Recent Changes

Saturday, February 21

Wednesday, September 10

  1. page Planning Framework edited ... Topic/Big Idea: Main Idea Curriculum links: Language, reading and response to literature Dia…
    ...
    Topic/Big Idea: Main Idea
    Curriculum links: Language, reading and response to literature
    Diagnostic (reading):CASI(reading):QCA/OCA or Running Reccord data
    Question:
    Reading resource:
    (view changes)

Tuesday, October 8

  1. page Biodiversity Rubric edited ... - Biodiversity Grade 10 Biodiversity - How All Living Things Are Connected Extinction is …
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    - Biodiversity Grade 10
    Biodiversity - How All Living Things Are Connected
    Extinction is a natural process that occurred long before humans ever evolved. Why should we worry about extinction now? Elaborate using at least three examples that would support this your answer. Suppose you could eliminate extinction of animals in our day. Write a well-developed plan with at least five parts on how you would accomplish this.
    (view changes)

Monday, January 14

  1. page TLCP - EXAMPLES edited ... Created By John Migliore Tracy Wright Step 1: Specific Expectations {file://localhost/U…
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    Created By John MiglioreTracy Wright
    Step 1: Specific Expectations
    {file://localhost/Users/zpipe/Library/Caches/TemporaryItems/msoclip/0/clip_image001.png} Reading 1.5, 1.8– making inferences, drawing conclusions
    (view changes)

Monday, December 10

  1. page Biodiversity Rubric edited Ecology - Biodiversity Grade 10 Biodiversity - How All Living Things Are Connected ... accompl…
    Ecology - Biodiversity Grade 10
    Biodiversity - How All Living Things Are Connected
    ...
    accomplish this.
    Inquiry Question/Big idea on Biodiversity
    Assessment Focus/Specific Expectations:
    Reading- MakingMaking inferences, drawing
    Writing - form, voice, word choice
    Science – Understanding Life Systems
    (view changes)
  2. page Biodiversity Rubric edited Science – Understanding Life Systems Ecology - Biodiversity Grade 6 10 Biodiversity - How A…
    Science – Understanding Life SystemsEcology - Biodiversity Grade 610
    Biodiversity - How All Living Things Are Connected
    Biodiversity includes diversity of individuals, species and ecosystems. GiveExtinction is a natural process that occurred long before humans ever evolved. Why should we worry about extinction now? Elaborate using at least three examples that
    ...
    support this idea.
    Can classification help us to understand the way things are interrelated? Explain.
    your answer. Suppose you could eliminate extinction of animals in our day. Write a well-developed plan with at least five parts on how you would accomplish this.
    Inquiry Question/Big idea on Biodiversity
    Assessment Focus/Specific Expectations:
    Reading 1.5, 1.8 – makingReading- Making inferences, drawing conclusions
    Writing 2.1, 2.2, 2.3 –- form, voice,
    Science – Understanding Life Systems
    Criteria
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    Level 3
    Level 4
    SCIENCESCIENCE- Knowledge
    Demonstrates
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    fact that living things are classifiedextinction is a problem in today's society
    -Demonstrates limited
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    understanding of the classification systemextinctions- past and present day
    -Demonstrates some
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    understanding of the classification systemextinction
    -Demonstrates considerable
    ...
    understanding of the classification systemextinction
    -Demonstrates thorough
    ...
    understanding of the classification system
    R 1.5 & 1.8
    Thinking
    extinction
    Reading- Thinking

    Demonstrates critical and creative thinking processes by inferring to enhance writing
    -Demonstrates critical and creative thinking processes (e.g., inferring) with limited effectiveness
    ...
    -Demonstrates critical and creative thinking processes (e.g., inferring) with considerable effectiveness
    -Demonstrates critical and creative thinking processes (e.g., inferring) with a high degree of effectiveness
    W 2.1, 2.2 & 2.3Writing- Communication
    Expresses and organizes ideas in an organized and logical fashion
    Uses conventions (e.g., grammar, spelling, punctuation) and appropriate vocabulary
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    -uses conventions and vocabulary with a high degree of effectiveness
    Application
    ...
    concept of classifying living things)how to address extinction and a plan to eliminate it) to the
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    among topic (biodiversity)(extinctions and personal experiences, and life situations to enhance writingwhy organisms face extinction)
    -transfers knowledge and skills to the writing task with limited effectiveness
    ...
    among topic, personal experiences, and life situations with limited
    -transfers knowledge and skills to the writing task with some effectiveness
    ...
    connections among topic, personal experiences, and life situationstopic with some
    -transfers knowledge and skills to the writing task with considerable effectiveness
    ...
    connections among topic, personal experiences, and life situationstopic with considerable
    -transfers knowledge and skills to the writing task with a high degree of effectiveness
    ...
    connections among topic, personal experiences, and life situationstopic with a
    (view changes)

Saturday, September 22

  1. page TLCP - EXAMPLES edited This Resource Created By John Migliore Step 1: Specific Expectations ... Reading 1.5, 1.8 – …
    This Resource Created By John Migliore
    Step 1: Specific Expectations
    ...
    Reading 1.5, 1.8 –1.8– making inferences,
    Writing 2.1, 2.2, 2.3, 2.6, 2.7, 2.8 – form, voice, word choice, producing a draft, preparing for revision, revision
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    Life Systems
    Step 2: Big Idea/ Critical Contextual Focus
    How Do Choices Humans Make Impact Biodiversity?
    - Biodiversity-Biodiversity includes diversity
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    this idea.
    - Can

    -Can
    classification help
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    interrelated? Explain.
    - Describe

    -Describe
    human interaction
    Step 5: Planning for Instruction
    1. Diagnostic - Assessment Questions
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    Step 4: Pre-Test/Diagnostic
    Review science related comics. Student assessment questions should show they understand the conventions of comics and how they can convey ideas.
    ...
    TLCP Cycle
    Process …
    ...
    Specific Expectations
    Reading

    Reading
    1.7 –
    ...
    to meaning
    Reading 1.8 – make judgements and draw conclusions
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    their views
    {file://localhost/Users/zpipe/Library/Caches/TemporaryItems/msoclip/0/clip_image002.png} Reading 1.9 – identify the point of view presented in texts;
    ...
    possible perspectives
    Writing 1.4 – sort and classify information for their writing in a variety of ways that allow them to view information from different perspectives and make connections between ideas
    Writing 2.7 –2.7– make revisions
    ...
    strategies
    Writing 3.7 –3.7– use a
    ...
    and layout
    Step 2: Big Idea/ Critical Contextual Focus
    Truth or Fiction – Does it Depend on Your Point of View?
    (view changes)

Tuesday, August 14

Saturday, April 21

Wednesday, November 30

  1. page Biodiversity Rubric edited ... Biodiversity includes diversity of individuals, species and ecosystems. Give examples that wou…
    ...
    Biodiversity includes diversity of individuals, species and ecosystems. Give examples that would support this idea.
    Can classification help us to understand the way things are interrelated? Explain.
    Question - How can you keep track and organize all living things to show how they are connected to each other?Inquiry Question/Big idea on Biodiversity
    Assessment Focus/Specific Expectations:
    Reading 1.5, 1.8 – making inferences, drawing conclusions
    ...
    Application
    Transfers knowledge and skills (e.g., concept of classifying living things) to the writing task
    ...
    among topic (classification)(biodiversity) and personal
    -transfers knowledge and skills to the writing task with limited effectiveness
    -Makes connections among topic, personal experiences, and life situations with limited effectiveness
    (view changes)

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