve real-world problems.
MA-06-5.1.2a    Students will describe, define, provide examples of, and apply to real world and/or mathematical situations fu
MA-06-5.1.2b    Students will explain how tables and graphs and patterns relate to each other .
MA-06-5.1.3a    Students will explain how the change in one quantity affects change in another quantity (e.g., in tables or gra
MA-06-5.2.1     Students will substitute values for variables (up to two different variables) and evaluate algebraic expressions
MA-06-5.2.1a    Students will describe, define, and provide examples of variables and expressions with a missing value base
MA-06-5.3.1     Students will model and solve real-world problems with simple equations and inequalities (e.g., 8x=4, x+2>5)
MA-07-1.1.1     Students will provide examples of and describe integers, fractions, decimals, percents, and π.
MA-07-1.1.1a    Students will describe and provide examples of representations of numbers (whole numbers, fractions, decim
MA-07-1.1.2     Students will convert among whole numbers, fractions, decimals, percents, and π, and will compare these nu
MA-07-1.2.1     Students will estimate to solve real-world and/or mathematical problems with fractions, decimals, and percen
MA-07-1.3.1     Students will add, subtract, multiply, divide, and apply order of operations with whole numbers, fractions, and
MA-07-1.3.1a    Students will explain how operations (addition and subtraction; multiplication and division) are inversely relate
MA-07-1.3.1b    Students will check for reasonable and appropriate computational results, using a variety of methods (e.g., es
MA-07-1.3.1c    Students will add and subtract integers.
MA-07-1.4.1     Students will apply ratios and proportional reasoning to solve real-world problems (e.g., percents, sales tax, d
MA-07-1.5.1     Students will identify and apply prime numbers, composite numbers, prime factorization, factors, multiples, an
MA-07-1.5.2     Students will identify how the commutative properties, the associative properties, and the identity properties f
MA-07-2.1.1     Students will determine: Measures of both regular and irregular polygons, including length to the nearest eigh
MA-07-2.1.1a    Students will estimate measurements of regular and irregular polygons and circles in standard units.
MA-07-2.1.1b    Students will explain how measurements and measurement formulas are related or different (e.g., perimeter
MA-07-2.1.2a    Students will find the measures of angles by estimation and measurement with a protractor or angle ruler.
MA-07-2.2.1a    Students will describe and provide examples of U.S. Customary and metric units of measurement and use th
MA-07-3.1.1a    Students will describe, provide examples of, and identify (using correct notation, label, and name) the basic g
MA-07-3.1.2     Students will describe, and provide examples and properties (e.g., sides, vertices, angles, congruent parts) o
MA-07-3.1.3 a   Students will describe, provide examples of, and identify properties (e.g., vertices, angles, faces, edges, cong
MA-07-3.1.4     Students will describe and provide examples of congruent and similar figures, and will apply congruent and s
MA-07-3.2.2a    Students will translate (slide) and reflect (flip) figures in a coordinate plane
MA-07-3.3.1     Students will identify and graph ordered pairs on a coordinate system, correctly identifying the origin, axes, an
MA-07-4.1.1    Students will analyze and make inferences from data displays (drawings, tables/charts, pictographs, bar grap
MA-07-4.1.1a   Students will explain how different representations of data (e.g., tables, graphs, diagrams, plots) are related.
MA-07-4.1.1b   Students will read/interpret, analyze, and make inferences from box and whisker of data and make prediction
MA-07-4.1.2    Students will construct data displays (bar graphs, line plots, Venn diagrams, tables, line graphs, stem-and-lea
MA-07-4.1.2a   Students will make decisions about how misleading representations affect interpretations and conclusions ab
MA-07-4.2.1    Students will determine the mean, median, mode, and range of a set of data, and will recognize clusters, gap
MA-07-4.4.1    Students will apply counting techniques to determine the size of a sample space.
MA-07-4.4.2    Students will: Determine theoretical probabilities of simple events; determine probabilities based on the resul
MA-07-4.4.2a   Students will tabulate experimental results from simulations and explain how theoretical and experimental pro
MA-07-5.1.1    Students will extend and describe rules for patterns from real-world and/or mathematical problems.
MA-07-5.1.2    Students will represent, analyze, and generalize functions using tables, graphs, and words, and will apply the
MA-07-5.1.2a   Students will explain how tables, graphs, patterns, verbal rules, and equations relate to each other
MA-07-5.1.3    Students will explain how the change in one quantity affects the change in another quantity.
MA-07-5.2.1    Students will substitute values for variables (up to three different variables) and evaluate algebraic expression
MA-07-5.2.1a   Students will describe, define, and provide examples of variables and expressions with a missing value base
MA-07-5.3.1    Students will model and solve real-world problems with one- or two-step equations or inequalities.
MA-08-1.1.1    Students will provide examples of and describe rational numbers and irrational numbers (square roots and π
MA-08-1.1.1a   Students will describe and provide examples of representations of numbers (rational, square roots, and π) an
MA-08-1.1.2    Students will compare multiple numerical representations (e.g., fractions, decimals, percentages) of rational n
MA-08-1.2.1    Students will estimate to solve real-world and/or mathematical problems with rational numbers, checking for
MA-08-1.3.1    Students will add, subtract, multiply, divide, and apply order of operations (including positive whole number e
MA-08-1.3.1a   Students will explain how operations are inversely related.
MA-08-1.3.1b   Students will check reasonable and appropriate computational results, using a variety of methods.
MA-08-1.4.1    Students will apply ratios and proportional reasoning to solve real-world problems.
MA-08-1.5.2    Students will identify how the commutative properties, the associative properties, the distributive property, the
MA-08-2.1.1    Students will determine: Measures of both regular and irregular shapes, including lengths to the nearest sixte
MA-08-2.1.1a   Students will estimate measurements in standard units in real world and/or mathematical situations.
MA-08-2.1.1b   Students will explain how measurements and measurement formulas are related or different.
MA-08-2.1.2    Students will evaluate the measures of angles by estimation and measurement with a protractor or angle rule
MA-08-2.1.3    Students will apply formulas to determine the volume of right rectangular prisms in real-world problems.
MA-08-2.1.3a   Students will use formulas to find surface area of right rectangular prisms in real world and/or mathematical s
MA-08-2.1.4    Students will apply the Pythagorean theorem to determine the length of a hypotenuse.
MA-08-2.2.1    Students will provide examples of and apply money, time, and U.S. Customary and metric units of measurem
MA-08-3.1.1a   Students will describe and provide examples of, b asic geometric elements that include points, segments, ray
MA-08-3.1.2    Students will identify and compare properties of two-dimensional figures and will apply these properties and f
MA-08-3.1.3    Students will compare properties of three-dimensional figures and will apply these properties and figures to s
MA-08-3.1.4    Students will provide examples of congruent and similar figures, will apply congruent and similar figures to so
MA-08-3.2.1a   Students will describe, provide examples of, and apply to real world and/or mathematical situations rotational
MA-08-3.2.2    Students will transform figures in a coordinate plane and determine the new coordinates of the shape after th
MA-08-3.2.2a   Students will rotate (clockwise or counterclockwise) about the origin, shapes in a coordinate plane.
MA-08-3.3.1    Students will identify and graph ordered pairs on a coordinate system, correctly identifying the origin, axes, an
MA-08-4.1.1    Students will analyze and make inferences from data displays.
MA-08-4.1.1a   Students will explain how different representations of data (e.g., tables, graphs, diagrams, plots) are related.
MA-08-4.1.2    Students will: Construct data displays; will explain why the type of display is appropriate for the data; and will
MA-08-4.1.2a   Students will construct box-and-whiskers plots.
MA-08-4.2.1    Students will: Determine the mean, median, mode, and range of a set of data; will identify clusters, gaps, and
MA-08-4.3.1a   Students will explain how data gathering, bias issues, and faulty data analysis, can affect the results of data c
MA-08-4.4.1    Students will apply counting techniques to determine the size of a sample space.
MA-08-4.4.2    Students will: Determine theoretical probabilities of simple events; determine probabilities based on the resul
MA-08-4.4.2a   Students will tabulate experimental results from simulations and explain how theoretical and experimental pro
MA-08-4.4.2b   Students will determine theoretical probabilities and represent them using area models.
MA-08-5.1.1a   Students will use variables to describe numerical patterns based on arithmetic sequences in real world and/o
MA-08-5.1.2    Students will represent, analyze, and generalize functions using tables, graphs, words, and algebraic express
MA-08-5.1.3    Students will explain how the change in one variable affects the change in another variable.
MA-08-5.2.1    Students will evaluate and simplify algebraic expressions applying the order of operations.
MA-08-5.2.1a   Students will describe, define, and provide examples of variables and expressions with a missing value base
MA-08-5.3.1    Students will model and solve real-world problems with one- or two-step equations or inequalities.
PL-06-1.1.01   Students will describe the importance of effective social interaction skills.
PL-06-1.1.02   Students will recommend effective strategies for responding to stress, conflict, peer pressure, and bullying.
PL-06-1.1.03   Students will identify the physical, social, and emotional changes that occur during adolescence.
PL-06-1.1.04   Students will explain basic structures and function of the reproductive system.
PL-06-1.1.05   Students will identify abstinence as the only sure means of preventing pregnancy.
PL-06-1.2.01   Students will describe how individual behavior choices and habits relating to diet, exercise, rest, and other ch
PL-06-1.2.02   Students will describe symptoms, causes, patterns of transmission, prevention, and treatments of communic
PL-06-1.2.03   Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tob
PL-06-1.2.04   Students will explain causes, symptoms, and prevention of social, mental, and emotional problems.
PL-06-1.2.05   Students will identify resources (e.g. guidance counselors, drug counselors, parents, teachers) that are helpf
PL.06.1.2.06   Students will recommend effective self-management and coping strategies (e.g., goal-setting, time-managem
PL-06-1.3.01   Students will describe how foods containing nutrients are important for the growth and development of health
PL-06-1.3.02   Students will explain the importance of key recommendations for good health made in the Dietary Guidelines
PL-06-1.4.01   Students will describe safety practices for dealing with a variety of health hazards encountered by adolescen
PL-06-1.4.02   Students will identify basic first-aid procedures for responding to a variety of life-threatening emergencies.
PL-06-2.1.01   Students will apply a combination techniques of locomotor and nonlocomotor skills which are necessary for th
PL-06-2.1.02   Students will identify principles of motor skill refinements that are necessary for skill development.
PL-06-2.2.01   Students will describe the physical, emotional/mental, and social benefits gained from regular participation in
PL-06-2.2.02   Students will identify and access techniques for improving performance in games and sports.
PL-06-2.3.01   Students will describe the components of fitness (muscular strength, muscular endurance, flexibility, body co
PL-06-2.3.02   Students will identify offensive and defensive strategies in games and sports.
PL-06-2.3.03   Students will identify rules of behavior and fair play that are necessary during games and sports.
PL-06-3.1.01   Students will identify how wants and needs influence consumer decisions.
PL-06-3.1.02   Students will compare products and services based on these factors to consider when making consumer dec
PL-06-3.1.03   Students will describe various factors that influence consumer decisions, peer pressure, desire for status, an
PL-06-3.2.01   Students will identify and describe basic components of a budget and develop a savings plan to achieve a sp
PL-06-3.3.02   Students will identify and describe a range of resources and services provided by community agencies.
PL-06-4.1.01   Students will identify and explain why people need to work to meet basic needs and for personal satisfaction
PL-06-4.1.02   Students will identify several job and career opportunities in 7 of the 14 Kentucky Career Clusters that vary w
PL-06-4.1.03   Students will describe a range of academic skills acquired in school and explain how these skills impact job s
PL-06-4.1.04   Students will describe how informal assessments, work place visits, and guest speakers are used in determin
PL-06-4.1.05   Students will identify resources and experiences that can be used for locating job and career information.
PL-06-4.1.06   Students will identify how the components of the Individual Graduation Plan (IGP) can be used as a career pl
PL-06-4.1.07   Students will identify available postsecondary options used when developing career goals that are included in
PL-06-4.2.01   Students will identify individual work habits/ethics and explain their importance in the workplace.
PL-06-4.2.02   Students will describe team skills and explain why they are important in the workplace.
PL-06-4.3.01   Students will identify careers that are impacted by scientific and technological changes.
PL-06-4.3.02   Students will explain the purposes of technology tools and analyze how these impact productivity in homes, s
PL-06-4.3.03   Students will identify skills important in the classroom and the workplace:
PL-07-1.1.01   Students will explain the importance of effective social interaction skills.
PL-07-1.1.02   Students will recommend and justify effective strategies for responding to stress, conflict, peer pressure, and
PL-07-1.1.03   Students will describe physical, social, and emotional changes (e.g., growth spurts, peer influence, self-confid
PL-07-1.1.04   Students will explain basic structures and function of the reproductive system as it relates to the human life c
PL-07-1.1.05   Students will identify the benefits of abstaining from sexual activity.
PL-07-1.2.01   Students will describe how individual behavior choices and habits relating to diet, exercise, rest, and other ch
PL-07-1.2.02   Students will describe symptoms, causes, patterns of transmission, prevention, and treatments of communic
PL-07-1.2.03   Students will explain risks associated with unhealthy habits and behaviors.
PL-07-1.2.04   Students will explain causes, symptoms, and prevention of social, mental, and emotional problems.
PL-07-1.2.05   Students will describe resources that are helpful for individuals seeking treatment or counseling for negative b
PL-07-1.2.06   Students will recommend effective self-management and coping strategies for maintaining mental and emoti
PL-07-1.3.01   Students will explain how nutrients are important for the growth and development of healthy bodies.
PL-07-1.3.02   Students will describe how key recommendations made in the Dietary Guidelines for Americans 2005 and ex
PL-07-1.4.01   Students will explain how health hazards and safety practices may influence their personal health.
PL-07-1.4.02   Students will describe basic first-aid procedures for responding to a variety of life-threatening emergencies.
PL-07-2.1.01   Students will apply a combination techniques of locomotor and nonlocomotor skills which are necessary for th
PL-07-2.1.02   Students will interpret the role that principles of motor skill refinements have in skill development.
PL-07-2.2.01   Students will describe the physical, emotional/mental, and social benefits gained from regular participation in
PL-07-2.2.02   Students will access and describe techniques are used for improving performance in games and sports.
PL-07-2.3.01   Students will explain the components of fitness and how the FITT Principle can be used to maintain and impr
PL-07-2.3.02   Students will describe how offensive and defensive strategies are used in games and sports.
PL-07-2.3.03   Students will identify rules of behavior and fair play that are necessary during games and sports.
PL-07-3.1.01   Students will describe how wants and needs influence consumer decisions.
PL-07-3.1.02   Students will describe factors to consider when making consumer decisions and will compare and evaluate p
PL-07-3.1.03   Students will describe various factors that influence consumer decisions, peer pressure, desire for status, an
PL-07-3.2.01   Students will identify financial management practices and explain why these practices are important in achiev
PL-07-3.3.01   Students will describe consumer actions (reuse, reduce, recycle) and explain how these actions impact the e
PL-07-3.3.02   Students will identify and describe resources and services provided by community agencies.
PL-07-4.1.01   Students will identify and explain why people need to work.
PL-07-4.1.02   Students will identify and describe how job and career opportunities in each of Kentucky’s Fourteen (14) Care
PL-07-4.1.03   Students will describe a range of academic skills acquired in school and explain how these skills impact job s
PL-07-4.1.04   Students will describe how informal assessments, work place visits, and guest speakers are used in determin
PL-07-4.1.05   Students will describe how resources and experiences can be used for locating job and career information.
PL-07-4.1.06   Students will explain how the components of the Individual Graduation Plan (IGP) can be used as a career pl
PL-07-4.1.07   Students will describe available postsecondary options used when developing career goals that are included
PL-07-4.2.01   Students will describe individual work habits/ethics and explain their importance in the workplace.
PL-07-4.2.02   Students will describe team skills and explain why they are important in the workplace.
PL-07-4.3.01   Students will explain how scientific and technological changes impact specific careers.
PL-07-4.3.02   Students will explain the purposes of technology tools and analyze how these impact productivity in homes, s
PL-07-4.3.03   Students will explain skills used in the classroom and workplace
PL-08-1.1.01   Students will explain the importance of effective social interaction skills.
PL-08-1.1.02   Students will recommend and justify effective strategies for responding to stress, conflict, peer pressure, and
PL-08-1.1.03   Students will explain how physical, social, and emotional changes (e.g., growth spurts, peer influence, self-co
PL-08-1.1.04   Students will explain basic structures and function of the reproductive system and its impact on an individual’
PL-08-1.1.05   Students will identify the risks to being sexually active and strategies for delaying sexual activity.
PL-08-1.2.01   Students will explain how individual behavior choices and habits relating to diet, exercise, rest, and other cho
PL-08-1.2.02   Students will describe symptoms, causes, patterns of transmission, prevention and treatments of communica
PL-08-1.2.03   Students will explain risks associated with unhealthy habits and behaviors.
PL-08-1.2.04   Students will explain causes, symptoms, and prevention of social mental, and emotional problems.
PL-08-1.2.05   Students will describe resources that are helpful for individuals seeking treatment or counseling for negative b
PL-08-1.2.06   Students will recommend effective self-management and coping strategies for maintaining mental and emoti
PL-08-1.3.01   Students will explain how nutrients are important for the growth and development of healthy bodies.
PL-08-1.3.02   Students will explain why key recommendations made in the Dietary Guidelines for Americans 2005 contribu
PL-08-1.4.01   Students will explain how health hazards and safety practices may influence their personal health.
PL-08-1.4.02   Students will explain how basic first-aid procedures for responding to a variety of life-threatening emergencie
PL-08-2.1.01   Students will apply a combination techniques of locomotor and nonlocomotor skills which are necessary for th
PL-08-2.1.02   Students will analyze the principles of motor skill refinements (e.g., accuracy, technique, movement).
PL-08-2.2.01   Students will explain how physical, emotional/mental, and social benefits result from regular participation in le
PL-08-2.2.02   Students will recommend and access techniques for improving performance in games and sports.
PL-08-2.3.01   Students will explain the components of fitness and how the FITT Principle can be used to maintain and impr
PL-08-2.3.02   Students will describe how offensive and defensive strategies in games and sports make them interesting an
PL-08-2.3.03   Students will analyze the value of rules of behavior and fair play during games and sports.
PL-08-3.1.01   Students will explain and give examples of wants and needs that influence consumer decisions.
PL-08-3.1.02   Students will explain factors to consider when making consumer decisions and will compare and evaluate pro
PL-08-3.1.03   Students will describe various factors that influence consumer decisions, peer pressure, desire for status, an
PL-08-3.2.01   Students will describe financial management practices including budgeting, savings, banking services, and in
PL-08-3.3.01   Students will describe consumer actions (reuse, reduce, recycle) and explain how these actions impact the e
PL-08-3.3.02   Students will identify and explain the importance of resources and services provided by community agencies
PL-08-4.1.01   Students will identify and summarize why people need to work to meet basic needs and for personal satisfac
PL-08-4.1.02   Students will identify and explain how jobs and career opportunities in each of Kentucky’s Fourteen (14) vary
PL-08-4.1.03   Students will describe a range of academic skills acquired in school and explain how these skills impact job s
PL-08-4.1.04   Students will describe how Career Interest Inventory, Learning Styles Inventory, and other formal assessmen
PL-08-4.1.05   Students will explain and evaluate resources that can be used for locating job and career information.
PL-08-4.1.06   Students will explain and give examples of how the components of the Individual Graduation Plan (IGP) can
PL-08-4.1.07   Students will explain with examples postsecondary options used when developing career goals that are inclu
PL-08-4.2.01   Students will describe individual work habits/ethics and explain their importance in the workplace.
PL-08-4.2.02   Students will describe team skills and explain why they are important in the workplace.
PL-08-4.3.01   Students will explain how jobs/careers have been created as a result of scientific and technological advancem
PL-08-4.3.02   Students will explain the purposes of technology tools and analyze how these impact productivity in homes, s
PL-08-4.3.03   Students will identify and explain skills used to seek, obtain, maintain, and change jobs/careers.
RD-06-1.1      Students will apply knowledge of synonyms or antonyms to comprehend a passage.
RD-06-1.2      Students will select, based on context, the appropriate meaning for a word that has multiple meanings.
RD-06-1.3      Students will apply the meanings of word parts (prefixes, suffixes, roots) to comprehend unfamiliar words in a
RD-06-1.4      Students will formulate questions to guide reading.
RD-06-1.5      Students will scan to find key information.
RD-06-1.6      Students will skim to get the general meaning of a passage.
RD-06-1.7      Students will interpret literal and non-literal meanings of words or phrases, based on context.
RD-06-2.1      Students will identify or explain the main idea of a passage.
RD-06-2.2      Students will identify characteristics of short stories, novels, poetry, or plays.
RD-06-2.3      Students will identify or explain literary elements (e.g., characterization, setting, plot, theme, point of view) in a
RD-06-2.4      Students will locate key ideas or information in a passage.
RD-06-2.5      Students will summarize information from a paragraph, a section of a passage, or the entire passage.
RD-06-2.6      Students will apply the information contained in a passage to accomplish a task/procedure or answer questio
RD-06-2.7      Students will make predictions, draw conclusions, make generalizations, or make inferences based on what
RD-06-2.8      Students will explain the meaning of concrete or abstract terms, based on the context from a passage.
RD-06-3.1      Students will explain the relationship between events in a story and a character’s behavior.
RD-06-3.2      Students will identify an author’s purpose in a passage.
RD-06-3.3      Students will explain or analyze how a conflict in a passage is resolved.
RD-06-3.4      Students will identify details that support the main idea or explain their importance in a passage .
RD-06-3.5      Students will distinguish between informative and persuasive passages.
RD-06-3.6      Students will distinguish between fact or opinion.
RD-06-3.7      Students will identify an author’s opinion about a subject
RD-06-3.8      Students will identify the argument or supporting evidence from a passage.
RD-06-3.9      Students will identify persuasive techniques or propaganda techniques.
RD-06-4.1      Students will connect information from a passage to students’ lives, real world issues, and other texts.
RD-06-5.1      Students will identify the ways in which similar themes, ideas, concepts are developed in more than one litera
RD-06-5.3      Students will identify literary devices such as foreshadowing, imagery, and figurative language.
RD-06-5.4      Students will identify or explain examples of symbolism, irony, or analogy from the passage.
RD-06-5.5      Students will interpret how meaning is influenced by the author’s word choice, style, content, or use of literary
RD-06-5.8      Students will explain or analyze how the use of text features enhances the reader’s understanding of a passa
RD-06-5.9      Students will identify organizational patterns to understand a passage.
RD-07-1.1      Students will apply knowledge of synonyms or antonyms to comprehend a passage.
RD-07-1.2   Students will select, based on context, the appropriate meaning for a word that has multiple meanings.
RD-07-1.3   Students will apply the meanings of word parts (prefixes, suffixes, roots) to comprehend unfamiliar words in a
RD-07-1.4   Students will formulate questions to guide reading.
RD-07-1.5   Students will scan to find key information.
RD-07-1.6   Students will skim to get the general meaning of a passage.
RD-07-1.7   Students will interpret literal and non-literal meanings of words or phrases, based on context.
RD-07-1.8   Students will interpret the meaning of jargon, dialect, or specialized vocabulary used in a passage.
RD-07-2.1   Students will identify or explain the main idea of a passage.
RD-07-2.2   Students will identify and explain the characteristics of short stories, novels, poetry, or plays.
RD-07-2.3   Students will identify or explain literary elements (e.g., characterization, setting, plot, theme, point of view) in a
RD-07-2.4   Students will locate key ideas or information in a passage.
RD-07-2.5   Students will summarize information from a paragraph, a section of a passage, or an entire passage.
RD-07-2.6   Students will apply the information contained in a passage to accomplish a task/procedure or answer questio
RD-07-2.7   Students will make predictions, draw conclusions, make generalizations, or make inferences based on what
RD-07-2.8   Students will explain the meaning of concrete and abstract terms, based on the context from a passage.
RD-07-3.1   Students will analyze the relationship between events in a story and a character’s behavior.
RD-07-3.2   Students will identify or explain an author’s purpose in a passage.
RD-07-3.3   Students will explain or analyze how a conflict in a passage is resolved.
RD-07-3.4   Students will identify details that support the main idea or explain their importance in a passage.
RD-07-3.5   Students will distinguish between informative and persuasive passages.
RD-07-3.6   Students will distinguish between fact or opinion.
RD-07-3.7   Students will identify or explain an author’s opinion about a subject.
RD-07-3.8   Students will identify the argument or supporting evidence from a passage.
RD-07-3.9   Students will identify persuasive techniques or propaganda techniques.
RD-07-4.1   Students will connect information from a passage to students’ lives, real world issues, and other texts.
RD-07-4.2   Students will use evidence from a passage to formulate opinions in response to a reading passage.
RD-07-5.3   Students will identify and explain literary devices such as foreshadowing, imagery, or figurative language..
RD-07-5.4   Students will identify or explain an author’s use of symbolism, irony, or analogy found in a passage.
RD-07-5.5   Students will interpret how meaning is influenced by the author’s word choice, style, content, or use of literary
RD-07-5.6   Students will compare and contrast elements, views, ideas, or events presented in one or more passages.
RD-07-5.7   Students will evaluate the effectiveness of organization or format in fulfilling the purpose of a passage.
RD-07-5.8   Students will explain or analyze how the use of text features enhances the reader’s understanding of a passa
RD-07-5.9   Students will apply knowledge of organizational patterns to understand a passage.
RD-08-1.1   Students will apply knowledge of synonyms or antonyms to comprehend a passage.
RD-08-1.2   Students will select, based on context, the appropriate meaning for a word that has multiple meanings.
RD-08-1.3   Students will apply the meanings of word parts (prefixes, suffixes, roots) to comprehend unfamiliar words in a
RD-08-1.4   Students will formulate questions to guide reading.
RD-08-1.5   Students will scan to find key information.
RD-08-1.6   Students will skim to get the general meaning of a passage .
RD-08-1.7   Students will interpret literal and non-literal meanings of words or phrases, based on context.
RD-08-1.8   Students will interpret the meaning of jargon, dialect, or specialized vocabulary used in a passage.
RD-08-2.1   Students will explain the main idea of a passage.
RD-08-2.2   Students will identify and explain the characteristics of short stories, novels, poetry, or plays.
RD-08-2.4   Students will locate key ideas or information in a passage.
RD-08-2.5   Students will paraphrase information from a paragraph, a section of a passage, or an entire passage.
RD-08-2.6   Students will apply the information contained in a passage to accomplish a task/procedure or answer questio
RD-08-2.7   Students will make predictions, draw conclusions, make generalizations, or make inferences based on what
RD-08-2.8   Students will interpret the meaning of concrete and abstract terms, based on the context from a passage..
RD-08-3.1   Students will analyze the relationship between a speaker’s or character’s motivation and behavior in a passag
RD-08-3.2   Students will identify or explain an author’s purpose in a passage.
RD-08-3.3   Students will explain or analyze how a conflict in a passage is resolved.
RD-08-3.4   Students will analyze the use of details that support the main idea or explain their importance in a passage.
RD-08-3.7     Students will identify or explain an author’s position based on evidence in a passage.
RD-08-3.8     Students will identify an author’s argument or identify evidence from the passage to support the author’s argu
RD-08-3.9     Students will identify persuasive techniques or propaganda techniques or explain how each is used.
RD-08-4.1     Students will connect information from a passage to students’ lives, real world issues, and other texts .
RD-08-4.2     Students will use evidence from a passage to formulate opinions in response to a reading passage.
RD-08-5.1     Students will explain the interrelationships (themes, ideas, concepts) that are developed in more than one lite
RD-08-5.2     Students will interpret the use of literary elements (e.g., characterization, setting, plot, theme, point of view) in
RD-08-5.3     Students will identify and explain literary devices such as foreshadowing, imagery, or figurative language.
RD-08-5.4     Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, ima
RD-08-5.5     Students will interpret how meaning is influenced by the author’s word choice, style, content, or use of literary
RD-08-5.6     Students will compare and contrast elements, views, ideas, or events presented in one or more passages.
RD-08-5.7     Students will evaluate the effectiveness of organization or format in fulfilling the purpose of a passage.
RD-08-5.8     Students will explain or analyze how the use of text features enhances the reader’s understanding of a passa
RD-08-5.9     Students will analyze the organizational patterns in a passage.
SC-06 1.1.1   Students will explain how or why mixtures can be separated using physical properties.
SC-06-1.1.2   Students will identify and describe evidence of chemical changes in matter.
SC-06-1.2.1   Students will describe friction and make inferences about it’s effects on the motion of an object.
SC-06-2.3.1   Students will explain and predict phenomena (e.g., day, year, moon phases, eclipses) based on models/repr
SC-06-2.3.2   Students will explain cause and effect relationships in the Rock cycle.
SC-06-2.3.3   Students will compare constructive and destructive forces on Earth in order to make predictions about the na
SC-06-3.4.1   Students will describe the relationship between cells, tissues, and organs in order to explain their function in
SC-06-3.4.2   Students will make inferences about the factors influencing behavior based on data/evidence of various orga
SC-06-3.5.1   Students will explain that biological change over time accounts for the diversity of species developed through
SC-06-3.5.2   Students will understand that regulation of an organism’s internal environment involves sensing the internal e
SC-06-4.6.1   Students will describe or explain the cause and effect relationships between oceans and climate.
SC-06-4.6.2   Students will describe the effect of the Suns’ energy on the Earth system; the connection/relationship betwee
SC-06-4.6.3   Students will understand that, on its own, heat travels only from higher temperature object/region to lower te
SC-06-4.6.1   Students will describe or explain the cause and effect relationships between oceans and climate.
SC-06-4.6.2   Students will describe the effect of the Suns’ energy on the Earth system; the connection/relationship betwee
SC-06-4.6.3   Students will understand that, on its own, heat travels only from higher temperature object/region to lower te
SC-06-4.7.1   Students will describe the consequences of change in one or more abiotic factors on a population within an e
SC-07-1.1.1   Students will: Classify substances according to their chemical/reactive properties; infer real life applications f
SC-07-1.1.2   Students will: Classify elements and compounds according to their properties; compare properties of differen
SC-07-1.2.1   Students will explain the cause and effect relationship between straight-line motion and unbalanced forces.
SC-07-2.3.1   Students will make inferences and predictions related to changes in the Earth’s surface or atmosphere base
SC-07-2.3.2   Students will explain the layers of the Earth and their interactions.
SC-07-2.3.3   Students will describe the concept of gravity and the effect of gravitational force from the sun on the moon a
SC-07-3.4.1   Students will: describe the role of genes/chromosomes in the passing of information from one generation to
SC-07-3.4.2   Students will describe and compare sexual and asexual reproduction.
SC-07-3.5.1   Students will: Describe the usefulness of fossil information to make conclusions about past life forms and en
SC-07-4.6.1   Students will understand that Earth systems have sources of energy that are internal and external to the Ear
SC-07-4.6.2   Students will: Describe where energy comes from (and goes next) in examples that involve several different
SC-07-4.6.3   Students will understand that waves are one way that energy is transferred. Types of waves include sound,
SC-07-4.6.4   Students will describe or represent the flow of energy in ecosystems, using data to draw conclusions about t
SC-07-4.7.1   Students will compare abiotic and biotic factors in an ecosystem in order to explain consequences of change
SC-08-1.1.1   Students will: Interpret models/representations of elements; classify elements based upon patterns in their p
SC-08-1.1.2   Students will understand that matter is made of minute particles called atoms, and atoms are composed of e
SC-08-1.1.3   Students will understand that the atom’s nucleus is composed of protons and neutrons that are much more m
SC-08-1.1.4   Students will describe interactions which cause the movement of each element among the solid Earth, ocea
SC-08-1.2.1   Students will describe and explain the effects of balanced and unbalanced forces on motion as found in real
SC-08-2.3.1   Students will describe various techniques for estimating geological time (radioactive dating, observing rock s
SC-08-2.3.2   Students will understand that earthquakes and volcanic eruptions can be observed on a human time scale, b
SC-08-2.3.3    Students will: explain the transfer of Earth’s internal heat in the mantle (crustal movement, hotspots, geyser
SC-08-2.3.4    Students will understand that the Sun, Earth, and the rest of the solar system formed approximately 4.6 billio
SC-08-3.4.1    Students will explain the relationship between structure and function of the cell components using a variety o
SC-08-3.4.2    Students will understand that in the development of multicellular organisms, cells multiply (mitosis) and differ
SC-08-3.4.3    Students will form or justify conclusions as to whether a response is innate or learned using data/evidence o
SC-08-3.4.4    Students will describe and explain patterns found within groups of organisms in order to make biological clas
SC-08-3.4.5    Students will understand that multicellular animals have nervous systems that generate behavior. Nerve cell
SC-08-3.5.1    Students will draw conclusions and make inferences about the consequences of change over time that can a
SC-08-4.6.1    Students will: explain the cause and effect relationships between global climate and energy transfer; use evi
SC-08-4.6.2    Students will: Describe or explain energy transfer and energy conservation; evaluate alternative solutions to
SC-08-4.6.3    Students will understand that all energy can be considered to be kinetic energy, potential energy, or energy c
SC-08-4.6.4    Students will: analyze information/data about waves and energy transfer; describe the transfer of energy via
SC-08-4.6.5    Students will: Describe the relationships between organisms and energy flow in ecosystems (food chains an
SC-08-4.7.1    Students will describe the interrelationships and interdependencies within an ecosystem and predict the effe
SC-08-4.7.2    Students will: Explain the interactions of the components of the Earth system (e.g., solid Earth, oceans, atmo
SS-06-1.1.1    Students will compare purposes and sources of power in the most common forms of government (monarchy
SS-06-1.1.2    Students will describe and give examples of how democratic governments of the present day function to pre
SS-06-2.1.1    Students will explain how the elements of culture serve to define specific groups in the present day and may
SS-06-2.2.1    Students will compare how cultures (present day) develop social institutions to respond to human needs, str
SS-06-2.3.1    Students will explain how social interactions led to conflict and competition among individuals and groups in
SS-06-2.3.2    Students will explain how compromise and cooperation are possible choices to resolve conflict among indivi
SS-06-3.1.1    Students will explain and give examples of how scarcity requires individuals, groups, and governments in the
SS-06-3.2.1    Students will compare economic systems (traditional, command, market, mixed) of the present day.
SS-06-3.3.1    Students will explain how in present day market economies, the prices of goods and services are determine
SS-06-3.3.2    Students will explain how money (unit of account) can be used to express the market value of goods and se
SS-06-3.3.3    Students will explain how competition among buyers and sellers impacts the price of goods and services in t
SS-06-3.4.1    Students will explain ways in which societies in the present day address basic economic questions about the
SS-06-3.4.2    Students will describe how new knowledge, technology/tools, and specialization increased human productivi
SS-06-3.4.3    Students will explain how international economic activities are interdependent in the present day.
SS-06-4.1.1.   Students will use a variety of geographic tools to interpret patterns and locations on Earth’s surface in the pr
SS-06-4.1.2    Students will describe how different factors (e.g., rivers, mountains, plains) affect where human activities are
SS-06-4.2.1    Students will describe how regions in the present day are made distinctive by human characteristics and phy
SS-06-4.2.2    Students will describe and give examples of how places and regions in the present day change over time as
SS-06-4.3.1    Students will describe patterns of human settlement in the present day and explain how these patterns are in
SS-06-4.3.2    Students will explain why and give examples of how human populations may change and/or migrate becaus
SS-06-4.4.1    Students will explain how technology in the present day assists human modification of the physical environm
SS-06-4.4.2    Students will describe ways in which the physical environment both promotes and limits human activities in t
SS-06-4.4.3    Students will explain how the natural resources of a place or region impact its political, social, and economic
SS-06-4.4.4    Students will explain how individual and group perspectives impact the use of natural resources in the prese
SS-06-5.1.1    Students will use a variety of tools to describe and explain historical events and conditions, and to analyze th
SS-07-1.1.1    Students will compare purposes and sources of power in the most common forms of government (monarchy
SS-07-1.1.2    Students will describe and give examples of how some early civilizations (Greece, Rome) demonstrated the
SS-07-2.1.1    Students will explain how elements of culture served to define specific groups in the early civilizations prior to
SS-07-2.2.1    Students will compare how cultures (early civilizations prior to 1500 A.D.) developed social institutions to res
SS-07-2.3.1    Students will explain how social interactions led to conflict and competition among individuals and groups in
SS-07-2.3.2    Students will explain how compromise and cooperation are possible choices to resolve conflict among indivi
SS-07-3.1.1    Students will explain and give examples of how scarcity required individuals, groups, and governments in ea
SS-07-3.4.1    Students will explain ways in which societies in early civilizations prior to 1500 A.D. addressed basic econom
SS-07-3.4.2    Students will describe how new knowledge, technology/tools, and specialization increased productivity in ear
SS-07-4.1.1    Students will use a variety of geographic tools to interpret patterns and locations on Earth’s surface in early c
SS-07-4.1.2    Students will describe how different factors affected where human activities were located in early civilizations
SS-07-4.2.1    Students will describe how regions in early civilizations prior to 1500 A.D. were made distinctive by human ch
SS-07-4.2.2    Students will describe and give examples of how places and regions in early civilizations prior to 1500 A.D ch
SS-07-4.3.1    Students will describe patterns of human settlement in early civilizations prior to 1500 A.D. and explain how t
SS-07-4.3.2    Students will explain why and give examples of how human populations changed and/or migrated because o
SS-07-4.4.1    Students will explain how technology in early civilizations prior to 1500 A.D. assisted human modification of t
SS-07-4.4.2    Students will describe ways in which the physical environment both promoted and limited human activities in
SS-07-4.4.3    Students will explain how the natural resources of a place or region impact its political, social, and economic
SS-07-5.1.1    Students will use a variety of tools to describe and explain historical events and conditions, and to analyze th
SS-07-5.1.2    Students will explain how history is a series of connected events shaped by multiple cause-and-effect relatio
SS-07-5.3.1    Students will explain and give examples of how early hunters and gatherers (Paleolithic and Neolithic) develo
SS-07-5.3.2    Students will describe the rise of classical civilizations and empires (Greece and Rome) and explain how the
SS-07-5.3.3    Students will describe the rise of non-Western cultures and explain ways in which these cultures influenced
SS-07-5.3.4    Students will describe developments during the Middle Ages and give examples of how these developments
SS-07-5.3.5    Students will explain how the Age of Exploration produced extensive contact among isolated cultures and ex
SS-08-1.1.1    Students will compare purposes and sources of power in the most common forms of government in the Unit
SS-08-1.1.2    Students will describe and give examples of how democratic governments in the United States prior to Reco
SS-08-1.1.3    Students will describe and give examples of the ways the Constitution of the United States is a flexible docum
SS-08-1.2.1    Students will analyze and give examples of the ways the U.S. Constitution separates power among the legis
SS-08-1.2.2    Students will explain the reasons why the powers of the state and federal governments are sometimes share
SS-08-1.3.1    Students will explain and give examples of how significant United States documents established democratic
SS-08-1.3.2    Students will explain and give examples of how, in order for the U.S. government to function as a democracy
SS-08-2.1.1    Students will explain how the elements of culture served to define specific groups in the United States prior t
SS-08-2.2.1    Students will compare how cultures developed social institutions to respond to human needs, structure socie
SS-08-2.3.1    Students will explain how social interactions led to conflict and competition among individuals and groups in
SS-08-2.3.2    Students will explain how compromise and cooperation were used to resolve conflict among individuals and
SS-08-3.1.1    Students will explain and give examples of how scarcity required individuals, groups, and the government in
SS-08-3.1.2    Students will identify how financial decisions by individuals and groups impacted historical events in U.S. His
SS-08-3.2.1    Students will describe the economic system that developed in the United States prior to Reconstruction.
SS-08-3.2.2    Students will explain how profit motivated individuals and groups to take risks in producing goods and servic
SS-08-3.3.1    Students will explain how in the United States prior to Reconstruction, the prices of goods and services were
SS-08-3.3.2    Students will explain how money (unit of account) was used to express the market value of goods and servic
SS-08-3.3.3    Students will explain how competition among buyers and sellers impacted the price of goods and services in
SS-08-3.4.1    Students will explain ways in which the basic economic questions about the production, distribution, and con
SS-08-3.4.2    Students will describe how new knowledge, technology/tools, and specialization increased productivity in the
SS-08-3.4.3    Students will explain how personal, national, and international economic activities are interdependent in the U
SS-08-4.1.1    Students will use a variety of geographic tools to interpret patterns and locations on Earth’s surface in United
SS-08-4.1.2    Students will describe how different factors affected where human activities were located in the United State
SS-08-4.2.1    Students will describe how regions in the U.S. prior to Reconstruction were made distinctive by human chara
SS-08-4.2.2    Students will describe how places and regions in United States history prior to Reconstruction changed over
SS-08-4.3.1    Students will describe patterns of human settlement in the United States prior to Reconstruction and explain
SS-08-4.3.2    Students will explain why and give examples of how human populations changed and/or migrated because o
SS-08-4.4.1    Students will explain how technology in the United States prior to Reconstruction assisted human modificatio
SS-08-4.4.2    Students will describe ways in which the physical environmentboth promoted and limited human activities in
SS-08-4.4.3    Students will explain how the natural resources of a place or region impact its political, social, and economic
SS-08-4.4.4    Students will compare and contrast different perspectives (viewpoints) that people have about how to use lan
SS-08-5.1.1    Students will use a variety of tools to describe and explain historical events and conditions, and to analyze th
SS-08-5.1.2    Students will explain how history is a series of connected events shaped by multiple cause-and-effect relatio
SS-08-5.2.1    Students will explain events and conditions that led to the "Great Convergence" of European, African, and N
SS-08-5.2.2    Students will explain and give examples of how the ideals of equality and personal liberty, that developed du
SS-08-5.2.3    Students will explain how the growth of democracy and geographic expansion occurred and were significant
SS-08-5.2.4    Students will describe the political, social, economic, and cultural differences among sections of the U.S. and
WR-M-1.1.00    Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authenti
WR-06-1.1.01   Reflective Writing
WR-06-1.1.02     Personal Expressive/Literary Writing
WR-06-1.1.03     Transactive Writing
WR-M-1.2.00      Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of pu
WR-06-1.2.01     Reflective Writing
WR-06-1.2.02     Personal Expressive/Literary Writing
WR-06-1.2.03     Transactive Writing
WR-M-2.3.00      Organization: Students will create unity and coherence to accomplish the focused purpose.
WR-06-2.3.01     Reflective Writing
WR-06-2.3.02     Personal Expressive/Literary Writing
WR-06-2.3.03     Transactive Writing
WR-M-2.4.00      Sentence Structure: Students will create effective sentences.
WR-06-2.4.01     Reflective Writing
WR-06-2.4.02     Personal Expressive/Literary Writing
WR-06-2.4.03     Transactive Writing
WR-M-3.5.00      Language: Students will exemplify effective language choices.
WR-06-3.5.01     Reflective Writing
WR-06-3.5.02     Personal Expressive/Literary Writing
WR-06-3.5.03     Transactive Writing
WR-M-3.6.00      Correctness: Students will communicate clearly.
WR-E-4.7.00      Inviting the Writing
WR-M-4.8.00      Prewriting
WR-M-4.9.00      Drafting
WR-M-4.10.00      Revising and (Content/Ideas)
WR-06-4.10.04     Students will narrow topic for selected writing
WR-06-4.10.05     Students will identify topic sentence of a paragraph
WR-06-4.10.06     Students will select appropriate supporting details
WR-06-4.10.07     Students will identify extraneous/irrelevant materials
WR-06-4.10.08     Students will correct sentences that are out of chronological/sequential order or insert new sentences in the
WR-06-4.10.09     Students will apply the most effective transitions
WR-06-4.10.10     Students will develop effective introductions and closures for writing
WR-06-4.10.11     Students will eliminate redundant words and phrases
WR-06-4.10.12     Students will choose the most specific word for use in a sentence
WR-M-4.11.00     Editing (Conventions and Mechanics)
WR-06-4.11.13     Students will apply knowledge of subject/verb agreement with both singular and plural subjects
WR-06-4.11.14     Students will apply knowledge of present, past, and future verb tenses
WR-06-4.11-15     Students will apply knowledge of comparative and superlative forms of adjectives and adverbs
WR-06-4.11.16     Students will apply knowledge of special problems in usage(a, an, to, two, too, their, there, they’re) and pron
WR-06-4.11.17     Students will correct sentences that are run-ons or awkward
WR-06-4.11.18     Students will correct sentence fragments
WR-06-4.11.19     Students will combine short choppy sentences effectively
WR-06-4.11.20     Students will apply knowledge of spelling patterns, generalizations, and rules to commonly used words
WR-06-4.11.21     Students will apply knowledge of spelling patterns, generalizations, and rules to plural forms of words
WR-06-.4.11.22    Students will apply knowledge of spelling patterns, generalizations, and rules to contractions
WR-06-4.11.23     Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings
WR-06-4.11.24     Students will capitalize proper noun, days, months
WR-06-4.11.25     Students will capitalize the beginning of sentences
WR-06-4.11.26     Students will capitalize the pronoun “I”
WR-06-4.11.27     Students will capitalize proper adjectives
WR-06-4.11.28     Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences
WR-06-4.11.29     Students will use commas in a series, a date, a compound sentence, and the greeting and closing of a lette
WR-06-4.11.30     Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introduc
WR-06-4.11.31     Students will correctly apply the rules of punctuation for apostrophes in possessives and plurals
WR-06-4.11.32    Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms
WR-06-4.11.33    Students will correctly apply the rules of punctuation for semi-colons in items in a series and combined sent
WR-06-4.11.34    Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter g
WR-06-4.11.35    Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirec
WR-06-4.11.36    Students will document use of sources
WR-M-4.12.00    Publishing
WR-M-4.13.00    Reflecting
WR-M-1.1.00      Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authenti
WR-07-1.1.01    Reflective Writing
WR-07-1.1.02    Personal Expressive/Literary Writing
WR-07-1.1.03    Transactive Writing
WR-M-1.2.00     Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of pu
WR-07-1.2.01    Reflective Writing
WR-07-1.2.02    Personal Expressive/Literary Writing
WR-07-1.2.03    Transactive Writing
WR-M-2.3.00     Organization: Students will create unity and coherence to accomplish the focused purpose.
WR-07-2.3.01    Reflective Writing
WR-07-2.3.02    Personal Expressive/Literary Writing
WR-07-2.3.03    Transactive Writing
WR-M-2.4.00     Sentence Structure: Students will create effective sentences.
WR-07-2.4.01    Reflective Writing
WR-07-2.4.02    Personal Expressive/Literary Writing
WR-07-2.4.03    Transactive Writing
WR-M-3.5.00     Language: Students will exemplify effective language choices.
WR-07-3.5.01    Reflective Writing
WR-07-3.5.02    Personal Expressive/Literary Writing
WR-07-3.5.03    Transactive Writing
WR-M-3.6.00     Correctness: Students will communicate clearly.
WR-E-4.7.00     Inviting the Writing
WR-M-4.8.00     Prewriting
WR-M-4.9.00     Drafting
WR-M-4.10.00     Revising and (Content/Ideas)
WR-07-4.10.04    Students will narrow topic for selected writing
WR-07-4.10.05    Students will identify and compose a topic sentence of a paragraph
WR-07-4.10.06    Students will select appropriate supporting details
WR-07-4.10.07    Students will identify extraneous/irrelevant materials
WR-07-4.10.08    Students will correct sentences that are out of chronological/sequential order or insert new sentences in the
WR-07-4.10.09    Students will apply the most effective transitions
WR-07-4.10.10    Students will develop effective introductions and closures for writing
WR-07-4.10.11    Students will eliminate redundant words and phrases
WR-07-4.10.12    Students will choose the most specific word for use in a sentence
WR-M-4.11.00     Editing (Conventions and Mechanics)
WR-07-4.11.13    Students will apply knowledge of subject/verb agreement with both singular and plural subjects
WR-07-4.11.14    Students will apply knowledge of present, past and future verb tenses
WR-07-4.11.15    Students will apply knowledge of comparative and superlative forms of adjectives and adverbs
WR-07-4.11.16    Students will apply knowledge of special problems in usage(a, an, to, two, too, their, there, they’re) and pron
WR-07-4.11.17    Students will correct sentences that are run-ons or awkward
WR-07-4.11.18    Students will correct sentence fragments
WR-07-4.11.19    Students will combine short choppy sentences effectively
WR-07-4.11.20    Students will apply knowledge of spelling patterns, generalizations, and rules to commonly used words
WR-07-4.11.21    Students will apply knowledge of spelling patterns, generalizations, and rules to plural forms of words
WR-07-4.11.22    Students will apply knowledge of spelling patterns, generalizations, and rules to contractions
WR-07-4.11.23    Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings
WR-07-4.11.24    Students will capitalize proper noun, days, months
WR-07-4.11.25    Students will capitalize the beginning of sentences
WR-07-4.11.26    Students will capitalize the pronoun “I”
WR-07-4.11.27    Students will capitalize proper adjectives
WR-07-4.11.28    Students will correctly punctuate declarative, exclamatory, interrogative, and imperative sentences
WR-07-4.11.29    Students will use commas in a series, a date, a compound sentence, and the greeting and closing of a letter
WR-07-4.11.30    Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introduc
WR-07-4.11.31    Students will correctly apply the rules of punctuation for apostrophes in possessives and plurals
WR-07-4.11.32    Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms
WR-07-4.11.33    Students will correctly apply the rules of punctuation for semi-colons in items in a series and combined sente
WR-07-4.11.34    Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter gr
WR-07-4.11.35    Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirec
WR.07-4.11.36    Students will document use of sources
WR-M-4.12.00    Publishing
WR-M-4.13.00    Reflecting
WR-M-1.1.00      Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authenti
WR-08-1.1.01    Reflective Writing
WR-08-1.1.02    Personal Expressive/Literary Writing
WR-08-1.1.03    Transactive Writing
WR-M-1.2.00     Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of pu
WR-08-1.2.01    Reflective Writing
WR-08-1.2.02    Personal Expressive/Literary Writing
WR-08-1.2.03    Transactive Writing
WR-M-2.3.00     Organization: Students will create unity and coherence to accomplish the focused purpose.
WR-08-2.3.01    Reflective Writing
WR-08-2.3.02    Personal Expressive/Literary Writing
WR-08-2.3.03    Transactive Writing
WR-M-2.4.00     Sentence Structure: Students will create effective sentences.
WR-08-2.4.01    Reflective Writing
WR-08-2.4.02    Personal Expressive/Literary Writing
WR-08-2.4.03    Transactive Writing
WR-M-3.5.00     Language: Students will exemplify effective language choices.
WR-08-3.5.01    Reflective Writing
WR-08-3.5.02    Personal Expressive/Literary Writing
WR-08-3.5.03    Transactive Writing
WR-E-4.7.00     Inviting the Writing
WR-M-4.8.00     Prewriting
WR-M-4.9.00     Drafting
WR-M-4.10.00     Revising and (Content/Ideas)
WR-08-4.10.04    Students will narrow topic for selected writing
WR-08-4.10.05    Students will identify and compose a topic sentence of a paragraph
WR-08-4.10.06    Students will select appropriate supporting details
WR-08-4.10.07    Students will identify extraneous/irrelevant materials
WR-08-4.10.08    Students will correct sentences that are out of chronological/sequential order or insert new sentences in the
WR-08-4.10.09    Students will apply the most effective transitions
WR-08-4.10.10    Students will develop effective introductions and closures for writing
WR-08-4.10.11    Students will eliminate redundant words and phrases
WR-08-4.10.12    Students will choose the most specific word for use in a sentence
WR-M-4.11.00     Editing (Conventions and Mechanics)
WR-08-4.11.13    Students will apply knowledge of subject/verb agreement with both singular and plural subjects
WR-08-4.11.14    Students will apply knowledge of present, past and future verb tenses
WR-08-4.11.15   Students will apply knowledge of comparative and superlative forms of adjectives and adverbs
WR-08-4.11.16   Students will apply knowledge of special problems in usage (a, an to, two, too, their, there, they’re) and pron
WR-08-4.11.17   Students will correct sentences that are run-ons or awkward
WR-08-4.11.18   Students will correct sentence fragments
WR-08-4.11.19   Students will combine short choppy sentences effectively
WR-08-4.11.20   Students will apply knowledge of spelling patterns, generalizations, and rules to commonly used words
WR-08-4.11.21   Students will apply knowledge of spelling patterns, generalizations, and rules to plural forms of words
WR-08-4.11.22   Students will apply knowledge of spelling patterns, generalizations, and rules to contractions
WR-08-4.11.23   Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings
WR-08-4.11.24   Students will capitalize proper noun, days, months
WR-08-4.11.25   Students will capitalize the beginning of sentences
WR-08-4.11.26   Students will capitalize the pronoun “I”
WR-08-4.11.27   Students will capitalize proper adjectives
WR-08-4.11.28   Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences
WR-08-4.11.29   Students will use commas in a series, a date, a compound sentence, and the greeting and closing of a letter
WR-08-4.11.30   Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introduc
WR-08-4.11.31   Students will correctly apply the rules of punctuation for apostrophes in possessives and plurals
WR-08-4.11.32   Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms
WR-08-4.11.33   Students will correctly apply the rules of punctuation for semi-colons in items in a series and combined sente
WR-08-4.11.34   Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter gr
WR-08-4.11.35   Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect
WR-08-4.11.36   Students will document use of sources
WR-M-4.12.00    Publishing
WR-M-4.13.00    Reflecting
                                                        Strategies                      Assessments
                                                        ---------------                 ---------------
                                                        Summarizing                     Pre-assessment
                                                        Cooperative learning            Checklist
houghts, ideas, and feelings in dance.                  Questioning                     Multiple Choice
s of the style, and the use of the elements of dance.   Practice                        Other written questions
                                                        Homework                        Open-response
                                                        Problem solving                 On-demand
                                                        Hands-on                        Writing Portfolio Assignment
                                                        Compare/contrast                Quiz
                                                        Differentiated Learning         Test
                                                        IEP/504 modifications           Project
                                                        Manipulatives                   Plato
                                                        Independent inquiry/reading     Lab
rama/theatre.                                           Reading aloud                   Other written questions
                                                        Discussion                      Formative
                                                        Video/Powerpoint                Summative
                                                        Guest Speaker                   Skills Performance
                                                        Other                           Skills Demonstration



ariety, tension/release, and balance.

piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).
 dance elements (space, time and force) that incorporates one of the following compositional forms: AB, ABA, call and response, or narrative
ning, middle and end).
, Production)



ciples of design to communicate ideas.
municate ideas, feelings, and experiences.

Folk, Orchestral

eas, and feelings in dance.
 e, dance styles, characteristics of the style, and the use of the elements of dance.


) can create a believable character.




rama/theatre.
ariety, tension/release, and balance.

piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).
 dance elements (space, time and force) that incorporates one of the following compositional forms: AB, ABA, call and response, or narrative
ning, middle and end).
, Production)



ciples of design to communicate ideas.
municate ideas, feelings, and experiences.

Folk, Orchestral

 thoughts, ideas, and feelings in dance.
 characteristics of the style, and the use of the elements of dance.

stumes, make-up, lighting, sound) communicate setting and mood.


d principles of design.



rama/theatre.




ariety, tension/release, and balance.

piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice
 dance elements (space, time and force) that incorporates one of the following compositional forms: AB, ABA, call and response, or narrative
ning, middle and end).
, Production)



ciples of design to communicate ideas.
municate ideas, feelings, and experiences.

 d operations in a variety of equivalent forms using models, diagrams, and symbols based on real-world and/or mathematical situations.
 mals, and percents (less than or equal to 100%; and will compare these numbers.
 hole numbers, fractions, decimals, and percents, checking for reasonable and appropriate computational results.
whole numbers, fractions, and decimals to solve real-world problems.
nd division) are inversely related.
g a variety of methods.
orization, factors, multiples, and divisibility to solve real-world problems (e.g., prime factorization to determine a least common multiple [LCM
s, and the identity properties for addition and multiplication are used to simplify numerical expressions.
d into rectangular shapes, including lengths to the nearest eighth of an inch or nearest centimeter; and the area and perimeter of traingles an

ed or different (perimeter and area of rectangles).
 ts of measurement and use these units to solve real-world and/or mathematical problems.

al figures and will apply these properties and figures to solve real-world problems
  three-dimensional figures.
and will apply congruent and similar figures to solve real-world problems.
orld and/or mathematical situations.
 determine new coordinates of the shape after transformation.

correctly identifying the origin, axes, and ordered pairs; and will apply graphing in the coordinate system to solve real-world problems.
s/charts, pictographs, bar graphs, circle graphs, line plots, Venn diagrams, line graphs, stem-and-leaf plots).
 diagrams, plots) are related.
bles, line graphs), and will explain why the type of display is appropriate for the data.

ace of an event.
 ent and will make inferences based on the data.
 hematical problems
 orld problems.
d/or mathematical situations functions using tables, graphs and verbal rules.

 r quantity (e.g., in tables or graphs, input/output tables).
evaluate algebraic expressions.
ons with a missing value based on real-world and/or mathematical situations.
nequalities (e.g., 8x=4, x+2>5).
ercents, and π.
hole numbers, fractions, decimals, percents, integers, square roots, and π) and operations in a variety of equivalent forms using models, dia
d π, and will compare these numbers.
 actions, decimals, and percents, checking for reasonable and appropriate computational results.
whole numbers, fractions, and decimals to solve real-world problems.
nd division) are inversely related.
g a variety of methods (e.g., estimate, pencil and paper, calculator, round, mental math).

ms (e.g., percents, sales tax, discounts, rate).
  orization, factors, multiples, and divisibility to solve real-world problems.
 s, and the identity properties for addition and multiplication are used to justify a given step in solving problems
 ding length to the nearest eighth of an inch or nearest centimeter; the area and perimeter of triangles and quadrilaterals; and the area and ci
cles in standard units.
ed or different (e.g., perimeter and area of rectangles).
  a protractor or angle ruler.
 ts of measurement and use these units to solve real-world and/or mathematical problems.
n, label, and name) the basic geometric elements (e.g., points, segments, rays, lines, angles, and planes), including both real world and/or m
 es, angles, congruent parts) of two-dimensional figures (circles, triangles [acute, right, obtuse, scalene, isosceles, equilateral], quadrilaterals
 es, angles, faces, edges, congruent parts) of common three-dimensional figures (spheres, cones, cylinders, prisms, and pyramids)
and will apply congruent and similar figures to solve real-world problems.

 identifying the origin, axes, and ordered pairs; and will apply graphing in the coordinate system to solve real-world problems.
s/charts, pictographs, bar graphs, circle graphs, line plots, Venn diagrams, line graphs, stem-and-leaf plots, scatter plots).
 diagrams, plots) are related.
er of data and make predictions and draw conclusions from the data.
bles, line graphs, stem-and-leaf plots), and will explain why the type of display is appropriate for the data.
pretations and conclusions about data (e.g. changing the scale on a graph).
nd will recognize clusters, gaps, and outliers within the data.

 obabilities based on the results of an experiment; and make inferences from probability data.
eoretical and experimental probabilities are related.
hematical problems.
 and words, and will apply the functions to solve real-world problems.
relate to each other

  evaluate algebraic expressions.
ons with a missing value based on real-world and/or mathematical situations.
 ons or inequalities.
 numbers (square roots and π only).
 tional, square roots, and π) and operations in a variety of equivalent forms using models, diagrams, and symbols (e.g., number lines, 10 by 1
mals, percentages) of rational numbers and irrational numbers (square roots and π only).
ational numbers, checking for reasonable and appropriate computational results
 ding positive whole number exponents) with rational numbers to solve real-world problems.

variety of methods.

 s, the distributive property, the identity properties for addition and multiplication, and inverse relationships justify a given step in solving probl
ng lengths to the nearest sixteenth of an inch or the nearest millimeter; the area and perimeter of triangles and quadrilaterals; and the area a
thematical situations.
ed or different.
  with a protractor or angle ruler.
s in real-world problems.
al world and/or mathematical situations.

  and metric units of measurement to solve real-world problems.
 t include points, segments, rays, lines, angles, and planes, and will use these elements in real-world and/or mathematical situations.
  ll apply these properties and figures to solve real-world problems.
ese properties and figures to solve real-world problems.
gruent and similar figures to solve real-world problems, and will apply proportional reasoning to solve problems involving scale drawings and
 hematical situations rotational symmetry (90º, 180º, 360º).
 ordinates of the shape after the transformation.
  a coordinate plane.
   identifying the origin, axes, and ordered pairs; and will apply graphing in the coordinate system to solve real-world problems.

 diagrams, plots) are related.
propriate for the data; and will explain how misleading representations affect interpretations and conclusions about data.

will identify clusters, gaps, and outliers; and will apply these concepts to compare sets of data.
can affect the results of data collection.

 obabilities based on the results of an experiment; and make inferences from probability data.
 eoretical and experimental probabilities are related.

sequences in real world and/or mathematical situation .
 words, and algebraic expressions, and will apply the functions to solve real-world problems.


ons with a missing value based on real-world and/or mathematical situations.
ons or inequalities.

peer pressure, and bullying.
ring adolescence.


et, exercise, rest, and other choices affect various body systems.
  and treatments of communicable and non-communicable diseases.
 , substance use/abuse of tobacco, alcohol, marijuana, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual a
 emotional problems.
 rents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. drug addiction, eati
g., goal-setting, time-management, personal learning styles and preferences, decision-making) for maintaining mental and emotional health.
wth and development of healthy bodies.
made in the Dietary Guidelines for Americans 2005 .
 ds encountered by adolescents.
 -threatening emergencies.
kills which are necessary for the improvement of transitional motor skills: Locomotor - moving from one place to another and nonlocomotor –
  skill development.
 d from regular participation in leisure/recreational, or competitive physical activities.
es and sports.
 endurance, flexibility, body composition, cardio-respiratory endurance) and the FITT Principle (Frequency, Intensity, Type, Time).

 ames and sports.

er when making consumer decisions.
pressure, desire for status, and advertising techniques and explain why they are influential.
a savings plan to achieve a specific goal
 by community agencies.
s and for personal satisfaction and enjoyment.
  ky Career Clusters that vary within and among community and regions.
n how these skills impact job success and future career opportunities.
 speakers are used in determining individual traits and explain how knowledge of such traits is helpful in developing career goals for an Indivi
ob and career information.
  P) can be used as a career planning tool.
areer goals that are included in the Individual Graduation Plan (IGP).
 in the workplace.


mpact productivity in homes, schools, and jobs.


s, conflict, peer pressure, and bullying.
urts, peer influence, self-confidence, mood swings) that occur during adolescence.
s it relates to the human life cycle.

et, exercise, rest, and other choices affect various body systems.
 and treatments of communicable and non-communicable diseases.
 emotional problems.
ent or counseling for negative behaviors or addictions.
 maintaining mental and emotional health.
  nt of healthy bodies.
 es for Americans 2005 and explain how these recommendations contribute to good health.
eir personal health.
 fe-threatening emergencies.
kills which are necessary for the improvement of transitional motor skills.
 skill development.
  d from regular participation in leisure/recreational, or competitive physical activities
nce in games and sports.
  be used to maintain and improve fitness.
es and sports.
 ames and sports.

d will compare and evaluate products and services based on these factors.
pressure, desire for status, and advertising techniques and explain why they are influential.
actices are important in achieving personal financial goals.
ow these actions impact the environment.
nity agencies.

 Kentucky’s Fourteen (14) Career Clusters vary within and among communities and regions.
n how these skills impact job success and future career opportunities.
 speakers are used in determining individual traits and explain how knowledge of such traits is helpful in developing career goals for an Indivi
g job and career information.
 P) can be used as a career planning tool:
career goals that are included in the Individual Graduation Plan (IGP).
e in the workplace.


mpact productivity in homes, schools, and jobs.


 s, conflict, peer pressure, and bullying.
  spurts, peer influence, self-confidence, mood swings) occur during adolescence.
 nd its impact on an individual’s well-being.
ng sexual activity.
, exercise, rest, and other choices affect various body systems.
 and treatments of communicable and non-communicable diseases.

emotional problems.
ent or counseling for negative behaviors or addictions.
 maintaining mental and emotional health.
 nt of healthy bodies.
s for Americans 2005 contribute to good health.
eir personal health.
of life-threatening emergencies can help reduce the severity of injuries and save lives.
kills which are necessary for the improvement of transitional motor skills.
echnique, movement).
 from regular participation in leisure,/recreational, or competitive physical activities:
 games and sports.
 be used to maintain and improve fitness.
 orts make them interesting and enjoyable.

sumer decisions.
  will compare and evaluate products and services based on these factors.
pressure, desire for status, and advertising techniques and explain why they are influential.
vings, banking services, and investing.
 ow these actions impact the environment.
 vided by community agencies and how these resources benefit the overall community.
eeds and for personal satisfaction and enjoyment.
Kentucky’s Fourteen (14) vary within and among communities and regions.
n how these skills impact job success and future career opportunities.
 , and other formal assessments, job fairs, job shadowing, academic experiences/grades, hobbies are used in determining individual traits an
and career information.
 al Graduation Plan (IGP) can be used as tools in career planning:
 ing career goals that are included in the Individual Graduation Plan (IGP).
e in the workplace.

 ic and technological advancements.
mpact productivity in homes, schools, and jobs.
nge jobs/careers.

 has multiple meanings.
mprehend unfamiliar words in a passage.



ed on context.


 plot, theme, point of view) in a passage.

  or the entire passage.
k/procedure or answer questions about a passage.
 ke inferences based on what is read.
context from a passage.



nce in a passage .




 ssues, and other texts.
veloped in more than one literary work.
  ative language.
 the passage.
style, content, or use of literary elements.
der’s understanding of a passage.
 has multiple meanings.
mprehend unfamiliar words in a passage.



ed on context.
used in a passage.

etry, or plays.
 plot, theme, point of view) in a passage.

  or an entire passage.
k/procedure or answer questions about a passage.
 ke inferences based on what is read.
e context from a passage.
 r’s behavior.


nce in a passage.




 ssues, and other texts.
o a reading passage.
ery, or figurative language..
 found in a passage.
style, content, or use of literary elements.
 d in one or more passages.
  purpose of a passage.
der’s understanding of a passage.


 has multiple meanings.
mprehend unfamiliar words in a passage.



ed on context.
used in a passage.

etry, or plays.

, or an entire passage.
k/procedure or answer questions about a passage.
 ke inferences based on what is read.
 e context from a passage..
ation and behavior in a passage, as revealed by the dilemmas.


eir importance in a passage.
ge to support the author’s argument.
 in how each is used.
 ssues, and other texts .
o a reading passage.
 eveloped in more than one literary work.
g, plot, theme, point of view) in a passage.
ery, or figurative language.
mbolism, irony, analogies, imagery, figurative language).
style, content, or use of literary elements.
 d in one or more passages.
  purpose of a passage.
der’s understanding of a passage.




otion of an object.
clipses) based on models/representations or data related to the motion of objects in the solar system

 make predictions about the nature of landforms.
 der to explain their function in multicellular organisms
  data/evidence of various organism’s behaviors.
y of species developed through gradual processes over many generations.
 involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive. Main
ceans and climate.
connection/relationship between the Sun’s energy and seasons.
ature object/region to lower temperature object or region. Heat will continue to flow in this manner until the objects reach the same temperat
ceans and climate.
connection/relationship between the Sun’s energy and seasons.
ature object/region to lower temperature object or region. Heat will continue to flow in this manner until the objects reach the same temperat
 ors on a population within an ecosystem.
 es; infer real life applications for substances based on chemical/reactive properties.
 compare properties of different combinations of elements.
otion and unbalanced forces.
s surface or atmosphere based on data/evidence.

e from the sun on the moon and Earth.
mation from one generation to another (heredity); compare inherited and learned traits.

 s about past life forms and environmental conditions; explain the cause and effect relationship of the extinction of a species and environmen
nternal and external to the Earth. The Sun is the major external source of energy.
s that involve several different forms of energy: heat, light, motion of objects, and chemical; Explain, qualitatively or quantitatively, that heat l
ypes of waves include sound, light, earthquake, ocean, and electromagnetic.
ta to draw conclusions about the role of organisms in an ecosystem.
plain consequences of change in one or more factors.
based upon patterns in their physical and chemical properties.
 and atoms are composed of even smaller components. The components of an atom have measurable properties such as mass and electric
neutrons that are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are ca
 t among the solid Earth, oceans, atmosphere, and organisms (biogeochemical cycles).
ces on motion as found in real-life phenomena.
active dating, observing rock sequences, comparing fossils);
 rved on a human time scale, but many processes, such as mountain building and plate movements, take place over hundreds of millions of y
 l movement, hotspots, geysers); describe the interacting components (convection currents) within the Earth’s system.
 ormed approximately 4.6 billion years ago.
   components using a variety of representations.
  lls multiply (mitosis) and differentiate to form many specialized cells, tissues, and organs. This differentiation is regulated through the expres
 earned using data/evidence on behavioral responses to internal and external stimuli.
n order to make biological classifications of those organisms.
 generate behavior. Nerve cells communicate with each other by secreting specific molecules.
 of change over time that can account for the similarities among diverse species.
e and energy transfer; use evidence to make inferences or predictions about global climate issues.
aluate alternative solutions to energy problems.
y, potential energy, or energy contained by a field (e.g., electric, magnetic, gravitational).
ribe the transfer of energy via waves in real life phenomena.
n ecosystems (food chains and energy pyramids); explain the effects of change to any component of the ecosystem.
 cosystem and predict the effects of change on one or more components within an ecosystem.
e.g., solid Earth, oceans, atmosphere, living organisms); propose solutions to detrimental interactions
rms of government (monarchy, democracy, republic, dictatorship) in the present day.
he present day function to preserve and protect the rights, liberty, and property of their citizens by making, enacting, and enforcing appropria
ps in the present day and may result in unique perspectives.
   respond to human needs, structure society, and influence behavior.
ong individuals and groups in the present day.
o resolve conflict among individuals and groups in the present day.
roups, and governments in the present day to make decisions about how productive resources are used.
 d) of the present day.
ds and services are determined by supply and demand.
market value of goods and services and how money makes it easier to trade, borrow, invest, and save in the present day.
rice of goods and services in the present day.
economic questions about the production, distribution, and consumption of goods and services.
 n increased human productivity in the present day.
 n the present day.
ns on Earth’s surface in the present day
ect where human activities are located in the present day.
human characteristics and physical characteristics that create advantages and disadvantages for human activities.
 sent day change over time as technologies, resources, and knowledge become available.
plain how these patterns are influenced by human needs.
 hange and/or migrate because of factors such as war, famine, disease, economic opportunity, and technology in the present day.
 ation of the physical environment in regions.
and limits human activities in the present day.
political, social, and economic development in the present day.
natural resources in the present day.
d conditions, and to analyze the perspectives of different individuals and groups in present day regions.
rms of government (monarchy, democracy, republic, dictatorship) in early civilizations prior to 1500 A.D.
ece, Rome) demonstrated the use of democratic principles.
in the early civilizations prior to 1500 A.D. and resulted in unique perspectives.
 loped social institutions to respond to human needs, structure society, and influence behavior.
ong individuals and groups in early civilizations prior to 1500 A.D.
o resolve conflict among individuals and groups in early civilizations prior to 1500 A.D.
roups, and governments in early civilizations prior to 1500 A.D. to make decisions about how productive resources were used.
A.D. addressed basic economic questions about the production, distribution, and consumption of goods and services.
 n increased productivity in early civilizations prior to 1500 A.D.
ns on Earth’s surface in early civilizations prior to 1500 A.D.
ere located in early civilizations prior to 1500 A.D.
   made distinctive by human characteristics and physical characteristics that create advantages and disadvantages for human activities.
  vilizations prior to 1500 A.D changed over time as technologies, resources, and knowledge became available.
 o 1500 A.D. and explain how these patterns were influenced by human needs.
  ed and/or migrated because of factors such as war, disease, economic opportunity, and technology in early civilizations prior to 1500 A.D.
sisted human modification of the physical environment.
and limited human activities in early civilizations prior to 1500 A.D.
 political, social, and economic development in early civilizations prior to 1500 A.D.
d conditions, and to analyze the perspectives of different individuals and groups in early civilizations prior to 1500 A.D.
ultiple cause-and-effect relationships and give examples of those relationships.
  aleolithic and Neolithic) developed new technologies as they settled into organized civilizations.
nd Rome) and explain how these civilizations had lasting impacts on the world in government, philosophy, architecture, art, drama, and literat
  ich these cultures influenced government, philosophy, art, drama, and literature in the present day.
es of how these developments influenced modern societies.
 mong isolated cultures and explain the impact of this contact.
 rms of government in the United States prior to Reconstruction.
he United States prior to Reconstruction functioned to preserve and protect the rights, liberty, and property of their citizens by making, enacti
 nited States is a flexible document that changes and is interpreted over time to meet the needs of its citizens.
 arates power among the legislative, executive, and judicial branches to prevent the concentration of political power and to establish a system
  rnments are sometimes shared and sometimes separate (federalism) and give examples of shared and separate powers.
ments established democratic principles and guaranteed certain rights for all citizens.
ent to function as a democracy, citizens must assume responsibilities and duties.
ups in the United States prior to Reconstruction and resulted in unique perspectives.
  human needs, structure society, and influence behavior.
 ong individuals and groups in the United States prior to Reconstruction.
  onflict among individuals and groups in the United States prior to Reconstruction.
 roups, and the government in the United States prior to Reconstruction to make decisions about how productive resources were used.
ed historical events in U.S. History prior to Reconstruction.
  s prior to Reconstruction.
 n producing goods and services in the early United States prior to Reconstruction and influenced the growth of a free enterprise system.
es of goods and services were determined by supply and demand.
  rket value of goods and services and how money made it easier to trade, borrow, invest, and save in the United States prior to Reconstructio
 price of goods and services in the United States prior to Reconstruction.
 oduction, distribution, and consumption of goods and services were addressed in the United States prior to Reconstruction.
 n increased productivity in the United States prior to Reconstruction.
 ies are interdependent in the United States prior to Reconstruction.
ns on Earth’s surface in United States history prior to Reconstruction.
ere located in the United States prior to Reconstruction.
ade distinctive by human characteristics and physical characteristics that create advantages and disadvantages for human activities.
  Reconstruction changed over time as technologies, resources, and knowledge became available.
 to Reconstruction and explain how these patterns were influenced by human needs.
  ed and/or migrated because of factors such as war, disease, economic opportunity, and technology in the United States prior to Reconstruct
 on assisted human modification of the physical environment.
and limited human activities in the United States prior to Reconstruction.
political, social, and economic development in the United States prior to Reconstruction.
ople have about how to use land in the United States prior to Reconstruction.
d conditions, and to analyze the perspectives of different individuals and groups in U.S. history prior to Reconstruction.
ultiple cause-and-effect relationships and give examples of those relationships.
  " of European, African, and Native American people beginning in the late 15th century, and analyze how America's diverse society develope
onal liberty, that developed during the colonial period, were motivations for the American Revolution and proved instrumental in forging a new
  occurred and were significant to the development of the United States prior to Reconstruction.
  mong sections of the U.S. and explain how these differences resulted in the American Civil War.
 communicate with an authentic audience.
 udience’s understanding of purpose.



 ed purpose.




 r insert new sentences in the correct chronological/sequential position




 d plural subjects

ves and adverbs
 their, there, they’re) and pronoun reference with subjective



o commonly used words
o plural forms of words
o contractions
o change verb endings




mperative sentences
 greeting and closing of a letter
 s, direct address, and introductory phrases and clauses.
ssives and plurals
ns and acronyms
 n a series and combined sentences
  list and the business letter greeting
alogue, titles and direct/indirect quotes




communicate with an authentic audience.



udience’s understanding of purpose.



ed purpose.




 r insert new sentences in the correct chronological/sequential position




d plural subjects

ves and adverbs
 their, there, they’re) and pronoun reference with subjective



o commonly used words
o plural forms of words
o contractions
o change verb endings




mperative sentences
greeting and closing of a letter
s, direct address, and introductory phrases and clauses.
ssives and plurals
ns and acronyms
n a series and combined sentences
  list and the business letter greeting
alogue, titles and direct/indirect quotes




communicate with an authentic audience.



udience’s understanding of purpose.



ed purpose.




 r insert new sentences in the correct chronological/sequential position




d plural subjects
ves and adverbs
 their, there, they’re) and pronoun reference with subjective



o commonly used words
o plural forms of words
o contractions
 change verb endings




  perative sentences
greeting and closing of a letter
s, direct address, and introductory phrases and clauses
  sives and plurals
ns and acronyms
n a series and combined sentences
  list and the business letter greeting
 logue, titles and direct/indirect quotes
             Thinking/Application   Reading to Learn           Technology
             ---------------        ---------------            ---------------
             Quadrant A             Encountering new word      Single Computer
             Quadrant B             Connect new knowledge      Computer Lab
             Quadrant C             Think ahead                Smartboard
             Quadrant D             Evaluate understanding     Overhead
                                    Create mental images       Scanner
             ---------------        Periodically summarize     Digital Camera
             Knowledge              Use text features/cues     Library
             Comprehension          Have a plan for the task   Internet
             Application                                       Word Processing
             Analysis                                          Accelerated Math
             Synthesis              Writing to Learn           Accelerated Reader
             Evaluation             ---------------            Read/Write Gold
                                    Describe                   Plato
             ---------------        Persuade                   Aver-Key
             DOK Level 1            Compare/Contrast           PowerPoint
             DOK Level 2            Reflect                    Overhead
             DOK Level 3            Summarize                  Video
             DOK Level 4                                       Graphing Calculator
                                                               Encyclomedia




call and response, or narrative.
call and response, or narrative.




call and response, or narrative.




mathematical situations.
a least common multiple [LCM] or greatest common factor [GCF]).

a and perimeter of traingles and quadrilaterals.




ve real-world problems.




alent forms using models, diagrams, and symbols (e.g., number lines, 10 by 10 grids, rectangular arrays, number sentences), based on real




drilaterals; and the area and circumference of circles.




 ding both real world and/or mathematical situations.
 es, equilateral], quadrilaterals [square, rectangle, rhombus, parallelogram, trapezoid], regular polygons), and will apply these properties and
risms, and pyramids)


orld problems.
ols (e.g., number lines, 10 by 10 grids, rectangular arrays, number sentences), based on real-world and/or mathematical situations.




y a given step in solving problems.
 quadrilaterals; and the area and circumference of circles.




thematical situations.


involving scale drawings and proportional figures.



orld problems.
gular exercise habits, sexual activity).

tions (e.g. drug addiction, eating disorders). DOK 1
mental and emotional health. DOK 2




o another and nonlocomotor – stationary movements



 nsity, Type, Time).




ping career goals for an Individual Graduation Plan (IGP).
ping career goals for an Individual Graduation Plan (IGP).
determining individual traits and explain how knowledge of such traits is helpful in developing career goals for an Individual Graduation Plan (
ange required to survive. Maintaining a stable internal environment is essential for an organism’s survival.


ects reach the same temperature. For example, a cup of hot water will continue to cool down until it comes to the same temperature as the


ects reach the same temperature. For example, a cup of hot water will continue to cool down until it comes to the same temperature as the




n of a species and environmental changes.

ely or quantitatively, that heat lost by hot object equals the heat gained by cold object.




 ies such as mass and electrical charge. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electr
  neutrons, these atoms are called different isotopes of the element.



e over hundreds of millions of years.
 regulated through the expression of different genes.




cting, and enforcing appropriate rules and laws.




 in the present day.




rces were used.




ages for human activities.
vilizations prior to 1500 A.D.




 tecture, art, drama, and literature.




heir citizens by making, enacting, and enforcing appropriate rules and laws.

ower and to establish a system of checks and balances.




e resources were used.


 a free enterprise system.

d States prior to Reconstruction.

construction.




s for human activities.


ed States prior to Reconstruction.




ica's diverse society developed as a result of these events.
d instrumental in forging a new nation.
ber sentences), based on real-world and/or mathematical situations.




will apply these properties and figures to solve real-world problems.
hematical situations.
an Individual Graduation Plan (IGP).
the same temperature as the surrounding area. Usually when heat is transferred to or from an object, the temperature changes. The tempe


the same temperature as the surrounding area. Usually when heat is transferred to or from an object, the temperature changes. The tempe




y charged electrons. The electric force between the nucleus and the electrons holds the atom together.
e temperature changes. The temperature increases if heat is added and the temperature decreases if the heat is removed.


e temperature changes. The temperature increases if heat is added and the temperature decreases if the heat is removed.
he heat is removed.


he heat is removed.
                                          Performance Rubric
Student's Name:                                                                           Final Grade:
         Activity Title: Disaster Readiness                                               Date:
Performance Assessment:
Students will use information collected during constructive/destructive unit to write a letter to their parents
persuading them to create a readiness plan for disasters in their home.
                           Performance Criteria                                                     Rating
General Criteria                                                                             10       5         3        0
Completed on time, followed directions, work done neatly




Specific Criteria                                                                            15      10         5        0
Created transactive piece, addressed and stayed on topic




Productivity Skills                                                                          10       5         3        0
Focus on content, audience




Goes Beyond           (Creativity, extra effort, depth, higher thinking, understanding)

Specify:                                                                                                  Yes       No
Creativity, understanding, references to in-class topics/content




Comments:



                                                                                                  Points Earned




Author:                                              Performance Assessment #

				
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