2023 META24 Course Catalog-7

Curriculum Map and

Course Offerings

2023

Inquiry Bridge, © 2023 meta24.org

1

META24s Is the Only

Inclusive Innovative

Curriculum and Build Out For:

Skill Core Embedded

Place Based

Project Based

Work Based

STEAM + Entrepreneurial

Habit Building System

For All Subjets

1000s of Courses


2

MANIFEST META24

1. Microschool Retail Franchise +Tutoring

2. Competency School Engagement and Transformation

14 Optional Labs Alternative

3. Membership Virtual Learning

4. Home School Kits

5. Community/Church Area Schools and Adult Classes


3

Equity and Access

School districts choose META24 labs across 3rd through 12th grade to dramatically improve retention through

engagement, enrichment, skill building and core mastery through our 21st century labs, curriculum, and teacher

training. The skill and core gap trend existed prior to the pandemic and has been accelerated by the lack of attendance

and direct instruction, as well as an absence of career, entrepreneurial, and 21st century programming.

School districts have lost a significant portion of their student population over the past five years though the past

two years has seen a drop in both the high school and middle school levels where attendance remains around

80% of those who attend in person. The majority African American population needs access to the machinery,

software, instruction, skills, and unique systems META24 labs will provide.

Equity and Evidence

Workforce High (WFH), a division of Banner Learning Corp - Chicago, is an education, training, and career success

collective that strives to create sustainable opportunities for disenfranchised young adults (ages 8 to 26)

by providing access to innovative on-site and virtual learning communities. Headquartered in Chicago, Illinois,

Workforce High leverages private and community partnerships to build pathways to entrepreneurism and

sustainable careers in emerging industries, and to promote wealth creation in underserved communities. Our

proven model has supported the development of over 100 viable businesses, 400 sustained job placements,

2,600 sustained career placements, and the acquisition of over 20,000 workforce, core, and soft skills. At the

community level, our work has supported over $2 million in earnings in WFH communities.

Our formula is simple but effective:

1. We provide tailored learning opportunities that build metacognitive skills that are

necessary for career success

2. We offer advanced training that gives young people competitive footing in a rapidly

changing job market.

3. We build tangible pathways to sustainable careers in emerging industries by curating

private sector partnerships with local corporations.

4. We enable graduating participants to leverage their acquired skills to start their own

social enterprises or to gain employment in highly sought after industries such as fiber

splicing, IT, 3D design, virtual reality, game design.

5. Individual wealth creates conditions that support social and economic changes in

disinvested neighborhoods.

Additional Scientific Methods are chartered in an attachment.

Cost Rationale

META24 helps students (1) build core skills that support entrepreneurism and/or competitive entry into sustainable

jobs, (2) develop transferable skills that increase employment retention, and (3) cultivate hands-on skill development

and targeted competencies in emerging industries, including graphic design, 2D design, fashion and

sewing, music production + studio, video and podcast production, personal care social enterprise development,

entrepreneurship, basic to advanced construction, IT, 3D printing, CNC production, virtual reality and GAMING,

coding, CNC machinery, electrical manufacturing, management and supply chain.

Our theory of change is that Skill Development (i.e., core, transferable, and advanced training in emerging industries)

supports Workforce Integration. In turn Workforce Integration enables Wealth Creation (i.e., career sustainability

and homeownership) in underserved communities. Wealth Creation then fosters Community Stability that

improves the overall quality of life in disinvested neighborhoods.

We serve this population by innovating upon traditional models of education and career attainment that rely disproportionately

on a linear framework that moves young people from high school completion to college graduation,

to career attainment. In communities hardest hit by poverty and crime, overreliance on this framework has

resulted in high levels of school disengagement and corresponding rates of high school incompletion.


4

Table of Contents

META LABS 13

META ORIENTATION 13

2-D DESIGN PRODUCTION 15

17 Orientation Programs

(Photoshop, Illustrator, Inkscape) 15

18 Orientation Equipment (Digital heat press,

Vinyl Cutter, Laser Cutter, Silk screen) 16

BUSINESS

17 Business Orientation 17

18 Writing a Business Plan 18

19 Business Production Skill 19

20 Open Retail Store 20

21 Open an Online Store 21

22 Business Accounting 22

CODING & ROBOTICS

17 Orientation - Build a METAbot 23

18 Micro-mouse robot and maze 24

CULINARY

17 Open a Café 25

18 Tools of the Cafe 26

19 Canning , Preserving, Selling 27

CULTIVATION

17 Urban Gardening 28

18 Farmer’s Market 29

19 Aquaponics 30

20 Composting 31

FASHION DESIGN/TRENDS

17 Orientation: Sewing Basics 32

18 Children’s Clothing 33

19 Scaling the Box 34

20 Fashion Design Creating a Clothing Line 35

21 Fabrics and Accessories 36

22 Fashion Accessories (hats, shoes, belts, etc) 37

23 Creating a Children’s Clothing Line 38

24 Open an Online Store 39

GRAPHIC DESIGN

17 Orientation 40

18 Elements of Design 41

19 Copywriting 42

20 Magazine Design 43

21 Writing & Illustrating Children’s Books 44

INDUSTRIAL DESIGN

17 Orientation: Tools & Safety 45

18 Intro to Sketchup 46

19 Basic 3D Printing 47

20 3D Printers 48

21 Laser Cutting and Etching 49

22 Shop Bot 50

23 Vending Machine 51

JEWELRY DESIGN

17 Basic Tools and Techniques 52

18 Beading and Wire Wrapping 53

19 Metalsmithing: basic forms 54

META SCIENCE

1 Life Science 55

2 Physical Science 56

3 Earth and Space Science 57

META SOCIAL STUDIES

GOAL 1 Foundational Issues 58

GOAL 2 World History & Geography 59

GOAL 3 US History & Geography 60

META WRITING

17 Business Production 61

18 Social Media Marketing 62

19 Online Marketing 63

20 Creating a Video Presence 64

MULTIMEDIA

17 Orientation 65

18 Scripting & Planning 66

19 Writing to Film 67

20 TV Show 68

21 Sound Production 69

22 Stage Production 70

23 Stop Animation 71

24 Producing & Marketing Films 72

PERSONAL CARE

17 Candles/Candle Holder 73

18 Skin Lotions 74

19 Hair Care: Shampoos and Conditioners 75

20 Facial Masks and Rubs 76

21 Bath Soaps 77

22 Cleaning Supplies 78


5

SERVICE INDUSTRY

17 - Moving/House Keeping Company 79

18 - Tutoring/Babysitting 80

SPORTS ACADEMY

17 Open a Sports Academy 81

18 Core Training/Fitness 82

19 Volleyball, Badminton 83

20 Soccer and Basketball 84

23 Boxing (Complete) 85

LIFE SKILLS (WORK READINESS)

17 Pre-assessment 86

18 Preparation 87

19 Professionalism 88

20 Verbal Communication 89

MZUZI 90

REMEDIAL MZUZI (READING & WRITING)

1 Vocabulary 91

2 Reading Process 92

3 Writing Process 93

BASIC MATH

1 Addition Subtraction 94

2 Multiplication and Division 95

HIGH SCHOOL READING

LEVEL 1 96

GP 01 - Key Ideas and Details FICTION 96

GP 02 - Craft and Structure FICTION 97

GP 03 - Integration of Knowledge FICTION 98

GP 04 - Range of Reading and Text FICTION 99

GP 05 - Comprehension and Collaboration

NONFICTION 100

GP 06 - Presentation of Knowledge NONFICTION 101

GP 07 - Integration of Knowledge NONFICTION 102

GP 08 - Range of Reading and Level NONFICTION 103

LEVEL 2 104






NONFICTION 108




LEVEL 3 112







NONFICTION 116




HIGH SCHOOL WRITING

LEVEL 1 120

GP 1 Narrative Writing 120


GP3 Writing Descriptive Research 122

GP4 Revising Descriptive Research 123

GP 5 Persuasive Argument 124

LEVEL 2 125



GP 11 Writing Descriptive Research 127

GP 12 Revising Descriptive Research 128


LEVEL 3 130



GP 19 Writing Descriptive Research 132



MIDDLE SCHOOL READING

LEVEL 1 135


GP 02 - Craft and Structure 136

GP 03 - Integration of Knowledge 137

GP 04 - Range of Reading and Text 138

GP 05 - Comprehension and Collaboration 139

GP 06 - Presentation of Knowledge 140


GP 08 - Range of Reading and Level 142

LEVEL 2 143









6

LEVEL 3 151









MIDDLE SCHOOL WRITING

LEVEL 1 159


GP 2 Revising Narrative Writing 160

GP3 Descriptive Research 161

GP4 Revising Descriptive Research 162

LEVEL 2 163



GP 11 Descriptive Research 165


LEVEL 3 167



GP 19 Descriptive Research 169


HIGH SCHOOL MATH

MATH FOUNDATIONS 171

GP1 Addition Subtraction 171

GP2 Multiplication and Division 172

ALGEBRA I to GEOMETRY 173

GP1 Simplify, multiply, and divide numbers 173

GP2 Ratios, Probability 174

GP3 Introduction to Polynomials 175

GP4 Introduction to Graphing 176

GP5 Applications of Fractions 177

GP6 Number Theory and Factoring 178

GP7 Negative Exponents and More on Factoring 179

GEOMETRY to ALGEBRA II 180

GP9 Functions 180

GP10 Ratio, Rates, Proportions, Probability 181

GP11 Lines, Angles, Planes 182

GP12 Systems of Equations 183

GP13 Geometry Introduction 184

GP14 Quadratics 185

GP15 Exponential/Logarithmic Functions 186

ALGEBRA II to TRIGONOMETRY 187

GP 17 Solving Quadratics 187

GP 18 Applications of Quadratics 188

GP19 Rational Expressions 189

GP 20 More Rational Expressions 190

GP 21 Sequences 191

MIDDLE SCHOOL MATH

Math Level 1 192

1 Ratios and Proportions 192

2 Division of Fractions/Decimals 192

3 The Number System 193

4 Expressions and Equations 194


6 Geometry Area 196

7 Statistics & Probability 196

8 Statistics: Center and Variability 197

Math Level 2 198

9 Ratios and Proportions 198

10 Add/Subtract Signed Numbers 199

11 Integers: Multiply/Divide 200


13 Geometric Measurement 202

14 Geometry Area & Volume 202



Math Level 3 205

17 The Number System 205

18 Exponents and Square Root 205


20 Functions 207

21 Geometry 208

22 Geometry Volume 208


24 Statistics 209

META24 ENTREPRENEURSHIP MATH CURRICULUM 210

17 Costing Materials 211

18 - Pricing Points 212

19 - Applied Formulas 213

20 - ROI: Return on Investment 214

21- BEA: Break Even Analysis 214

22 -Gross Profit 215

23 - Net Profit 215

24 - Investment 216


7

META24 Labs - REIMAGINE CORE MASTERY

META24 Labs will transform your learning environment and create mechanism

to create wealth and master skills..

Innovating EcoSystem

Earn Full HS Diploma

21st Century Sustaining

Labs - fastest growing of

its kind in the country

Competency + CORE

System Allows for Faculty

Teacher Shortage

One Lab Multiple Subjects

= Fill Teacher Gaps

RECRUIT

Different Systems

= More Students

Student Need

Program Need

Institutional Need

Teacher Needs

Wealth, Creation, and

Career Placement. Plus

Core Development While

Earning CREDITS!!!

Skill Building and

Engagement

Mechanisms to Attract

and Teach Students.

Competency Based Skills,

Tracking, and New Way

of Thinking that Can Shrink

the Teacher Shortage and

Cost While Watching

Students Master Skills.

Two Fold. Facilitators and

Teacher Collaborating

and Healing to Have

the Capacity to

REIMAGINE School.


8

META24 CURRICULUM

Flow Healing Through Doing CORE and Enterprise Curriculum – 3rd -12th

All labs cover 100% requirement for Financial Literacy, Entrepreneurship/

Business + Workforce Development + AI Courses

MATH ELA SCI SS

PERSONAL CARE LAB

I am building a candle, lotion, hair, etc business and

my industry courses currently cover core capacity…

% of Core Standards

Covered and Assessments

CULTIVATION LAB

I decided to grow my own lavender water to my

product and add micro greens to enhance….

GRAPHICS and 2D Design LAB

I need to add logos and a website for my personal

care products

FASHION DESIGN LAB

I want to make bags and matching stationary for my

personal care labs

INDUSTRIAL DESIGN LAB

Products produce waste and not eco-friendly so

I want to 3D print and laser cut my bottles…

MULTI-MEDIA LAB

I am close to taking my product shots, videos,

podcast and create content…


9

META24 CURRICULUM



Business + Workforce Development

MATH ELA SCI SS

CODING + GAMING LAB

I have a VR experience I would like to take my

clients through and design the next iteration…

ETREPRENURSHIP LAB

I’m ready to scale my line, get investments money,

and scale to stores or online…

MZUZI + CAFE

I need a better tool to pick up to do closer reads and

get deeper though STEM Literacy

META WRITING

My copy is ok for my videos and emails to secure

more business but I could use additional support…

META MATH

I think I had it but I need additional help with business

development as my options expand…

META SCIENCE

I have so many hands on options that I can expand my

knowledge of the science of my product and beyond…


10

META24 CURRICULUM



Business + Workforce Development

MATH ELA SCI SS

META CIVICS

My business and our stores is about the altering

history and I need a deeper understanding…

META Social Studies

I can use me labs to create further projects with social

studies equations and to better understand history…

STEP PREP ELA

Full ELA remedial to accelerated leveled reading

to get me to where I need to be

STEP PREP WRITING

Full Writing STEP PREP to get my writing to where it

needs to be for my communication skills…

STEP PREP MATH

Full Math Step Prep to continue to practice my skills

and get them to where they need to be.

WORK READINESS/FI LIT/ REGULAR CORE

A regular track for my friends that just need some

basic courses and get ready for a 9 to 5….


11

The World’s Most

Affordable Engagement

Reform.... Are You READY?

PROBLEM

SOLUTION

Some of our kids hate school

Create a better one

Students are behind and our

teachers cannot help them.

Teach competency based learning

and get rid of old school.

We purchase stuff and are in the

same place as we were before.

Build Systems of Learning.

We do not have funding to rebuild.

Systems of Learning Reallocate

Resources in the Right Places.

FEAR TO BE DIFFERENT.

LET’S INNOVATE TOGETHER.

I DO

You Watch

Monday

I DO

You Help

Blended Lit

YOU DO

I Help

Thursday

YOU DO

I Watch

Friday

Remember Labs Tues/Wed

( ) & Understand

Create and

Apply and

E&C Analysis

Evaluate

( or Analyze ) ( ) ( )


12

17 META LABS

META LABS

Students will understand how META 24 can change the systems of learning and bring relevantlearning

standards to life in the school.

Students will understand the 745 system and consider how they are using these systems in their

school presently. They will research why we need systems of workforce development for

disengaged communities and support claims with research and create a vision statement for

their school around the 745 concept.

Students will consider what would happen if you took disengaged students and started a

community based scalable business. They will role play disengaged students and analyze

statistical results. Students will design a creative project that details the concepts learned in class.

MATERIALS

• META 24 process video

• Notebook/Pen

• OT Walls


13

18 META ORIENTATION

META LABS

Students will understand and connect ACT Work Key skills with the META Business Plan.

They will Review META business documents, consider the level of scaffolding, research what a

typical SBA plan looks like, and write a list detailing what is new to them about the process of

starting a business.

MATERIALS

• Notebook

• Pencil/Pen

• HOT Walls

• META Business Docs under Activities

• ACT Work KEY SKILLS Under Activities

• Video - META 24 Intro to Business


14

2-D DESIGN

PRODUCTION

META LABS

(Photoshop, Illustrator, Inkscape)

1. Become familiar with the basic tools available in Photoshop, understand how to upload,

resize, and save an image, and create a logo using Photoshop. How do you choose the

appropriate Photoshop tool for your project? How do you change the size and resolution

of an image in Photoshop?

2. Become familiar with the basic tools available in Illustrator, understand how to upload,

resize, and save an image, and create a business card using Illustrator. What can Illustrator

do that Photoshop can’t do? What does vector mean?

3. Use knowledge of Photoshop and Illustrator to create a business card with a logo in Inkscape.

Go to the Inkscape https://inkscape.org/en/ and write down three pieces of information about

the description of the product. What does it do? Who uses Inkscape and why?

MATERIALS

• Photoshop

• Illustrator

• Inkscape

• Images in Activities section

(sea tank & sea turtle)

• Your logo image


15

18 Orientation Equipment

META LABS

1. Apply knowledge of Photoshop and Illustrator to digital heat presses and learn how to use a

digital heat press to create a t-shirt or hat with a logo.

2. Apply knowledge of Photoshop and Illustrator to make a vinyl print, learn to load and print from

a vinyl cutter, and create a t-shirt, decal, or sign. Understand considerations when processing

files. How do you make things easier for yourself? How does the transferring process work?

3. Understand how the silk screener works, decide which way to print a logo on a screen, and

use a silk screen machine to print a logo in multicolor.

MATERIALS

• Large format printer

• Paper

• Scissors

• Glue gun

• Tape

• Vinyl

• Burnishing tools

• Weeders

• Scissors

• Tweezers

• Scalpel

• Vinyl Adhesive Sheet

• Adhesive transfer tape

• Computer and printer with graphic

software to create artwork and film

positives.

• Drying rack

• Dark room to coat screens as well

as dry and store your emulsion

coated screen for future usage.

• Screen printing press

• Scoop coater

• Squeegees

• Screens with mesh Ink scoops

or spatulas

• Ruler and T-Square

• Temperature meter

• Red safelight

• Chemical resistant spray bottles

• Scrub brushes

• Emulsion

• Emulsion remover

• Ink solvents

• Haze remover

• Plastisol inks or water based inks

• Spray tacks

• Masking tape or screen tape

• Clear Scotch tape

• Inkjet or laser film


16

17 Business Orientation

BUSINESS

1. Students will build awareness of the META24 program and understand the main objective of

this specific program. Students will set up a blog and a password account.

2. Students will identify, recognize, and correctly name the different entities of the META24

program including the labs, the “META’’ acronym, and identify which teachers teach which

subjects. They will work on their blog and add a photo to their blog.

3. Students will align their social media accounts with their blog. They will post drafts of their

ideas, sections of their business plan, graphics, photos, video, and written reflections

about their business and business class.

MATERIALS

• INQUIRY BRIDGE Video

• META24 Video

• Info-graphics


17

18 Writing a Business Plan

BUSINESS

1. Students will identify their target market, create a spreadsheet of competing businesses,

brainstorm names for their business, perform a SWOT analysis, create an organizational chart,

and record a how-to video of this week’s lesson.

2. Students will research the different sections of a business plan and create a first draft of

a Mission Statement, Vision Statement, and Customer Profile. They will create a logo and

record a how-to video of this week’s lesson.

3. Students will research the other important parts of a business plan, their purpose, and how

to complete them. Students will create a sales forecast, an expense budget, a profit & loss

statement. They will create an Executive Summary and record a how-to video of the

week’s lesson.

MATERIALS

• MS Word program

• MS Excel program

• Paper & pencils

• Calculator

• 3 ring binder

• ArtRage or Illustrator program

• Wacom tablet & pencil


18

19 Business

Production Skill

BUSINESS

1. Students will use the Beba Production book as an example to work through the lessons and

create a production book and station book for your product. Record a how-to video of the

week’s lesson.

2. Students will determine the costs involved when you make changes to your product and/or

process. They will write an expository essay that explains how their process might change

when making variations to their product and/or process. They will set up their production

book.

3. Students will convert the production book to the station book, analyze the results as

stations are created, and sum up findings in a business report. They will finalize the costs

of creating each station, including item costs, variable costs, station times, and wages for

MATERIALS

• Production book

• Station book

• Calculator


19

20 Open Retail Store

BUSINESS

1. Students will understand the basics of creating a business, running a business (store), and the

basics of marketing and advertising a business (store). They will define a target market and

analyze the competition.

2. Students will plan on how to layout the store. Students will learn about Visual Merchandising

& Pricing Strategies. They will learn about how to display products, how to choose and price

items, and to design and create a plan for how to keep track of products in the store.

3. Students will decide how to best market and advertise the store and create scripts for a radio

and television commercial.

MATERIALS

• Sketchbook

• Excel program

• Floorplan layout software draw.io

• 3-ring binder for gathering research

• A digital camera

• Sketchbook and pencils

• Art supplies

• A pen and paper for note taking

• Colored pencils & markers, rulers

• Design programs (InDesign, Illustrator,

MS Publisher Photoshop)


20

21 Open an Online Store

BUSINESS

Students will identify & analyze markets and venues for selling online, demonstrate an understanding of

pricing and setting up an online store & of advertising & marketing principles for an online store.

Students will decide what they will be selling, how they want to represent their store, and become

familiar with what websites currently exist online where they can sell their designs. They create a logo

and a motto for their store.

Students will learn how to brand, position, price, and photograph their products, and prepare an

instructional video each week that culminates in a final video that can help others to start their own

online store.

MATERIALS

• A pen and plain paper for note

taking and sketching

• Colored pencils for sketching

• A camera to record process

• A notepad for keeping track of

research and ideas

• Clamp lights

• Fluorescent bulbs

• Cardboard boxes

• White poster board

• Light box

• Camera

• Sketch book


21

22 Business Accounting

BUSINESS

Students will become comfortable with accounting terms, understand how the accounting equation

works, and prepare several T-charts to analyze credits and debits in a business transaction.

They will become familiar with the accounting cycle, general journals, and the ledger system and prepare

a general journal and post entries in a general ledger.

Students will use a bank statement to record transactions in the general journal and post them to the

appropriate ledger accounts, then they will complete a reconciliation statement, a trial balance, and

identify errors in the trial balance.

MATERIALS

• Calculator

• Paper and pencil

• Accounting paper

• General journal worksheets

• Ledger worksheets

• Sample bank statements

• Monopoly game

• Bank Reconciliation.pptx

• Open the Bank Worksheet.docx

• Open the On Your Own Bank

Practice.docx

• Open the reconciling bank

statement.xlsx

• Open the Trial Balance.pptx

• Open the Trial balance OYO.xlsx

• Open the Trial Balance

stationery.docx


22

17 Orientation

Build a METAbot

CODING & ROBOTICS

Students will learn the basics of at least 3 different types of engineering, understand robotics basics,

and lay out and know the function of all supplied parts. They will then put together all physical parts

of a METAbot.

Students will understand basic electronics, test and properly attach all METAbot electronics

components, and learn how to identify, put together and test simple electronics bits.

Students will understand basic coding, write and test software developed for the METAbot, and learn

basic computer programming by writing code in the Arduino IDE to be sent to the METAbot.

MATERIALS

• METAbot Kit

• Electronics screwdriver

• Tweezers and picks

• Soldering Iron

• Solder

• Anti-static wristband

• Serial or USB cable

• 8’ x 8’ MDF board

• Saws/saw table

• Clamps

• Lattice points

• Red and white paint

• Hand tools and fasteners

• 3D printing plastic

• Electronic sensors

• Digital heat press

• Vinyl cutter

• Plastic sealer

• Button components

• Poster boar


23

18 Micro-mouse robot

and maze

CODING & ROBOTICS

Robotics projects will examine the business of creating machines that lessen tedious, strenuous or

dangerous duties for humans. Science competencies will draw heavily upon mechanical, electrical and

software engineering.

Lab teams correctly build Micromouse path-finding robots and build a stand-alone maze from a kit or

supplied building materials.

They will hold a small, local Micromouse competition and sell team paraphernalia at an event.

MATERIALS

• Micromouse Kit

• Electronics screwdriver

• Tweezers and picks

• Soldering Iron

• Solder

• Anti-static wristband

• Serial or USB cable

• 8’ x 8’ MDF board

• Saws/saw table

• Clamps

• Lattice points

• Red and white paint

• Hand tools and fasteners

• 3D printing plastic

• Electronic sensors


• Vinyl cutter

• Plastic sealer

• Button components

• Poster board


24

17 Open a Café

CULINARY

Students will create a rough business plan, choose a name and theme for the café, and plan how to

decorate the café.

They will learn about the different types of menus, how to choose and price their items, and design

and create a menu that meets the café’s theme.

They will then decide how to best market and advertise the café and create scripts for a radio and

television ad, and a print advertisement.

MATERIALS

• Business plan template

• Access to the café

• Sketchbook

• Excel program

• Planoplan software

planoplan.com/en/

• 3-ring binder for

gathering research


• Colored pencils &

markers, rulers

• Digital camera

• Design programs

(InDesign, Illustrator,

MS Publisher, Photoshop)


25

18 Tools of the Cafe

CULINARY

Students will explore food safety, kitchen safety, and sanitation in the culinary kitchen, and then

create a game that teaches one or more aspects of safety in the kitchen. The overall goal is to create

a project that teachers can use in elementary or middle school to teach kitchen and food safety

to students.

They will also learn about the basic tools and equipment used in the commercial kitchen and create a

flipbook of basic kitchen tools and a PowerPoint training slideshow on knives.

Finally, they will discover the proper procedures for setting up and running a kitchen workstation

and create a training video that shows these proper procedures, including the safety & sanitation

procedures they learned in the unit.

MATERIALS

• Cardstock and paper

• Art supplies

• Excel program

• Access to the Café

• Recipes

• Camcorder

• Video Editing software


26

19 Canning ,

Preserving, Selling

CULINARY

Students will become familiar with the key elements of preserving food in jars (also known as

canning food), choose what they will be preserving, and review the safety concerns that will come

into play in this process.

They will then make preserves in the cafe, taking photographs throughout the process. Finally,

they will decide how to market their preserves and practice displaying them.

They will create a “how-to” book on food preservation, an advertisement, and a unique label

for their preserves.

MATERIALS

• Access to the café

• Canning pot

• Canning rack and/or trivet

• Funnel

• Spatula

• Non-slip tongs

• Canning jars & accessories

• Thermometer

• Food to be canned

other ingredients per recipe

• Camera

• A pen and plain paper for note taking

and sketching

• Wacom Intuos tablet & pen

• Design software (ArtRage, Illustrator)

• A calculator


27

17 Urban Gardening

CULTIVATION

1. The student will determine what to plant, choose the best layout for the region, analyze

time zones and determine the best vegetables and herbs to plant in their region. They

will calculate their garden area and make a detailed layout of the garden.

2. The student will determine best practices for planting produce and maintaining their

garden. They will plant their seeds and create a maintenance chart for the garden.

They will create a video or slideshow showing others how photosynthesis works or which

nutrients plants need to grow.

3. The student will create a marketing plan for packaging and selling their harvest (they will

be selling at the Farmer’s Market in the next unit).

MATERIALS

• Internet access


• Ruler

• Calculator

• Graph paper

• Lumber

• Peat Moss

• Topsoil

• Deck screws

• Garden gloves

• Spading fork

• Rake

• Hoe

• Hand cultivator or trowel

• Garden hose

• Shovel

• Wheelbarrow or garden cart

• Seed packets

• String

• Rake

• Hand trowel

• Shovel

• Watering can

• Hose

• Refrigerator

• Freezer

• Baskets

• Miscellaneous materials

for packaging


28

18 Farmer’s Market

CULTIVATION

1. The student will propose a hypothetical farm, describe their farm according to what it

produces and the mission it seeks to achieve, complete an exploration webquest, and

identify a list of markets they could sell their products, and create a slide presentation

detailing their hypothetical farm.

2. The student will learn the basics of vending at farmers markets through understanding

seasonality, product strengths, and sales options. They will select market products and

develop a description of how the product will be sold. Students will write an essay about

what their farm can offer customers at farmers markets that they might not be able to get

through other outlets, complete an exploration webquest, and create a slide presentation

detailing their products.

3. The student will create a marketing approach for their farmer’s market stall including a stall

layout, mockup social media posts about their products, and a sales pitch to customers.

Students will write an expository essay explaining what marketing is and why it is important

to farms, create a slideshow that features their pitch, layout, and social media mockups.

MATERIALS

• 3-ring binder to utilize as a portfolio

• Cardstock for portfolio pages

• 3-hole punch


29

19 Aquaponics

CULTIVATION

1. The student will set up their small aquaponics business. Students will research aquaponics,

compile data in a graph, and write a summary of their findings. They will graph the survival

rate of fish and the growth of plants. Finally, they will create a storyboard for a short video

of what they have learned, and create images to sell their product, create a poster so

people know how to keep the Ph. level balanced and feeding times, and create a mural

with 3D objects explaining this Aquaponics Lab project to visitors.

2. The student will build an aquaponics system and build platforms for starter seeds. They

will make a graph of the amount of food produced, create a business plan, make a financial

projection, make a cash flow statement, and design and print a one or tri-fold brochure to

let people know about their services.

3. The student will set up their small aquaponics business by packaging and selling their product.

They will graph their rate of sales, create a work schedule, create a receipt book, and plan

and make a video for showing others how to construct an aquaponics lab and sell their

produce. Finally, they will make a sign with the name and main features of their product(s).

MATERIALS

• Aquaponics Tank

• Piping

• Pebbles

• Grow Beds

• Seeds

• Chemicals for PH Testing

• Fish - Tilapia

• Fish Tank

• Water Pump

• Tubing

• Foam Board

• Filter

• Seedlings

• Plant Containers

• Food Safe Plastic Sheeting

• Heat Press

• Card stock

• Staples

• Video camera

• Tripod

• Soft and Key Lighting


30

20 Composting

CULTIVATION

1. Students will use SketchUp or another 3D modeling program to show how a composting

system and containers will look. They will make a flowchart to explain what composting is

and how it works. They will use 3D modeling software in order to create a design for an

outdoor compost storage, then build or section off an area for outside composting. They

will create a poster that shows what they did and how it helps humans organize the

biochemical process of making compost.

2. Students will brainstorm and choose the best ideas for a rotating or mobile compost

container and construct the actual rotating container. They will take video of the group’s

interactions and the composting process, and upload it for future editing.

3. Students will make a schematic of how they can incorporate rabbits and worms into their

composting system, then make the dwellings! They will create a business plan with written

statements and images detailing the basics of how they will collect, process and package

compost from their system. Finally, they will create a work schedule that shows who will take

care of the animals and when, and also who will have sales responsibility on market days.

MATERIALS

• Pressure-treated pine

2 x 4 and 1 x 4

• Long, deck screws

• Wire mesh/“chicken wire”

• Hinges, fasteners

• Hand drill

• Gloves

• Small shovel

• PLA or ABS plastic filament

• Plastic barrel

• PVC pipe

• Pressure-treated pine

• Hinges

• Rabbits and Red Worms

• Wire mesh/”chicken wire”

• Plastic bins

• Metal brackets, screws, etc.

• Straw or other bedding

• Scoops


31

17 Orientation:

Sewing Basics

FASHION DESIGN/TRENDS

Students will identify, recognize, correctly name the different sewing tools needed to complete a

sewing project. They will also be able to thread the machine, wind the bobbin, and correctly place

the bobbin in the case. Students will add definitions and samples of basic stitches and seams to their

sewing notebook (portfolio), make a META24 sampler, and make one of these projects: Hair Scrunchies

for Children or Tote Bag. Students will be able to hand stitch a straight stitch, a zig-zag stitch, and a

basting stitch. Students will be able to use a sewing machine to complete a 5/8” straight stitch seam

sample. Students will be able to explain the different pattern markings on a sewing pattern, determine

the direction of the grain in a fabric, and make an item from a sewing pattern using the sewing

machine: two ties and a pillowcase dress.

MATERIALS

• 3-ring binder to use for portfolio

• Cardstock for portfolio pages

• 3-hole punch

• Two 4”x4” squares of fabric

• Thread

• Bobbins

• Sewing machine

• Scissors & Shears

• Pin cushion and straight pins

• Tape measure

• Rotary cutter & mat

• Various sewing patterns

(clothing, accessories,

household projects, etc.)

• Chalk, tracing wheel & paper

• Iron & Ironing board

• Seam gauge

• Seam rippers

• Different types of fabric

• Interfacing

• Ribbons in different colors

• Binding in different colors

and patterns

• Pillowcases in bold colors

and patterns

• Simplicity 4762 Boys and

Men Vests and Ties


32

18 Children’s Clothing

FASHION DESIGN

Students will understand the safety considerations that go into sewing for babies and children. They

will take what they learn and make a bib, a burp cloth, and/or a pair of baby shoes.

Students will learn how to learn how to take measurements for children’s clothes and create an outfit

for a child from a pattern, and create a unique clothing tag for marketing.

Students will create a print advertisement for the store, a coupon for customers, and an accessory

item (tie, toy, crayon holder, hair accessory, etc.) to sell in the store.

MATERIALS

• 1/3 yard of front fabric

• 1/3 yard of back fabric

• 1/3 yard of flannel

• Package of iron on vinyl,

such as Heat ‘n Bond Iron

on VinylThread

• Bobbins

• Sewing machine



• Tape measure




• Seam gauge

• Seam rippers

• Colored pencils &

markers, rulers

• Sketchpad

• Digital camera

• Design programs

(Illustrator, MS Publisher,

Photoshop)

• Patterns for accessories

(see pattern suggestions)



33

19 Scaling the Box

FASHION DESIGN

Students will determine the cost to scale a 10 item children’s line, explore types of math needed to

create the items, and prepare a slide presentation explaining their results.

They will then determine what adjustments are needed, create a production book, write a commercial

script, and present their box to investors.

Finally, students will write a station schedule, a station floor plan for producing their products, and a

post-production summary analyzing how efficient their production plan is and what can be done to

make it more efficient.

MATERIALS

• Receipt with Purchased

• Materials for the Ten Items

• Google spreadsheet

• Business forms

(Production Book)


• Interfacing

• Binding in different colors

and patterns

• Various sewing patterns

(clothing, accessories,

household projects, etc.)

• Sewing machine

• Thread

• Bobbins



• Tape measure




• Seam gauge

• Seam rippers


34

20 Fashion Design

Creating a Clothing Line

FASHION DESIGN

Students will discover the essential elements of what it means to be a fashion designer, identify their

style, design their fashion line’s logo, and create a professional portfolio.

They will discover the essential elements of what it takes to design a garment, create a prototype to

assess their work, and finalize a garment.

Finally, they will discover the essential elements of what it takes to share their designs with the world

in an effort to turn their passion into a stable career. This will include: designing a motto for their clothing

line and making a magazine ad showcasing their garment.

MATERIALS

• Colored pencils, sketchbook,

and rulers for sketching

• A folder for portfolio

• Pattern paper

• Tape measure

• Fabrics

• Sewing supplies

• Sewing machine

• Mannequin

• Wacom Intous tablet & pen

• Design programs (ArtRage,

Illustrator, MS Publisher,

Photoshop)


35

21 Fabrics and

Accessories

FASHION DESIGN

Students will create a fabric swatch board that includes examples of natural fibers and manufactured

fibers, and then design an accessory to go with their fashion line based on their knowledge of fibers

and textiles. They will review principles of graphic design and research patterns in print. They will then

design a pattern or two for a fabric print to use in fashion and/or interior design. They will use sketching

software such as Illustrator, Art Rage or Sketchbook to design their patterns.

The unit culminates in creating a cohesive collection of fabric print swatches by using linoleum block

print. They will explore geometry by studying the principles of balance (symmetry & asymmetry).

MATERIALS

• Posterboard and heavy paper

• Fabric swatches of cotton, linen,

wool, silk, rayon, acetate,

polyester, acrylic, nylon, spandex.

• Sewing machine

• Materials for individual accessory

designs will vary.


• Sketching software such as Illustrator,

Art Rage or Sketchbook

• Camera

• Ink pads of different colors

• Sponge pads (for making stamps)

• Large erasers (for making stamps)

• Exacto knife

• Fabric Printing Ink (or oil-based ink

which takes much longer to dry)

• Linoleum cutters

• Inking plate or bench hook. 4” soft

rubber brayer

• Cotton fabric squares of various

sizes and colors


36

22 Fashion Accessories

(hats, shoes, belts, etc)

FASHION DESIGN

Determine the production stations needed to create a hat or scarf. Students will create a product and

begin filling out the production and stations book. They will determine the best way to price and

package their finished product. 2 Students will create a belt or bracelet using leather working tools,

and design creative packaging for their products. 3 Students will determine USP and packaging

considerations. They will create a cloth or leather bag/purse.

GUIDING QUESTIONS: Why is timing of stations important? Why is it important to identify your target

market? What basic tools do you need when working with leather? How will you brand your product?

What should be included in the packaging of a product? What is important to remember when

packaging a product?

MATERIALS

• Production book

• Stations book

• Notebook and pen

• Calculator

• Sewing machine

• Silk screener

• Design software

• Leather punch

• Scissors

• Hammer

• Snaps and the snap attacher


37

23 Creating a Children’s

Clothing Line

FASHION DESIGN

Students will discover the essential elements of what it means to be a fashion designer, identify their

style, design their fashion line’s logo, and create a professional portfolio. They will discover the

essential elements of what it takes to design a garment, create a prototype to assess their work, and

finalize a garment. Finally, they will discover the essential elements of what it takes to share their

designs with the world in an effort to turn their passion into a stable career.

This will include: designing a motto for their clothing line and making a magazine ad showcasing

their garment.

MATERIALS

• Colored pencils,

sketchbook, and rulers

for sketching

• A folder for portfolio

• Pattern paper

• Tape measure

• Fabrics

• Sewing supplies

• Sewing machine

• Mannequin


• Design programs

(ArtRage, Illustrator, MS

Publisher, Photoshop)


38

24 Open an Online Store

FASHION DESIGN

Students will decide what they will be selling, how they want to represent their store, and become

familiar with what websites currently exist online where they can sell their designs. They will create a

logo and a motto for their online store, learn how to brand, position, price, and photograph their

products, and prepare an instructional video each week that culminates in a final video that can help

others to start their own online store.

MATERIALS

• Tablet

• Camera

• Art supplies

• Key and Soft Lighting

• Lightbox or white sheeting

• Large clips (clamps)

• Tripod


39

17 Orientation

GRAPHIC DESIGN

Students will learn about the field and tools of graphic design and build a self-portrait with objects that

they bring-in, scan, and design, create an 8.5 X 11 in canvas, make multiple scans of three objects,

artistically design an image within the canvas using the scans and all three images.

Students will learn about logos as graphically designed artifacts that represent entities and ideas. They

will compare and contrast strong logo designs, go through a tutorial process of building those logos.

Finally, students will create a first draft of their own logo design for their businesses.

Introduce typography and relate the field to graphic design. Students will create their own graphic

poster incorporating a variety of fonts (at least 5) that speak to their goals as a business person.

Create a Business Banner, design a Wordpress website, and make a poster for businesses.

MATERIALS

• Photoshop

• Flatbed scanner

• Infographics


40

18 Elements of Design

GRAPHIC DESIGN

Students will discover the essential elements of line, shape, form, color, texture, and space in the

design process and create a board game that incorporates these elements, discover the ways light

values and color affect a design and create a project depicting the color wheel and light values,

create a collection of background designs that can be used for future design products, and create a

portfolio of work to show to clients.

MATERIALS

• Paper

• Pencils, Colored Pencils,

Markers

• Ruler

• Scissors

• Art supplies

• Cardstock (Paperboard)

• Playing cards

• Spray glue

• Various scraps of wood, buttons,

stones, etc. for game pieces

• Computer


41

19 Copywriting

GRAPHIC DESIGN

Students will explore the world of advertising and create a tagline, a print ad, and an Internet

advertisement (meme) for a product, service, or community campaign. They will discover the

different types of layouts used in advertising and create a digital book (ebook) that can be used as

a free giveaway on their website. Finally, they will research the principles of typography, create a

poster of typography tips, create their own font, and create a logo or ad for a business or community

campaign of their choice.

MATERIALS

• Wacom tablet & pen

• Art Rage program

(or Illustrator)

• InDesign, MS Publisher,

or MS Word

• Sketchbook

• MS Word or other word

processing program

• Calculator

• Posterboard

• Art supplies

• Paper & Pencils


42

20 Magazine Design

GRAPHIC DESIGN

Students will create a name, theme, logo, and layout for a magazine that encompasses all that

is happening in METAlab24. They will create articles and take photographs to include in the

magazine and create a rough flatplan, layout the magazine using InDesign, and create the cover

and pages of the magazine. Finally, they will print the magazine, create a marketing plan, and

finalize their business plan.

MATERIALS

• Magazines of various genres and formats

• A digital camera


• Illustrator or other design program


• Art supplies

• InDesign software

• Photoshop


43

21 Writing & Illustrating

Children’s Books

GRAPHIC DESIGN

Students will discover the essential elements of writing and illustrating a children’s picture book and

brainstorm ideas by using a computer generated model to practice creating a children’s book. They will

then create a presentation that teaches others the essential elements of a children’s book, construct

a dummy (mock-up) of a children’s book, and publish, market, and share their book. Finally, they will

show others how to create a children’s book by making a video of the steps.

MATERIALS

• Published children’s books

• Paper, Card stock, Sketchbook

• Scissors, Ruler, Pencils

• Art supplies


• Art Rage program (or Illustrator)

• InDesign, MS Publisher, or MS Word

• Stapler & staples

• Video camera

• Tripod

• Soft and Key Lighting


44

17 Orientation:

Tools & Safety

INDUSTRIAL DESIGN

Students will learn the location of the tools and how to use industrial lab devices while making an

interchangeable table top. What are the common steps you must follow when building anything?

What are the advantages of building your own products vs. just buying them?

Students will make a sliding shelf system where equipment, tools and products will fit. What are the

basic types of joints that are used in furniture and cabinetry? How does measuring things relate to

accuracy and precision?

Students will construct a step-stool to help team members stock goods at future store.What are the

safety rules of storing products “up high?” How does the COG relate to making strong objects and

buildings?

MATERIALS

• Safety glasses

• Gloves

• Table components

• Screws

• Pencils

• Hand drill

• Paint

• Brushes

• Hammer and nails

• Masking tape

• C-clamps

• Drawer components

• Sliding shelf hardware

• Pegboard

• Sharpie marker

• Step-stool pieces

• Carpenter’s square

• Screw driver


45

18 Intro to Sketchup

INDUSTRIAL LAB

Students will research various layouts for a store, a juice bar, and an aquaponics center. They will

transpose onto paper using basic drafting principles.

Students will develop an understanding of 3D modeling programs. A popular program for amateur

designers is SketchUp, which allows for rudimentary design of both 2D and 3D objects. The

interface is easy to understand and a user can quickly master the program. Students will design

store layout, a juice bar, and an aquaponics science center.

Students will use their model previously developed in SketchUp to physically model their structure

to scale.

MATERIALS

• SketchUp program

• Paper (Regular and Grid)

• Pencils

• Ruler/ Scale

• Compass

• Laser Cutter (if possible)

• Modeling material

• Xacto® knife

(or similar cutting tool)

• Super glue

• Additional materials to

represent architectural

aspects (e.g. turf to

represent a green roof)

• SketchUp model

• Flattery plugin


46

19 Basic 3D Printing

BASICS OF 3D PRINTING

Students will develop a mindset that allows for an understanding of 3D space within a defined

environment. They will then create a chart to display data in three dimensions.

1. What types of objects can be/are being 3D printed?

2. What area of math do you need to understand in order to create a 3-D model?

Students will learn to use Trimble’s SketchUp to design a cup and cup holder.

1. How can you create a 3-D model that is functional yet unique?

2. What advice would you give to someone who is just starting to model an object?

Students will use their SketchUp model to physically print the cup and cup holder they designed.

1. How is 3D printing used in manufacturing?

2. Why is it important to use the correct filament for a 3D print project?

MATERIALS

• Paper

• Pencils, colored pencils, markers, etc.

(any different colored writing tool)

• Ruler

• Protractor

• SketchUp program

• Sketchpad

• 3Doodler pen and plastics


47

20 3D Printers

3D PRINTING WEEK 1

Students will learn how to set up and use the 3D printer and slicing software. They will make different

prints using the 3D printer.

Students will be able to slice a file in Cura to send to the printer and how to use the Cura interface.

They will create a phone stand and print different types of chess pieces.

Students will review and explore the controls and buttons in the program. They will then create a 2D

sketch of a small house.

MATERIALS

• CR-10S Pro

• Cura Software


48

21 Laser Cutting

and Etching

INDUSTRIAL DESIGN

Students will learn the parts and function of the laser cutter and engraving machine, what lasers are

made of, where they come from, and how they are used. They will determine how laser cutting can

increase the efficiency of their business. Students will make a name decal, game board or a game

piece on the Full Spectrum Laser Cutter Engraver.

Students will learn how to actually set up and troubleshoot the laser cutting machine and manipulate

graphics into making puzzle pieces. They will discover important parts of the machine, explain how

raster engraving and vector cutting are different, and know the parts and function of the Full Spectrum

Laser. They will make a small puzzle made out of either wood or ceramic tile on the laser cutter.

Finally, students will make a phone case with an original inlay on the laser cutter. Students will

become familiar with the software settings of the Full Spectrum Laser Cutter Engraver and make a

phone case with an inlay pattern. They will determine the particulars of laser cutting workflow,

explain how traditional inlays work, and how laser-cut items can become 3D.

MATERIALS

• Safety glasses

• Dust mask

• Allen wrenches/hex keys

• Measuring Tape

• Acrylic or veneered plywood sheet

• Distilled water

• Cotton swabs


• 12” x 20” acrylic sheets

• Micrometer


49

22 Shop Bot

INDUSTRIAL DESIGN

Students will learn the parts and function of the ShopBot Desktop CNC Router. Students will use

V-Carve to cut a small plaque or sign using the ShopBot. What does CNC stand for and what does

it mean for industrial design and manufacturing? How can desktop manufacturing help support local

business and technology?

Students will learn to correctly setup, load and carve out furniture pieces using the ShopBot CNC

Router. What are the common components of modern-day furniture? How can furniture pieces made

in such a small work area connect together to make a sellable item?

Students will learn to efficiently use the ShopBot to create display cases and shelving units for your

products. What are the elements of product display cases? How can the items you design and build

this week have an impact on your store’s bottom line?

MATERIALS

• Safety glasses

• Dust mask

• Plexiglas or colored acrylic

• LED array

• Caliper

• Micrometer


• Collet Wrench

• Measuring Tape

• Notebook


50

23 Vending

Machine

INDUSTRIAL DESIGN

Students will make a 3D version of a vending machine, make refinements on the process, put together

a printed 3D model, design a flowchart and poster about how Industrial Design works.

Students will conduct searches on the functioning of vending machines, make a schematic that utilizes

components of the kit as well as some new features, physically construct a small vending machine,

make improvements on the physical or electronic aspects of their machine, and take video recordings

of their progress.

Students will plan an event to bring together other local makers and young people while showcasing

their vending machine. They will build another small vending machine with printed parts for display.

MATERIALS

• Poster board


• 3D Printer

• ABS or PLA plastic

• Plastic sealer

• Vinyl sheeting

• Small housing

• Coin collector

• Microcontroller

• Electronic tools


51

17 Basic Tools

and Techniques

JEWELRY DESIGN

Students will identify the tools and materials used in jewelry making along with their proper usage and

practice jewelry making techniques. They will create a bracelet and/or necklace.

Students will learn about the basic tools and techniques used in making braided and wired jewelry.

They will make a poster for the lab wall that shows 5-10 of the basic tools used by jewelers. Finally,

they will practice using basic jewelry tools to create a braided bracelet.

Students will learn about the basic techniques used in jewelry making. They will make a Powerpoint

presentation of vocabulary words. Finally, they will practice using basic jewelry techniques to create

jump rings and create a Tree of Life Pendant.

MATERIALS

Round nose plier, beading cord, flush cutter, sizing gauge, beading wire chain nose plier - strong adhesive, clasps, bent

nose plier, crimp beads, sketch pad, crimp tool, jump rings, pen / pencils, tweezers, eye / ball-head pins, bead organizer,

shears, assorted beads, storage, binder, dividers, notebook, safety glasses, ruler or tape measure, Hemp(or jute)

twine – approximately 115 cm (45 inches), Large seed beads (that will fit over the hemp twine), 7, scissors, clipboard or

masking tape. For Jump Rings: Wire – 18-gauge wire; 20 cm (8 inches), Mandrel – pen or thick piece of wire, something

that is the same diameter as you want your jump rings to be. Something approximately 0.8 cm in diameter is a

good size; Wire cutters; Pliers – 2 sets; Safety goggles/glasses. For Tree of Life Pendant: One 6.5” piece of 18g wire;

Four ~6” pieces of 26g wire; 3mm-5mm stone chips of your choice (2mm-3mm round beads also work well); Flush cutters;

Round nose pliers; Chain nose pliers; Cup burr or file; Round object (mandrel)


52

18 Beading and

Wire Wrapping

JEWELRY DESIGN

Students will learn to identify the different types (including materials, cuts, and sizes) of beads and

stringing wire used in jewelry making and use this knowledge to design and create a necklace.

Students will learn the materials and basic techniques used in creating jewelry by bending wire. They

will create a chart for the gauge and diameter measurements. Then, they will create a pair of drop

earrings using either a basic or wrapped loop.

Students will learn some of the different materials and techniques used in wire wrapping. They will

create a chart for the different wire shapes and the materials needed for each shape and practice at

least three of the wire wrapping shapes. Using one of the included patterns, they will complete one of

the wire wrapping projects.

MATERIALS

Chain Nose Pliers, Wire Cutters, Round Nose Pliers, Crimping Tool, Beading Mat, Beading Board, Choice of stringing

wire, Variety of Beads, Clasp, Crimp Beads, Jump Rings.

Variety of beads, Variety of earring backs, Variety of head and/or eye pins, Wire Cutters, Round Nose Pliers, Chain

Nose Pliers, Bead Board.

A variety of jewelry wire – different gauges, metals, and finishings, Round nose pliers, Flat-nose pliers, Chain nose

pliers, Bent-nose pliers, Wire Cutter, Needle Nose Pliers, Hammer with rubber mallet.


53

19 Metalsmithing:

basic forms

JEWELRY DESIGN

Students will learn the tools, materials and basic techniques used in soldering metal to create pieces

of jewelry. They will create a chart listing the steps for soldering that includes safety precautions,

clean up, storage. Then, they will create a piece of jewelry or other item using soldering.

Students will learn the tools, materials, and techniques involved in sawing and filing metal to create

jewelry. They will create a chart listing the steps for threading a saw blade that includes safety

precautions, clean up, storage. They will then design an item that you can create by sawing and

filing sheet metal.

Students will learn a variety of finishing techniques to add unique flair to jewelry. They will create a

chart listing out steps for etching metal, patinating metal, and texturing metal that includes safety

precautions, clean up, storage. Finally, they will design and create a piece of jewelry, or other item,

using at least two of the techniques from: texturing, stamping, patinating, and/or etching.

MATERIALS

Chain nose pliers, Bent Chain nose pliers, Round nose pliers, 1 lb Brass head mallet, Round face riveting hammer,

Chasing hammer, Silver solder paste – Medium and Soft, Sheet or wire solder – easy, medium and hard, Pickle Pot,

Copper Tongs; Pickling Compound, Plastic container for storage of pickling compound, Gripping Tweezers, Solder

Picks, Micro-Torch with Fuel, Kiln Brick, Steel bench block, Dapping set, Screw down hole punch, Metal design stamp,

Center punch, Tweezers, Set semi-fine files, Board file or fine grit sandpaper, Steel wire brush, 3/8” dowel, Polish pads,

Liver of sulfur, Borax Flux, Safety glasses, Rubber gloves (rated for chemicals), Fire extinguisher, Jewelry Materials and

Findings; 18g (or similar gauge) round dead soft wire, Swivel clasp, 24g sheet metal, Copper circle ¾” 24g, Copper

circle ½” 24 g, Balled Headpins, 8 4mm or similar sized beads, 4 4-5 mm pearls or similar sized beads, Variety of jump

rings, Earring hooks.

3” square 26 gauge copper sheet, 16-gauge silver dead soft round wire, Metal cutting shears or saw, Hole punch or

drill, Flush cutters, Hammer, Bench block, Chisel, File, Sandpaper (medium to fine grit), Steel wool, Permanent marker,

Rubber cement, Silver solder, Copper solder, Fire brick, Liver of sulfur, Butane torch, Pickle pot and pickle.

Pro Polish Pads; Steel wool #4/0; Brass Wire Brush; Steel Wire Brush; Polishing Cloth; Various Stamping blanks; Liver of

Sulfur; Variety of texture hammers; Riveting hammer; Chain nose pliers; Bent Chain nose pliers; Metal hole punch pliers;

Flush Cutter; Bench block; Auto center punch; Clothespins; Half round file; Permanent markers; Scissor Shears; Pin vise

with 1/8” Drill bit; Ruler; Rawhide Mallet; Brass head mallet; #0000 Steel wool; Coarse Sanding Sponge; 16g copper wire;

24g copper sheet metal; Metal letter stamps; Flat surfaced hammer; Variety of Jump rings; Variety of chain; Press and Peal

image transfer film; Ferric chloride; 15 micron Finishing Film; Scotch tape; Packing tape; Blue Painter’s tape; Shallow dish –

Not to be reused for food!; Non-Acetone nail polish remover; Paper towels; pH testing strips;Safety clothing.


54

1 Life Science

META SCIENCE

• Students will understand and correctly follow the Scientific Method when conducting

scientific research.

• Students will understand and correctly follow Lab Safety Guidelines when conducting


• Students will complete the lessons on Human Body Systems and Homeostasis by creating

a project in the META lab, then choose another standard to explore using the steps from

this lesson.

THINK ABOUT....

• How does what I’m doing apply to my META projects?

• How are these skills solving a larger problem like a social issue?

• How do I use the scientific method accurately?

• How do i organize my data in a chart, table, or graph?

• How do I ensure what I am being safe while doing science experiments?

• Where do I find models to use during my research?

• What kind of project can i create using the META labs to complete my scientific research?


55

2 Physical Science

META SCIENCE





• Students will complete the lessons on the Periodic Table, Newton’s Second Law of

Motion, Electric Currents and Magnetic Fields by creating a project(s) in the META lab.

THINK ABOUT....

• What is the difference between velocity and speed?

• How can one explain the structure and properties of matter?

• How can one explain and predict interactions between objects

and within systems of objects?

• How are waves used to transfer energy and send and store

information?

• How is energy transferred and conserved?

• How do substances combine or change (react) to make new substances?

• How does one characterize and explain these reactions and make predictions about them?


56

3 Earth and Space

Science

META SCIENCE





• Students will complete the lessons on Space Systems, History of Earth, and Human

Sustainability.

• Students will make a Model Constellation; choose to make Metamorphic rock, create a

layered cake, or make a music video; create a Food Web hand drawn, using online tools,

or infomercial or infographic; and create a Project Plant Growth Project.

THINK ABOUT....

• Have you ever counted ring in tree stump? What do they mean?

• How are these skills solving a larger problem like a social issue?

• How do humans depend on Earth’s resources?

• How are nutrients recycled within a biosphere?

• Why does the moon look a little different every night?

• How do I organize my data in a chart, table, or graph?

• What do we know about galaxies?

• How does the size of a planet affect gravity?

• What kind of project can I create using the META labs to complete my scientific research?


57

GOAL 1

Foundational Issues

META SOCIAL STUDIES

• Students will read and analyze social science tables, graphs, graphics, maps, and texts and

use the data from related charts to create a new data representation, and explain what new

inferences can be made from this representation.

• Students will find credible sources in primary and secondary source documents and use

those sources to answer a compelling or supporting question. They will find TWO Primary

Sources and TWO Secondary Sources that answer the following question: What are the core

ideals of American society?

• Students will construct and present an argument supported with evidence. They will identify

the core ideals of American society as reflected in foundational documents, and analyze the

ways that American society moved toward and/or away from its core ideals.

• Students will create a product or presentation for a Memory Project using the research tools

they have learned.

Eras 1-5 (review of content taught in Grades 5 and 8)

World Historical and Geographical Inquiry and Literacy Practices.

KEY CONCEPTS:

• Snalyze social science tables, graphs, graphics, maps, and texts

• Find credible sources in primary and secondary source documents and

use those sources to answer a compelling or supporting question.

• Construct and present an argument supported with evidence.


58

GOAL 2

World History & Geography

META SOCIAL STUDIES

Students will create a flip book, slideshow, game, puzzle or otherwise creative way to teach others the

essential Social Studies terms (vocabulary), research the life of a famous person from each era and

create a one act play depicting a turning point in ONE of those person’s lives, create a timeline of the

technological advances during the different eras, and use the META labs to create a project or product

that highlights and teaches the key points of ONE of the eras OR several of the eras.

Era 4 Expanding Zones of Exchange and Encounter, 300-1000 CE

Era 5 Intensified Hemispheric Interactions 1000-1500 CE

Era 6 The Emergence of the First Global Age, 1450-1770

Era 7 An Age of Revolutions, 1750-1914

Era 8 A Half-Century of Crisis and Achievement, 1900-1945

KEY CONCEPTS:

• Students will analyze turning points in the world.

• Students will investigate questions through both global and interregional

lenses, and pose their own questions about contemporary global issues,

focusing on themes like population, resources, global interactions, and

conflict, cooperation and security.


59

GOAL 3

US History & Geography

META SOCIAL STUDIES

Students will create a flip book, slideshow, game, puzzle or otherwise creative way to teach others the

essential Social Studies terms (vocabulary), research the life of a famous person from each era and

create a one act play depicting a turning point in ONE of those person’s lives, create a timeline of the

major movements during the different eras, and use the META labs to create a project or product that

highlights and teaches the key points of ONE of the eras OR several of the eras.

Era 6 The Development of the Industrial United States (1870-1900)

Era 7 The Emergence of Modern America (1890-1930)

Era 8 The Great Depression and World War II (1929-1945)

Era 9 Postwar United States (1945 to early 1970s)

ERA 10 Contemporary United States (1968 to the present)

KEY CONCEPTS:

• Students will analyze turning points in the world that shaped American

history..

• Students will investigate questions, and pose their own questions about

contemporary issues, focusing on themes like population, resources,

global interactions, and conflict, freedom and security.


60

17 Business Production

META WRITING

1. The student will describe their product, determine the cost of the materials needed

to make their product, and create a production video.

2. The student will determine the costs involved when they make changes to their

product and/or process. They will write an expository essay that explains this process.

They will set up their production book based on the video they made.

3. The student will analyze the results of their production and station book as they actually

set up stations, and sum up their findings in a business report. They will finalize the costs

of creating each station, including item costs, variable costs, station times, and wages for

workers at each station.

MATERIALS

• META Business Documents

• META Production Book BOX

• META Production Video

• META Production Book Student;

• META Station Book

• META Project Proposal Form

• META Scaling the Box

• MS Word

• PowerPoint

• Canva or other image software

• Video camera

• Video editing software


61

18 Social Media

Marketing

SOCIAL MEDIA MARKETING

1. The student will research types of social media and their purposes. They will then make

a plan for a social media profile biography and video. They will create an Elevator Pitch

and write two social media biographical profile video scripts.

2. The student will practice using different kinds of lighting, then use the scripts they wrote

to film their social media profile videos.

3. The student will determine the best way to use social media to market their product and

create an infographic for others about social media marketing and create a slideshow

video explaining their process in setting up their marketing plan.

MATERIALS

• MS Word

• PowerPoint


• Infographic software

• Video camera

• Lighting equipment



62

19 Online Marketing

META WRITING

1. The student will learn the basics of website building, understand the importance of SEO

optimization, search terms and Metatags. They will create a tagline and logo. They will

then create a website for their business that is SEO optimized.

2. The student will create a blog that they can use to promote and sell their product. They

will create a short video titled “Benefits of Blogging” and create a visual (poster, meme,

handout, etc.) to go with their video. Students will write a review of one of their peer’s

blogs.

3. The student will learn different avenues for marketing their website and blog. They will

create a print advertisement, create an Internet advertisement meme, and create a

social media video post for their business.

MATERIALS

• MS Word

• PowerPoint



• Video camera




63

20 Creating a

Video Presence

META WRITING

1. The student will learn about and create video ads and promotional videos.

2. The student will learn about and create informational videos to use in marketing:

podcasting, how-to videos, Q&A videos, explainer videos. They will create a unique

two-minute podcast that will be uploaded to the internet.

3. The student will learn about videos used for advertising that are entertaining. They will

create two videos for their business that are entertaining and carry a distinct message.

MATERIALS

• MS Word

• PowerPoint



• Video camera




64

17 Orientation

MULTIMEDIA

1. The student will identify all the main parts of the digital camera and to create a well

composed photograph that adheres to specific photographic principles, has a definite

subject and is not obstructed by any other element or blurry.

2. The student will create a story using only pictures that they create in the multimedia lab and

will then import those images into FINAL CUT X editing software to create a Photo-Roman

(digital story).

3. The student will create a 30 second bio that explains who they are, their personal/educational

goals and what they plan to do in the future.

MATERIALS

• 3-ring binder to use for portfolio

• DSLR camera with sd card

• Storyboard

• Subject (animate or inanimate)

• Shot List

• Sound Device


65

18 Scripting

& Planning

MULTIMEDIA

1. The student will brainstorm a compelling story, outline it, and expand that outline into a 3-5

minute producible screenplay. They will create a short video teaching others what they learn

this week.

2. The student will learn proper camera shots, movements and composition techniques. They

will learn to compose standard camera shots. They will create a shot list and storyboard for

each scene of their screenplay.

3. The student will demonstrate planning; organization; studio process; producing; directing,

timeliness and teamwork. The student will gain an understanding of how to acquire and

organize the resources needed to shoot a film. They will create a production schedule and

use their pre-production planning and storyboard to shoot their video.

MATERIALS

• Celtx (free) or other scripting software

• Save The Cat! The Last Book on

Screenwriting You’ll Ever Need

• Camera

• Art supplies

• Sketchbook

• Storyboarding software

• Spreadsheet software.


66

19 Writing to Film

MULTIMEDIA

1. Students will be able to explain the production process and the functions of each member

of the production team. They will produce a script, storyboard and video that includes

narrative, descriptive, and informative components that detail their production team, the

product line, and the production process.

2. Students will be able to identify the main components of a commercial and determine their

target market (audience) when making a commercial. They will produce a storyboard and

video that includes narrative, descriptive, informative, and persuasive components that

focuses on their audience and their product/service.

3. Students will become efficient at managing their stations and assessing how well their

production line is working. They will produce a storyboard and video that includes narrative,

descriptive, informative, and analytical components that focus on their stations and

production line.

MATERIALS

• Business Forms

• Pen/Pencil

• Paper

• Computer

• Video Camera

• Screenwriting software

• Storyboarding software


67

20 TV Show

MULTIMEDIA

1. Students will identify what goes into creating a successful television show for children, identify

their target market, create a plan for the first production, write a story script and storyboard

for the show featuring six characters (puppets), and film their planning and brainstorming

for a documentary video.

2. Students will research different kinds of puppets and how to make them, determine which

type of puppets are appropriate for their television show, and create the puppets they need

to match their story script. They will make a how-to video about making a puppet, a how-to

video about building a stage, and a how-to video about photographing products.

3. Students will determine what types of ‘homes’ they will give their puppets and plan a set that

includes a ‘home’ for at least two of the puppets. They will create a set and film their first

show (pilot). They will film a commercial for the MZUZI store. OPTIONAL Their final product

will be a short video that shows their filming process.

MATERIALS

• Pens and pencils

• Notebook for planning

• Internet access

• Calculator

• Camcorder

• Video Editing software

• Art supplies

• Halogen lamp

• Fabric (terry cloth material)

• Fabric (fleece material)

• Felt of different colors

(mostly black, pink, red)

• Hot glue gun

• Foam

• Sewing needles

• Thread

• Bobbins

• Sewing machine



• Tape measure

• Hot glue gun & glue sticks

• Contact adhesive


68

21 Sound Production

MULTIMEDIA

1. Students will demonstrate an understanding of the technical aspects of sound design by using

audio to change the emotion, atmosphere, and interpretation of a one-minute video shot by

them and their crew.

2. Students will be able to explain how sound influences mood and emotion and how soundscapes

are used to achieve change to emotions. They will build upon their technical abilities in

sound design by using Foley to create a soundscape with a narrative component.

3. Students will demonstrate proficiency in using technical skills with audio. They will be able to

explain what a podcast is and what its purpose is for specific markets. They will create a unique

two-minute podcast that will be uploaded to the internet.

MATERIALS

• USB Microphone

• Mac Computer with Garage

Band (or Audacity) installed

• Lighting Equipment

appropriate to the needs of

your scene

• Video Camera

• Analog Audio Cables

• Shotgun Mic

• Pistol Grip Shock Mount

• Stereo Mic

• Boom Pole

• Wind Protection

(Deluxe Windshield and Dead

Cat) if recording outside

• Portable handheld recorder

with XLR mic inputs

(Zoom H4N)

• ¼’ XLR cable

• 3 Extra sets of AA Batteries,

Extra SD Card

• Sound equipment according

to your podcast planning

needs


69

22 Stage Production

MULTIMEDIA

1. Students will be able to determine a target market for a stage play. They will be able to explain

how a stage play can benefit their community. They will create a script for a one act play,

scripting, storyboard, cast and crew.

2. Students will be able to explain the audience, costuming, and stage set. They will create a

model of stage design, acting, directing, stage design and design costumes for each of your

characters.

3. Students will be able to determine their target audience and target their marketing towards that

audience. They will design a playbill for your production and prepare your marketing materials.

MATERIALS

• Pen/Pencil and Paper

• Computer

• Celtx Free Online

Screenwriting program

• Design software (Illustrator,

MS Word, Photoshop,

InDesign, Inkscape)

• Google Sketchup

• Drawing paper

• Glue or glue gun

• Cardboard

• Paint

• Paint brushes

• Scraps of material

• Drawing paper

• Pencil and eraser

• Ruler


70

23 Stop Animation

MULTIMEDIA

1. Students will demonstrate the principles of timing, arcs, and follow-through by designing a

multi-page flipbook. Students will animate a clay ball to demonstrate their understanding of

the principles of squash and stretch. Students will (Optional, requires cell phone) explore the

mechanics of stop animation by creating a simple animation project using the Lego Movie

Maker app.

2. Students will practice typographic principles by designing a small print ad and use technology

resources to facilitate problem solving, critical thinking, decision making, and creativity in

storyboarding. They will complete the pre-production process by preparing the concept,

storyboard, set, production schedule, and pitch for a one-minute stop motion project.

3. Apply the elements of art and principles of design to the production of two- and three-dimensional

artwork and use technology resources to facilitate problem solving, critical thinking,

decision making, and creativity in storyboarding. They will create a stop motion animation

video of approximately one-minute in length.

MATERIALS

• Digital Camera

• Miscellaneous Lego Pieces and Lego People

• Clay

• 30 Squares of Blank Paper of Equal Size

• iMovie or other movie making software

• Stapler

• Storyboard Template

• Set Materials Specific to Stop Motion Project

• Set and Props from Week 2

• Lighting Setup

• Tripod

• USB Mic (if you are doing voice over)

• Cell phone (optional)


71

24 Producing

& Marketing Films

MULTIMEDIA

1. Students will devise a marketing strategy and create the tools necessary to carry it out. They

will make a spreadsheet with each of their defined AUDIENCES. Students will create an

ELECTRONIC PRESS KIT (EPK) and write two synopses of their film. Finally, they will create a

movie poster and a website to promote their film.

2. Students will find and target the appropriate festivals for their film and learn how to approach

them with their best foot forward. Students will research film festival options. They will create

a spreadsheet listing festivals that suit their film. They will arrange and style their press

materials in an appealing way. They will then write a submission cover letter for the festival

application. They will pitch the festival programmers. They will reassess their EPK.

3. Students will maximize their return on participating in and attending a festival once accepted.

Students will start an email list and create marketing materials - posters, postcards, movie

previews. They will create a “brand” by posting marketing materials to social media. They will

create a feedback form for their audience to fill out after the festival. Finally, they will put on

their film festival.

MATERIALS

• Digital camera

• Design (Illustrator, Inkscape, In Design,

Publisher, etc.)



• Digital camera


Publisher, etc.)



• Digital camera


Publisher, etc.)




72

17 Candles/

Candle Holder

PERSONAL CARE

Demonstrate knowledge and application of natural vs chemical products; preparing and creating

natural products from a recipe; and packaging and marketing products.

1. Students will determine the production stations they will need to create their own line of

natural candles. They will create an ingredients label and begin filling out their production

and stations book.

2. Students will determine the production stations they will need to create their line of candles.

They will set up stations for production, create three types of product, and fill in their stations

and production book.

3. Students will create a safety instruction label and finalize their stations and production book.

MATERIALS

• Production Book

• Station Book

• Internet access

• Calculator

• Cardstock (for labels)

• Ingredients & supplies for production

• Packaging materials will depend on the type of packaging chosen


73

18 Skin Lotions

PERSONAL CARE




natural lotions. They will create an ingredients label and begin filling out their production

and stations book.

2. Students will determine the production stations they will need to create their line of lotions.

They will set up stations for production, create two types of lotions, and fill in their stations

and production book.

3. Students will create a USP and a Break Even Spreadsheet. They will create a safety

instruction label and finalize their stations and production book.

MATERIALS

• Production Book

• Station Book

• Internet access

• Calculator



• Packaging materials will depend on the

type of packaging chosen.

• Large Spoon

• Large Pot

• Measuring spoons and measuring cups


74

19 Hair Care:

Shampoos and Conditioners

PERSONAL CARE




natural hair care products. They will create an ingredients label and begin filling out their

production and stations book.

2. Students will set up stations for production, create three types of product, and fill in their

stations and production book.



MATERIALS

• Production Book

• Station Book

• Internet access

• Calculator


• Large Spoon

• Large Pot



• Packaging materials will depend on

the type of packaging chosen


75

20 Facial Masks

and Rubs

PERSONAL CARE




natural masks and rubs. They will create an ingredients label and begin filling out their

production and stations book.

2. Students will determine the production stations they will need to create their line of facial

scrubs. They will set up stations for production, create three types of product, and fill in their

stations and production book.



MATERIALS

• Production Book

• Station Book

• Internet access

• Calculator


• Large Spoon


• Mason jars with lids



the type of packaging chosen.


76

21 Bath Soaps

PERSONAL CARE




soaps. They will create an ingredients label and begin filling out their production and

stations book.

2. Students will set up stations for production, create three types of soaps, and fill in their

stations and production books.



MATERIALS

• Production Book

• Station Book

• Internet access

• Calculator


• Large Spoon

• Large Pot




the type of packaging chosen.


77

22 Cleaning Supplies

PERSONAL CARE




cleaning products. They will create an ingredients label and begin filling out their production

and stations book.

2. Students will set up stations for production, create three types of cleaning products, and fill

in their stations and production books.



MATERIALS

• Production Book

• Station Book

• Ingredients & supplies for

production

• Internet access

• Calculator


• Ingredients & supplies for

production

• Packaging materials will depend

on the type of packaging chosen.

• Castile bar soap

• Washing soda

• Borax

• Baking soda

• Essential Oils

• Dust mask or bandana

• Large Spoon

• Hand grater or food processor

• Gloves

• Mason jars

• White or apple cider vinegar

• Isopropyl (rubbing) alcohol

• Distilled water

• Cornstarch

• Dark glass spray bottles

• Large Pot

• Measuring spoons and

measuring cups


78

17 - Moving/House

Keeping Company

SERVICE INDUSTRY

Students will define their target market and competition, name their business, and plan how they will

manage their service. They will create a customer profile, create a mission & vision statement, and

prepare a cost analysis.

Students will determine how they will price their services, what permits or licenses they may need to

obtain in their state, and how they will manage record keeping. They will create a customer tracking

spreadsheet, design a booking contract, and create a break even analysis spreadsheet.

Students will decide how to best market and advertise the store. They will create a USP, and create

scripts for a radio and television ad, and a print advertisement.

MATERIALS


• Sketchbook

• Excel program


• Spreadsheet software

• Graph paper

• Calculator


• Sketchpad

• Digital camera

• Design programs (Illustrator,

MS Publisher, Photoshop)


79

18 - Tutoring

Babysitting

SERVICE INDUSTRY

Students will define their target market and competition, name their business, and plan how they will

manage their service. They will create a customer profile, create a mission & vision statement, and

prepare a cost analysis.

Students will determine how they will price their services, what permits or licenses they may need to

obtain in their state, and how they will manage record keeping. They will create a customer tracking

spreadsheet, design a booking contract, and create a break even analysis spreadsheet.

Students will decide how to best market and advertise the store. They will create a USP, and create

scripts for a radio and television ad, and a print advertisement.

MATERIALS


• Sketchbook

• Excel program


• Spreadsheet software

• Graph paper

• Calculator

• A pen and paper for note taking


• Sketchpad

• Digital camera

• Design programs

(Illustrator, MS Publisher, Photoshop)


80

17 Open a Sports

Academy

SPORTS ACADEMY

Students will define their target market and competition, name their business, and plan on how they

will manage their service.

Students will review the standards connected to coaching, examine the costs of operating a sports

academy, and prepare a cost-analysis.

Students will decide how to best market and advertise the academy and to create scripts for a radio

and television ad, and a print advertisement.

MATERIALS


• Internet access



• Calculator


• Sketchpad

• Digital camera

• Design programs

(Illustrator, MS Publisher, Photoshop)


81

18 Core Training/

Fitness

SPORTS ACADEMY

Students will find out about the different muscle groups that make up the core, explore which

conditions can affect core strength, and create an informational poster.

Students will find out about the benefits of core strength, explore everyday activities that require core

stability, and do a series of exercises that engage the different parts of the core, and create a short

video that demonstrates a few basic core exercises for beginners.

Students will research what makes a good workout, create a workout plan, evaluate their workout

plan, and create a project that teaches some aspect of core training and persuades others to try it.

MATERIALS

• Internet access

• Video camera and/or audio equipment

• Paper and writing utensils

• Exercise mat

• OPTIONAL:

• Fitness Stability Ball

• Ab Wheel


82

19 Volleyball,

Badminton

SPORTS ACADEMY

Students will learn the basic rules of volleyball so that they understand the order of gameplay

and scoring and create a poster to illustrate the rules.

Students will learn the basic rules of badminton so that they understand the order of gameplay

and scoring and create a poster about the history of the game and some of its famous players.

Students will learn about the different ways to serve in volleyball and to learn more about different

badminton strokes. They will create a drawing that illustrates how to correctly perform one

of the techniques in volleyball or badminton using step-by-step illustrations.

MATERIALS

• Drawing paper

• Writing utensils

• Internet access

• Volleyball equipment

• Badminton equipment


83

20 Soccer

and Basketball

SPORTS ACADEMY

Students will learn the basic rules of soccer so that they understand the order of gameplay and scoring

and create a poster showing team members on a soccer field and describe each player’s role on

the team.

Students will learn the basic rules of basketball so that they understand the order of gameplay and

scoring and create a collage that shows the key points of the game.

Students will learn about some of the advanced techniques used in basketball and soccer and how to

train effectively to improve your performance in these two sports. They will create a “practice plan”

for one week of training incorporating drills, exercises, or other activities that they would do with

teammates.

MATERIALS

• Drawing paper

• Writing utensils

• Internet access

• Basketball equipment

• Soccer equipment


84

23 Boxing

SPORTS ACADEMY

The interrelation between biologically adapted and artificially constructed systems are explored during

these units. An emphasis on understanding the kinematics (physics) of normally occurring exercises

and “best practices” will be highlighted.

Students discover why boxers are told to shift weight. The physics-backed boxing practice of “bending

from the knees” is examined. Lab teams will study the physics of how the distance from the center of a

rotating mass matters.

MATERIALS

• Heart rate monitor

• Blood pressure cuffs

• Stethoscope

• Velocity speed gun

• Stopwatch

• Force meters

• Resistance bands

• Weight scales

• Plumb bob

• Boxing gloves

• String

• Video cam

• Tripod

• Velocity speed gun (radar)


85

17 Pre-assessment

LIFE SKILLS (WORK READINESS)

1. The student will define and identify the correct “tools” needed to be successful in a

professional or collegiate environment, and to determine the set of tools currently used.

2. The student will understand how to set realistic work goals.

3. The student will determine a plan of action for job search.

MATERIALS

• MZUZI tool box with items listed below

• Pliers (1)

• Silly putty (1)

• 9v battery (1)

• Sunglasses (1)

• Match (1)

• Tool definition sheet

• Hand mirror (1) • Directions for teacher

• Small basketball (1) • Word processing program

• Small notebook (1) (MS Word, Google Doc, etc.)

• Fake jewel (1)

• Spreadsheet program

• Wax lips (1)

(Excel, Google Sheets, etc.)


86

18 Preparation

WORK READINESS

1. The student will understand job search terminology and determine best job search practices.

2. The student will practice introduction skills by preparing skits that show the right way and

wrong way to perform these skills: appropriate eye contact, appropriate greeting handshake,

appropriate introductory statement.

3. The student will understand how to prepare a resume and cover letter. They apply what they

learned by creating a resume and a cover letter.

MATERIALS

• Word processing program (MS Word, Google Doc, etc.)

• Spreadsheet program (Excel, Google Sheets, etc.)


87

19 Professionalism

WORK READINESS

1. The student will understand what constitutes professional dress for the workplace.

2. The student will understand and use proper tools in maintaining a professional attitude in the

workplace or in conducting your own business.

3. The student will understand how to balance professional goals and personal time. They will

learn how to prioritize their activities so that they may meet their goals efficiently. They will

create a sample time management schedule.

MATERIALS

• Various types of clothing and accessories




88

20 Verbal

Communication

WORK READINESS

1. The student will be able to define active listening in effective communication and engage

in and model active listening skills.

2. The student will be able to define non-verbal cues in effective communication and engage

in and model appropriate and inappropriate non-verbal communication skills.

3. The student will be able to understand and demonstrate the skills necessary to complete a

basic interview for employment.

MATERIALS




89

MZUZI is a inquiry based story that combines real history,

social development, and also has literacy components

brought to life through video courses on:

Digital Art

3D Modeling

Game Design

3D Printing

Improve Reading, Writing,

and Engagement.

Jobs were short and everyone was fighting

for the same position. Houses became

crowded and gangs were formed to scare

people away. The gangs were mostly Irish

people. The police did very little, and before

they knew it, beaches and other places where

people could just hang out were segregated.”

“Just like now,” Mzuzi said.

“Sort of, but at that time Chicago was full of

promise.''

“Okay, but what does this have to do with the

box?” Kua said impatiently.

“About 40 years earlier, a chief named Checago,

which meant standing by the tree, took notice of

something that had already happened to his people.

He took an axe of a special tree and made it into

a box. He coated the box and buried it. He used a

similar language for the box and called it chocago

which means destitute. He told some of his closest

allies that a series of people would need this

special box to escape the things that would make

them as poor as they had become.”

“How did this special box show up in the middle of

our alley?” Mzuzi asked.

“Well, it has not always been an alley, right? Chicago

used to be a large swampy forest area. It is believed

that the box was placed here out of the reach of

the edge of the forest so that it would not sink or be

swept away to the lake.” Mzuzi nodded. “I see. Over

the years, everything must have been built around it.”

META 24 MZUZI STEM

LITERACY SHOW INTRO


90

1 Vocabulary

REMEDIAL

MZUZI (READING & WRITING)

Students will use various strategies while reading the book Mzuzi and the Box to determine word

meaning.

1. Students will be able to use context clues to find the meaning of a word or phrase.

2. Students will be able to identify word parts to find the meaning of words or phrases.

3. Students will be able to consult reference materials to determine word meaning.

MATERIALS

• Paper or tablet

• Chart paper

• Access to dictionary and thesaurus

• Highlighters and/or colored pencils


91

2 Reading Process

MZUZI

Students will begin previewing (not reading yet) Mzuzi and the Box while working through this unit.

1. Students will be able to use pre-reading strategies when reading a text: Before

(Preview, Activate Prior Knowledge, Make Predictions).

2. Students will be able to successfully use reading strategies while reading a text: During

(Connect to Self/World/Text, Determine Main Idea, Ask Questions).

3. Students will be able to successfully apply reading strategies after reading a text: After

(Respond, Review, Share).

MATERIALS

• Paper or tablet

• Chart paper




92

3 Writing Process

MZUZI

Students will begin reading The Gifts while working through this unit. Students should be reading the

book on their own after class.

1. Students will be able to successfully use writing strategies while reading a text: Prewrite

(brainstorming, clustering, outlining, listing)

2. Students will be able to successfully use writing strategies to draft, revise, and share

their writing.

3. Students will be able to successfully use strategies to proofread their writing for grammar

errors and inconsistencies

MATERIALS

• Paper or tablet

• Chart paper




93

1 Addition Subtraction

BASIC MATH

1. Students will be able to use place value to expand numbers; add and subtract numbers;

round numbers to the nearest Indicated place value.

2. Students will be able to use problem solving techniques to complete real world application

problems using addition and subtraction and understand units of measure (length, width,

money, etc.) through using addition and subtraction operations.

3. Students will be able to compare numbers based on place value and use inequality symbols

to record the results; use addition and subtraction and their properties to solve one- and

two-step word problems.


94

2 Multiplication

and Division

MATH FOUNDATIONS

1. Students will be able to fluently multiply and divide within 100; know all products of two

one-digit numbers; interpret a multiplication equation as a comparison; represent verbal

statements of multiplicative comparisons; fluently divide multi-digit numbers using the

standard algorithm.

2. Students will be able to solve applications with multiplication and division; find the perimeter

and area of a rectangle, square, parallelogram or circle; find the volume of cubes, rectangular

solids, and cylinders.

3. Students will be able to find the square root of a perfect square; approximate irrational square

roots; use the order of operations; use the Pythagorean Theorem; write and evaluate numerical

expressions involving whole-number exponents.


95

GP 01 - Key Ideas and

Details FICTION

HIGH SCHOOL READING LEVEL 1

Reading Skill 1: Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.

Grammar Skill 1: Explain the function of verbals (gerunds, participles, infinitives) in general and their

function in particular sentences.

Writing Skill 1: Narrative Writing. Explain the writing process and effectively use prewriting techniques.

Reading Skill 2: Determine a theme or central idea of a text (story, drama, or poem) and analyze its

development over the course of the text including its relationship to the characters, setting, and plot or

how the speaker in a poem reflects upon a topic; provide an objective summary of the text.



Writing Skill 2: Narrative Writing. Write an outline. Write topic sentences and thesis statements using

transitional words and phrases in writing.

Reading Skill 3: Compare and contrast two or more characters, settings, or events in a story or drama;

Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the

characters respond or change as the plot moves toward a resolution (e.g., how setting shapes the

characters or plot); Analyze how particular lines of dialogue or incidents in a story or drama propel the

action, reveal aspects of a character, or provoke a decision.



Writing Skill 3: Narrative Writing. Understand plot development, specifically conflicts.

MATERIALS

• Textual Evidence, Inference, Summary

• Theme, Characterization, Plot Development

• Verbals & Verbal Phrases

• Narrative Writing


96

GP 02 - Craft and

Structure FICTION


Reading Skill 1: Determine the meaning of words and phrases as they are used in a text, including figurative

and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,

including figurative language such as metaphors and similes, alliteration) on a specific verse or stanza

of a poem or section of a story or drama; analyze the impact of specific word choices on meaning and

tone, including analogies or allusions to other texts.

Grammar Skill 1: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive

mood.

Writing Skill 1: Establish and maintain a sequence of events (plot) and consistent setting.

Reading Skill 2: Compare and contrast the structure of two or more texts and analyze how the differing

structure of each text contributes to its meaning and style. Explain how a series of chapters, scenes, or

stanzas fits together to provide the overall structure of a particular story, drama, or poem; Analyze how

a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes

to the development of the theme, setting, or plot of a drama; Analyze how a drama’s or poem’s form or

structure (e.g., soliloquy, sonnet) contributes to its meaning.

Grammar Skill 2: Form and use verbs in the active and passive voice.

Writing Skill 2: Check punctuation and mechanics

Reading Skill 3: Analyze how an author develops and contrasts the points of view of different characters

or narrators in a text and how differences in the points of view of the characters and the audience

or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Grammar Skill 3: Recognize and correct inappropriate shifts in verb voice and mood.

Writing Skill 3: Use transitions, proper tone, and wrap up with a concluding sentence

MATERIALS

• Narrative Structure, Drama Structure, Poetry Structure

• Plot Development, Figurative Language

• Point of View, Irony & Understatement

• Verb Shifts & Moods

• Personal Narrative Writing


97

GP 03 - Integration of

Knowledge FICTION


Reading Skill 1: Compare and contrast a written text (e.g., graphic novel, multimedia presentation of

fiction, folktale, myth, poem) to its audio, filmed, staged, or multimedia version, analyzing the effects of

techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs

from the text or script.

Grammar Skill 1: Ensure subject-verb and pronoun antecedent agreement. Subject Verb Agreement

in Number

Writing Skill 1: Descriptive Writing Draft. Prewriting, Brainstorming, Sensory Details

Reading Skill 2: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories)

on their approaches to similar themes and topics. Compare and contrast texts in different forms or

genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to

similar themes and topics.

Grammar Skill 2: Ensure subject-verb and pronoun antecedent agreement. SVA with Compound subjects

Writing Skill 2: Descriptive Writing Draft. Prewriting, Sensory Details, Transitional words and phrases.

Reading Skill 3: Analyze how a modern work of fiction draws on themes, patterns of events, or character

types from myths, traditional stories, or religious works such as the Bible, including describing how the

material is rendered new. Compare and contrast a fictional portrayal of a time, place, or character and

a historical account of the same period as a means of understanding how authors of fiction use or alter

history.


Writing Skill 3: Descriptive Writing Draft. Use transitions, proper tone, and wrap up with a concluding sentence.

MATERIALS

• Compare mediums & stories in the same genre, different forms or genres

(filmed or live production of a story or drama)

• Compare and contrast fiction to original source material, characterization

• Theme, tone, mood

• Subject-verb and pronoun antecedent agreement.

• Descriptive Writing


98

GP 04 - Range of Reading

and Text FICTION


Reading Skill 1: By the end of the year, read and comprehend literature, including stories, dramas, and

poetry, in the grade appropriate text complexity band proficiently, with scaffolding as needed at the

high end of the range.

Grammar Skill 1: Choose among simple, compound, complex, and compound-complex sentences to

signal differing relationships among ideas. Coordinating Conjunctions

Writing Skill 1: Descriptive Writing Revising. Author’s purpose, audience.


poetry, in the grades 9-12 text complexity band proficiently, with scaffolding as needed at the high end

of the range.


signal differing relationships among ideas. Subordinating Conjunctions

Writing Skill 2: Descriptive Writing Revising. Check punctuation and mechanics



of the range.


signal differing relationships among ideas. Conjunctions (coordinating and subordinating)

Writing Skill 3: Descriptive Writing Revising. Use transitions, proper tone, and wrap up with a concluding

sentence, writing conclusions, tone.

MATERIALS

• Short stories: Folks, Myths, and Legends, Characterization, theme.

• Dramas: One Act plays, Drama, Stage Design, Dialogue

• Poetry: Figurative language, Limerick, Free Verse Poetry, Narrative Poetry,

Main idea, Rhyme Scheme

• Simple, compound, complex, and compound-complex sentences



99

GP 05 - Comprehension and

Collaboration NONFICTION


Reading Skill 1: Cite several pieces of textual evidence that most strongly supports an analysis of what

the text says explicitly as well as inferences drawn from the text.

Grammar Skill 1: Recognize and correct inappropriate shifts in pronoun number and person. Pronouns

proper case (subjective, objective, possessive).intensive pronouns (e.g., myself, ourselves).

Writing Skill 1: Creating a Thesis Statement, establish precise claim(s)

Reading Skill 2: Determine a central idea of a text and analyze its development over the course of the

text, including its relationship to supporting ideas; provide an objective summary of the text.

Grammar Skill 2: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous

antecedents).

Writing Skill 2: PERSUASIVE/ARGUMENTATIVE Draft. Valid reasoning and relevant and sufficient

evidence, using technology for research

Reading Skill 3: Analyze how a text makes connections among and distinctions between individuals,

ideas, or events in a historical, technical or scientific text (e.g., how ideas influence individuals or

events, or how individuals influence ideas or events ) (e.g., through comparisons, examples, anecdotes,

analogies, or categories).

Grammar Skill 3: Recognize and correct inappropriate shifts in pronoun number and person.

Writing Skill 3: PERSUASIVE/ARGUMENTATIVE Draft. Concluding statement or section that follows

from and supports the argument presented.

MATERIALS

• Textual evidence, inference, Supporting Details

• Central Idea, Supporting Detail, Summary

• Textual development, supporting detail, relationships

• Inappropriate shifts in pronoun number and person, vague pronouns

• Persuasive/Argumentative Writing


100

GP 06 - Presentation of

Knowledge NONFICTION


Reading Skill 1: Determine the meaning of words and phrases as they are used in a text, including figurative,

connotative, and technical meanings; analyze the impact of specific word choices on meaning

and tone, including analogies or allusions to other texts.

Grammar Skill 1: Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking. Adjectives (positive, comparative, superlative).

Writing Skill 1: PERSUASIVE/ARGUMENTATIVE Revise distinguish the claim(s) from alternate or opposing

claims

Reading Skill 2: Analyze the structure (e.g., chronology, comparison, cause/effect, problem/solution)

an author uses to organize a text, including how the major sections contribute to the whole and to the

development of the ideas including the role of particular sentences in developing and refining a key

concept.


when writing or speaking. Adjectives (positive, comparative, superlative)

Writing Skill 2: PERSUASIVE/ARGUMENTATIVE Revise. Establish and maintain a formal style and

objective tone, use linking words and phrases (e.g., because, therefore, since, for example) to connect

opinion and reasons. (e.g., consequently, specifically).

Reading Skill 3: Determine an author’s point of view or purpose in a text and analyze how the author

acknowledges and responds to conflicting evidence or viewpoints through multiple accounts of the

same event or topic, noting important similarities and differences in the point of view they represent.



Writing Skill 3: PERSUASIVE/ARGUMENTATIVE Revise. words, phrases, and clauses to link the major

sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons.

MATERIALS

• Figurative and connotative meanings, Word choice, Tone.

• Text Structure and Development of Ideas.

• Point of View, Author’s Purpose.

• Adjectives (positive, comparative, superlative)



101




Reading Skill 1: Compare and contrast multiple mediums to determine the advantages and

disadvantages of each.

Grammar Skill 1: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,

absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings

and add variety and interest to writing or presentations. Clauses (main, noun, subordinate)

Writing Skill 1: EXPOSITORY Draft. effective selection, organization, and analysis of content.

Reading Skill 2: Evaluate the argument, specific claims, and reasoning in a text.


absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings

and add variety and interest to writing or presentations. Clauses (adjective, adverb).

Writing Skill 1: EXPOSITORY Draft. Introduce a topic; organize complex ideas, concepts, and

information, gather information from print and digital sources; categorize information, and provide a list

of sources.

Reading Skill 3: Analyze an author’s presentation of events compared to the presentation of

another author.


absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific

meanings and add variety and interest to writing or presentations. Clauses (simple, compound,

complex).

Writing Skill 3: EXPOSITORY Draft. Precise and specific language: Informal and formal diction.

MATERIALS

• Compare and contrast multiple mediums, author’s purpose, theme, summary.

• Main idea (argument), Supporting Details (evidence), Opinion vs. Fact

• Analyze an author’s presentation of events compared to the presentation of another author.

• Clauses (simple, compound, complex).

• Expository Writing


102


and Level NONFICTION


Reading Skill 1: read and comprehend literary nonfiction, and fiction, including stories, dramas and

poems, in grades 9-12 text complexity band proficiently, with scaffolding as needed at the high end of

the range, specifically memoir.

Grammar Skill 1: Use parallel structure.

Writing Skill 1: EXPOSITORY: Revise. Establish and maintain a formal style and objective tone.

.



the range, specifically the difference between autobiography and biography.

Grammar Skill 2: Place phrases and clauses within a sentence, recognizing and correcting misplaced

and dangling modifiers. Modifiers (misplaced).

Writing Skill 2: EXPOSITORY: Revise. appropriate and varied transitions, cohesion, concluding statement.



the range, specifically first person accounts.


and dangling modifiers. Modifiers (dangling).

Writing Skill 3: EXPOSITORY: Revise. precise language and domain-specific vocabulary, formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia.

MATERIALS

• Memoir, Author’s Purpose

• Autobiography and Biography, Point of view, Text structure

• First Person accounts, Fact and Opinion, Main idea, Tone.

• Misplaced and dangling modifiers

• Parallel structure



103

GP 09 - Key Ideas

and Details FICTION

LEVEL 2

Reading Skill 1: Cite strong and thorough textual evidence to support analysis of what the text says




Writing Skill 1: Narrative Writing. The Writing Process. Prewriting.

Reading Skill 2: Determine a theme or central idea of a text and analyze its development over the

course of the text, including its relationship to the characters, setting, and plot; provide an objective

summary of the text; including how it emerges and is shaped and refined by specific details.



Writing Skill 2: Narrative Writing. Write an outline. Write topic sentences and thesis statements. Using


Reading Skill 3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes

the characters or plot) and analyze how complex characters (e.g., those with multiple or conflicting

motivations) develop over the course of a text, interact with other characters (particular lines of

dialogue), and advance the plot or develop the theme, propel the action, reveal aspects of a character,

or provoke a decision.




MATERIALS






104

GP 10 - Craft and

Structure FICTION

LEVEL 2

Reading Skill 1: Determine the meaning of words and phrases as they are used in the text, including

figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds

(e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama; analyze the

cumulative impact of specific word choices on meaning and tone including analogies or allusions to other

texts. (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Grammar Skill 1: Form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood.

Writing Skill 1: Check punctuation and mechanics.

Reading Skill 2: Analyze how an author’s choices concerning how to structure a text, order events

within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as

mystery, tension, or surprise. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy,

sonnet) contributes to its meaning. Compare and contrast the structure of two or more texts and

analyze how the differing structure of each text contributes to its meaning and style.



Reading Skill 3: Analyze how an author develops and contrasts the points of view of different

characters or narrators in a text. Analyze how differences in the points of view of the characters and

the audience or reader (e.g., created through the use of dramatic irony) create such effects as

suspense or humor. Analyze a particular point of view or cultural experience reflected in a work of

literature from outside the United States, drawing on a wide reading of world literature.


Writing Skill 3: Use transitions, proper tone, and wrap up with a concluding sentence.

MATERIALS

• Figurative language and word choice

• Point of view, cultures




105


Knowledge FICTION

LEVEL 2

Reading Skill 1: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia

version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or

camera focus and angles in a film). Analyze the extent to which a filmed or live production of a story or

drama stays faithful to or departs from the text or script, evaluating Analyze the representation of a subject

or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

Grammar Skill 1: Subject Verb Agreement in Number.

Writing Skill 1: DESCRIPTIVE ESSAY Draft. Development and organization.

Reading Skill 2: Analyze the representation of a subject or a key scene in two different artistic mediums,

including what is emphasized or absent in each treatment and how an author draws on and transforms

source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible

or how a later author draws on a play by Shakespeare).

Grammar Skill 2: Ensure subject-verb and pronoun antecedent agreement. SVA with Compound subjects.

Writing Skill 2: DESCRIPTIVE ESSAY Draft. relevant, and sufficient facts, extended definitions, concrete

details, quotations, or other information and examples.

Reading Skill 3: Compare and contrast a fictional portrayal of a time, place, or character and a historical

account of the same period as a means of understanding how authors of fiction use or alter history. Analyze

how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional

stories, or religious works such as the Bible, including describing how the material is rendered new.

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare

treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Grammar Skill 3: Ensure subject-verb and pronoun antecedent agreement. SVA with Indefinite pronouns.

Writing Skill 3: DESCRIPTIVE ESSAY Draft. Describing in depth: sensory language.

MATERIALS

• Compare and contrast multimedia

(written story, drama, or poem to its audio, filmed, staged, or multimedia version)


• Subject Verb Agreement (number, compound subject, Indefinite pronoun



106

GP 12 - Range of

Reading and Text FICTION

LEVEL 2





signal differing relationships among ideas. Conjunctions (coordinating).

Writing Skill 1: DESCRIPTIVE ESSAY Revise. Organization specific to task, purpose, audience





signal differing relationships among ideas. Conjunctions (subordinating).

Writing Skill 2: DESCRIPTIVE ESSAY Revise. Clear and coherent paragraphs, Punctuation and mechanics





signal differing relationships among ideas. Conjunctions (coordinating and subordinating.)

Writing Skill 3: DESCRIPTIVE ESSAY Revise. Writing an introduction, precise words and phrases, tone,

and conclusion.

MATERIALS

• Short stories: science fiction, historical fiction, realistic fiction, characterization

• Plays: Historical Fiction-Drama structure, stage design, dialogue.

• Poetry: Figurative Language and Historical accounts. Narrative, Free Verse, Lyric Poetry.




107



LEVEL 2



Grammar Skill 1: Recognize and correct inappropriate shifts in pronoun number and person. Pronouns

proper case (subjective, objective, possessive). intensive pronouns (e.g., myself, ourselves).

Writing Skill 1: PERSUASIVE/ARGUMENTATIVE Draft. Creating a Thesis Statement, establish precise

claim(s)

Reading Skill 2: Determine a central idea (or two) of a text and analyze its development over the

course of the text, including how it emerges and is shaped and refined by specific details; provide an

objective summary of the text.


antecedents).

Writing Skill 2: PERSUASIVE/ARGUMENTATIVE Draft. Supporting claim, valid reasoning and relevant

and sufficient evidence, Using technology for research

Reading Skill 3: Analyze how the author unfolds an analysis or series of ideas or events, including the

order in which the points are made, how they are introduced and developed, and the connections that

are drawn between them. Analyze the interactions between individuals, events, and ideas in a text

(e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Analyze

how a text makes connections among and distinctions between individuals, ideas, or events (e.g.,

through comparisons, analogies, or categories).


Writing Skill 3: PERSUASIVE/ARGUMENTATIVE Draft. concluding statement or section that follows


MATERIALS


• Theme, Central Idea, Evidence, Supporting Details, Summary





108



LEVEL 2

Reading Skill 1: Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning

and tone.



Writing Skill 1: PERSUASIVE/ARGUMENTATIVE Revise distinguish the claim(s) from alternate or opposing

claims, Develop claim(s) and counterclaims fairly and thoroughly; identify bias.

Reading Skill 2: Analyze the structure an author uses to organize a text (e.g., chronology, comparison,

cause/effect, problem/solution) including how the major sections contribute to the whole and to the

development of the ideas.



Writing Skill 2: PERSUASIVE/ARGUMENTATIVE Revise Establish and maintain a formal style and

objective tone, Use linking words and phrases (e.g., because, therefore, since, for example) to connect

opinion and reasons. (e.g., consequently, specifically).


distinguishes his or her position from that of others and that point of view is conveyed in the text.


when writing or speaking. Adjectives (positive, comparative, superlative.

Writing Skill 3: PERSUASIVE/ARGUMENTATIVE Revise words, phrases, and clauses to link the major

sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons; writing

habits: editing.

MATERIALS

• Figurative and connotative meanings, Word choice, Tone,

analogies or allusions to other texts.



• Adjectives (positive, comparative, superlative).



109



LEVEL 2

Reading Skill 1: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each

medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). Evaluate

the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to

present a particular topic or idea. Analyze various accounts of a subject told in different mediums (e.g., a

person’s life story in both print and multimedia), determining which details are emphasized in each account.


absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add

variety and interest to writing or presentations. Clauses (main, , noun, subordinate).


Reading Skill 2: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning

is sound and the evidence is relevant and sufficient to support the claims; recognize when irrelevant evidence is

introduced; identify false statements and fallacious reasoning.



variety and interest to writing or presentations.

Writing Skill 2: EXPOSITORY Draft. creating self-generated questions, Introducing a topic; organizing complex

ideas, concepts, and information, drawing evidence from informational texts to support analysis, reflection, and

research, and provide a list of sources.

Reading Skill 3: Analyze how two or more authors writing about the same topic shape their presentations of key

information by emphasizing different evidence or advancing different interpretations of facts. Analyze a case in

which two or more texts provide conflicting information on the same topic and identify where the texts disagree

on matters of fact or interpretation. Analyze seminal U.S. documents of historical and literary significance (e.g.,

Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from

Birmingham Jail”), including how they address related themes and concepts.



variety and interest to writing or presentations. Clauses (simple, compound, complex).

Writing Skill 3: EXPOSITORY Draft. Precise and specific language: Informal and formal diction.

MATERIALS







110



LEVEL 2



the range, specifically historical nonfiction, primary and secondary sources.


Writing Skill 1: EXPOSITORY Revise. Establish and maintain a formal style and objective tone.



the range, specifically biography, author’s purpose, point of view.



Writing Skill 2: EXPOSITORY Revise. appropriate and varied transitions, cohesion, concluding

statement; Use technology to produce and publish writing.



the range, specifically difference between a technical document and an historical document.



Writing Skill 3: EXPOSITORY Revise. precise language and domain-specific vocabulary, formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia; Gather relevant information from

multiple print and digital sources; avoiding plagiarism.

MATERIALS

• Historical nonfiction, primary and secondary source, author’s purpose

• Biography, author’s purpose, point of view, organizational structure, summary

• Compare technical documents and historical documents. Central idea,

textual evidence, organizational structure, summary.





111

GP 17 - Key Ideas

and Details FICTION

LEVEL 3


explicitly as well as inferences drawn from the text, including determining where the text leaves

matters uncertain.



Writing Skill 1: Narrative Writing. The Writing Process. Prewriting.

Reading Skill 2: Determine two or more themes or central ideas of a text and analyze their development

over the course of the text, including how they interact and build on one another to produce a complex

account; provide an objective summary of the text.



Writing Skill 2: Narrative Writing. Write an outline. Write topic sentences and thesis statements. Using


Reading Skill 3: Analyze how complex characters (e.g., those with multiple or conflicting motivations)

develop over the course of a text, interact with other characters, and advance the plot or develop the

theme. Analyze the impact of the author’s choices regarding how to develop and relate elements of a

story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced

and developed).




MATERIALS






112

GP 18 - Craft and

Structure FICTION

LEVEL 3

Reading Skill 1: Determine the meaning of words and phrases as they are used in the text, including

figurative and connotative meanings; analyze the impact of specific word choices on meaning and

tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).,

including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

(Include Shakespeare as well as other authors.)

Grammar Skill 1: Form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood.

Writing Skill 1: Check punctuation and mechanics, transitions

Reading Skill 2: Analyze how an author’s choices concerning how to structure a text, order events

within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,

tension, or surprise. Analyze how an author’s choices concerning how to structure specific parts of a

text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic

resolution) contribute to its overall structure and meaning as well as its aesthetic impact.



Reading Skill 3: Analyze a particular point of view or cultural experience reflected in a work of literature

from outside the United States, drawing on a wide reading of world literature. Analyze a case in which

grasping point of view requires distinguishing what is directly stated in a text from what is really meant

(e.g., satire, sarcasm, irony, or understatement).


Writing Skill 3: Use transitions, proper tone, and wrap up with a concluding sentence.

MATERIALS

• Figurative language and word choice

• Point of view, cultures, satire, sarcasm, irony, or understatement)




113

GP 19 - Integration

of Knowledge FICTION

LEVEL 3

Reading Skill 1: Analyze the representation of a subject or a key scene in two different artistic mediums,

including what is emphasized or absent in each treatment (e.g.,Auden’s “Musée des Beaux Arts” and

Breughel’s Landscape with the Fall of Icarus). Analyze multiple interpretations of a story, drama, or

poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each

version interprets the source text. (Include at least one play by Shakespeare and one play by an

American dramatist.)

Grammar Skill 1: Ensure subject-verb and pronoun antecedent agreement. Subject Verb Agreement in Number.

Writing Skill 1: DESCRIPTIVE ESSAY Draft. Development and organization.

Reading Skill 2: Analyze how an author draws on and transforms source material in a specific work

(e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a

play by Shakespeare).


Writing Skill 2: DESCRIPTIVE ESSAY Draft. Relevant, and sufficient facts, extended definitions,

concrete details, quotations, or other information and examples.

Reading Skill 3: Analyze how an author draws on and transforms source material in a specific work

(e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a

play by Shakespeare).Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century

foundational works of American literature, including how two or more texts from the same period treat

similar themes or topics.

Grammar Skill 3: Ensure subject-verb and pronoun antecedent agreement. SVA with Indefinite pronouns.

Writing Skill 3: DESCRIPTIVE ESSAY Draft. Describing in depth: sensory language.

MATERIALS

• Compare and contrast multimedia (story, drama, or poem)


• Subject Verb Agreement (number, compound subject, Indefinite pronoun



114

GP 20 - Range of

Reading and Text FICTION

LEVEL 3



of the range. Be able to read these types of texts well, with support for the higher levels of allegories,

satires, and parodies that will be given.


signal differing relationships among ideas. Conjunctions (coordinating).

Writing Skill 1: DESCRIPTIVE ESSAY Revise. Organization specific to task, purpose, audience.


poetry, in the grades 9-12 text complexity band proficiently, with scaffolding as needed at the high end of

the range. Understanding complexities of variations in reading a multi-act play to viewing a multi-act play.


signal differing relationships among ideas. Conjunctions (subordinating).

Writing Skill 2: DESCRIPTIVE ESSAY Revise Use varied transitions and sentence structures Clear and

coherent paragraphs, Punctuation and mechanics.


poetry, in the grade’s text complexity band proficiently, with scaffolding as needed at the high end of

the range. Understand the structure of a sonnet, an ode, and a ballad.


signal differing relationships among ideas.

Writing Skill 3: DESCRIPTIVE ESSAY Revise. Precise words and phrases, tone, and conclusion.

MATERIALS

• Myths, Folktales, Fables. Allegories, Satires, and Parodies, Characterization

• Multicultural vs. One Act plays variations in reading.

• Poetry. Structure of a sonnet, an ode, and a ballad.




115



LEVEL 3


explicitly as well as inferences drawn from the text, including determining where the text leaves

matters uncertain.

Grammar Skill 1: Ensure subject-verb and pronoun antecedent agreement. Pronouns proper case

(subjective, objective, possessive).intensive pronouns (e.g., myself, ourselves).

Writing Skill 1: PERSUASIVE/ARGUMENTATIVE Draft. Creating a Thesis Statement, establish precise

claim(s).

Reading Skill 2: Determine two or more central ideas of a text and analyze their development over the

course of the text, including how they interact and build on one another to provide a complex analysis;

provide an objective summary of the text.


antecedents).

Writing Skill 2: PERSUASIVE/ARGUMENTATIVE Draft. Supporting claim, valid reasoning and relevant

and sufficient evidence, Using technology for research.

Reading Skill 3: Analyze how the author unfolds an analysis or series of ideas or events, or a complex

set of ideas or sequence of events including the order in which the points are made, how they are

introduced and developed, and the connections that are drawn between them. Explain how specific

individuals, ideas, or events interact and develop over the course of the text.


Writing Skill 3: PERSUASIVE/ARGUMENTATIVE Draft. concluding statement or section that follows


MATERIALS


• Theme, Central Idea, Evidence, Supporting Details, Summary





116



LEVEL 3

Reading Skill 1: Determine the meaning of words and phrases as they are used in a text, including figurative,

connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or

terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Analyze the cumulative

impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that

of a newspaper).

Grammar Skill 1: Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking. Adjectives (positive, comparative, superlative)

Writing Skill 1: PERSUASIVE/ARGUMENTATIVE Revise. distinguish the claim(s) from alternate or opposing

claims, Develop claim(s) and counterclaims fairly and thoroughly; identify bias

Reading Skill 2: Analyze in detail how an author’s ideas or claims are developed and refined by particular

sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Analyze and evaluate the

effectiveness of the structure an author uses in his or her exposition or argument, including whether the

structure makes points clear, convincing, and engaging.



Writing Skill 2: PERSUASIVE/ARGUMENTATIVE Revise. Establish and maintain a formal style and objective tone,

use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.

(e.g., consequently, specifically).

Reading Skill 3: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly

effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.



Writing Skill 3: PERSUASIVE/ARGUMENTATIVE Revise. Use technology to produce, publish, and update

individual or shared writing products; Writing Habits: Timed writings

MATERIALS

• Figurative and connotative meanings, Word choice, Tone, analogies or allusions to other texts.



• Adjectives (positive, comparative, superlative).



117



LEVEL 3

Reading Skill 1: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in

both print and multimedia), determining which details are emphasized in each account. Integrate and evaluate

multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in

words in order to address a question or solve a problem.



variety and interest to writing or presentations. Clauses (main, , noun, subordinate).


Reading Skill 2: Delineate and evaluate the argument and specific claims in a text, assessing whether the

reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning

in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S.

Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public

advocacy (e.g., The Federalist, presidential addresses).



variety and interest to writing or presentations. Clauses (adjective, adverb).

Writing Skill 2: EXPOSITORY Draft. Introduce a topic; organize complex ideas, concepts, and information, gather

information from print and digital sources; categorize information, and provide a list of sources.

Reading Skill 3: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell

Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham

Jail”), including how they address related themes and concepts. Analyze seventeenth-, eighteenth-, and nineteenth-century

foundational U.S. documents of historical and literary significance (including The Declaration of

Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for

their themes, purposes, and rhetorical features.



variety and interest to writing or presentations. Clauses (simple, compound, complex).

Writing Skill 3: EXPOSITORY Draft, Use technology to produce, publish, and update individual or shared writing

products.

MATERIALS







118



LEVEL 3

Reading Skill 1: Students will be able to read and comprehend a range of level appropriate text,

specifically historical documents.


Writing Skill 1: EXPOSITORY Revise. Conduct research projects to answer a question (including a

self-generated question) or solve a problem.


specifically scientific documents.



Writing Skill 2: EXPOSITORY Revise. Gather relevant information from multiple authoritative print and

digital sources.


specifically technical documents.



Writing Skill 3: EXPOSITORY Revise. Draw evidence from informational texts to support analysis,

reflection, and research.

MATERIALS

• Historical documents. Main idea, author’s purpose, opinion, bias, tone, organizational structure

• Scientific documents. Central idea, textual evidence, organizational structure, summary

• Technical documents. Central idea, textual evidence, organizational structure, summary





119

GP 1 Narrative Writing

HIGH SCHOOL WRITING: LEVEL 1

Skills 1: Students will be able to explain what narrative writing is, what elements make up a plot, how to

use 1st person point of view, and how to determine the theme of a narrative.

Skills 2: Students will be able to explain how transitional words, phrases, and clauses help to shape

narrative writing and how to use conjunctions for sentence variety. They will also be able to use correct

capitalization and punctuation in their narrative. Mechanics: FANBOYS as coordinating conjunctions,

subordinating conjunctions (while, although, despite).

Skills 3: Students will be able to explain how diction, sensory details, and vivid description help to

shape narrative writing and how to correctly add a conclusion to a narrative story. They will write a

narrative story.

MATERIALS

• ACT/SAT

• Narrative Fiction

• FANBOYS as coordinating conjunctions

• Subordinating conjunctions (because, although, however).

• Nouns (gerunds)

• Gerunds and Infinitives


120



Skills 1: Students will be able to produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

Skills 2: Students will be able to create a title for their narrative, participate in peer edits, develop and

strengthen their writing with suggested edits, and understand the value of using a rubric.

Skills 3: Students will understand and correctly use dialogue and MLA formatting. They will use peer

feedback to further edit their writing for consistency, grammar, and formatting.

MATERIALS

• ACT/SAT

• Narrative Revision

• Produce clear and coherent writing.

• Point of view

• Revision board game

• Peer editing, rubrics

• Capitalization and punctuation in dialogue

• MLA format

• Subject/verb agreement

• Pronoun/antecedent agreement


121

GP3 Writing

Descriptive Research


Skill 1: Students will understand the components of descriptive writing. They will distinguish between

Topic Sentence and Thesis Statement and use appropriately. They will distinguish between primary and

secondary sources and correctly cite their sources. They will understand the importance of including a

bibliography and create an annotated bibliography. They will understand plagiarism and employ sensory

imagery and figurative language in their writing. They will prepare an outline for a descriptive essay.

Skills 2: Students will analyze their writing for adequate supporting evidence. They will write a draft

using dialogue and pacing effectively.

Skills 3: Students will distinguish between vague and precise language and use each effectively in

their descriptive writing. They will understand and effectively use figures of speech and literary devices

in their writing.

MATERIALS

• Literary and informational texts

• Generating research questions

• Sources

• Outlining

• Plagiarism

• Shifts in pronoun

• Vague/precise

• Figures of speech

• Allusions

• How writings are rendered new


122

GP4 Revising



Skill 1: Students will be able to use the correct words in both connotation and denotation to add details

to their topic and create a piece of writing that has unity and coherence. They will be able to correctly

identify the connotation and denotation of words.

Skill 2: Students will be able to create coherence in their writing by using the correct transitional words

to convey their thinking. They will be able to correctly identify use and/or correct vague and ambivalent

pronouns, dangling modifiers, and verb moods.

Skill 3: Students will be able to properly use sensory details to create a dominant impression for

readers. Students will be able to correctly use commas, semi colons, and colons.

MATERIALS

• Unity & coherence

• Transitions

• Thesis statement

• Connotations and denotations

• Vague and ambivalent pronouns

• Dangling modifiers

• Verb moods: indicative, imperative,

interrogative, conditional, and subjunctive mood.

• Comma rules, colons and semicolons, punctuation


123

GP 5 Persuasive

Argument


Skill 1: Students will be able to determine a valid claim and write a thesis statement with three

supporting details. They will be able to write an outline and the introductory paragraph of their

persuasive essay. They will be able to identify, create, and correct sentences using conjunctions and

properly use commas when writing sentences with conjunctions.

Skill 2: Students will be able to write supporting paragraphs that use logical reasoning, credible sources,

and relevant evidence. They will be able to recognize bias and faulty rhetoric. They will be able to

correctly use conjunctions, identify and correct sentence fragments, and avoid plagiarism.

Skill 3: Students will be able to write a conclusion that restates their claim and delivers a call to action.

They will be able to distinguish between inductive and deductive reasoning. They will understand how

to use correct MLA format in citing sources. Students will be able to identify and correctly use sentence

variety, including coordinating and subordinating conjunctions and sentence fragments.

MATERIALS

• Creating a Thesis Statement

• Establish precise claim(s)

• Coordinating conjunctions

and comma splices

• Valid reasoning and relevant

and sufficient evidence

• Using technology for research

• Subordinating conjunctions, sentence

fragments & run-on sentences

• Concluding statement or section that follows

from and supports the argument presented


124


LEVEL 2





capitalization and punctuation in their narrative.



narrative story.

MATERIALS

• ACT/SAT



• Subordinating conjunctions

(because, although, however)

• Noun Phrases

• Subject verb agreement

• Theme

• Diction


125

GP 10 Narrative

Writing

LEVEL 2







MATERIALS

• ACT/SAT



• Point of view



• Capitalization and punctuation

in dialogue

• MLA format




126

GP 11 Writing


LEVEL 2

Skills 1: Students will be able to generate research questions, find sources, organize and outline their

research, avoid plagiarism, and format in MLA. They will be able to properly use subject and verb

agreement.





in their writing.

MATERIALS

• Literary and informational texts


• Sources

• Outlining

• Plagiarism


• Vague/precise


• Allusions

• Themes through literature

(Ovid, Shakespeare, Bible)


127

GP 12 Revising


LEVEL 2









MATERIALS


• Transitions






interrogative, conditional, and subjunctive mood.


• Transitions

• Diction (formal, casual, slang)

• Parallelism


128

GP 13 Persuasive

Argument

LEVEL 2


supporting details. They will be able to write an outline and the introductory paragraph of their persuasive

essay. They will be able to identify, create, and correct sentences using conjunctions and properly use

commas when writing sentences with conjunctions.








MATERIALS

• Write arguments to support claims, using valid reasoning and relevant and sufficient evidence.

• Introduce precise claim(s)

• Create an organization that establishes clear relationships among claim(s),

counterclaims, reasons, and evidence


129


LEVEL 3





capitalization and punctuation in your narrative.



narrative story.

MATERIALS

• ACT/SAT



• Subordinating conjunctions (because, although, however)

• Author’s purpose, plot line, conflict

• Style, tone, mood

• Clauses & phrases


130


LEVEL 3

Skills 1: Students will be able to produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience.





MATERIALS

• ACT/SAT



• Point of view




• MLA format




131

GP 19 Writing


LEVEL 3



agreement.





in their writing.

MATERIALS


• Sources

• Outlining

• Plagiarism


• Vague/precise


• Allusions

• Themes through literature

(Ovid, Shakespeare, Bible)

• MLA format


132

GP 20 Revising


LEVEL 3









MATERIALS


• Transitions





• Verb moods: indicative, imperative, interrogative,

conditional, and subjunctive mood.


• Transitions


• Parallelism


133

GP 21 Persuasive

Argument

LEVEL 3


supporting details. They will be able to write an outline and the introductory paragraph of their persuasive

essay. They will be able to identify, create, and correct sentences using conjunctions and properly use

commas when writing sentences with conjunctions.








MATERIALS

• Write arguments to support claims, using valid reasoning

and relevant and sufficient evidence

• Introduce precise claim(s)

• Create an organization that establishes clear relationships

among claim(s), counterclaims, reasons, and evidence


134

GP 01 - Key Ideas

and Details FICTION

MIDDLE SCHOOL READING: LEVEL 1

Reading Skill 1: Cite textual evidence and refer to specific details to support analysis of what the text

says explicitly as well as inferences drawn from the text. Grammar Skill 1: Demonstrate command of

the conventions of standard English grammar and usage when writing or speaking. Parts of Speech

Review. Writing Skill 1: Understand how to use Prewriting in writing.

Reading Skill 2: Determine a theme or central idea of a story, drama, or poem and how it is conveyed

through particular details; provide a summary of the text distinct from personal opinions or judgments.


when writing or speaking. Parts of Speech Review (nouns). Writing Skill 2: Write an outline. Write topic

sentences and thesis statements. Using transitional words and phrases in writing.

Reading Skill 3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes, giving

specific details in the text, as well as how the characters respond or change as the plot moves toward

a resolution. Grammar Skill 3: Demonstrate command of the conventions of Standard English grammar

and usage when writing or speaking. Parts of Speech Review. Writing Skill 3: Understand plot

development, specifically conflicts.

MATERIALS

• Main Idea/Central Idea

• Theme, Summary, Plot

• Inference

• Parts of Speech Narrative Writing


135

GP 02 - Craft

and Structure



figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds;

analyze the impact of specific word choices on meaning and tone, including analogies or allusions to

other texts. Grammar Skill 1: Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking. Verbs (action). Writing Skill 1: Establish and maintain a formal

style and objective tone.

Reading Skill 2: Compare and contrast the structure of two or more texts and analyze how the differing

structure of each text contributes to its meaning and style. Grammar Skill 2: Demonstrate command

of the conventions of standard English grammar and usage when writing or speaking. Verbs (being).

Writing Skill 2: Develop and strengthen writing: purpose and audience.


or narrators in a text and how differences in the points of view of the characters and the audience

or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.


when writing or speaking. Verbs (action and state of being). Writing Skill 3: Use precise language,

domain-specific vocabulary and techniques.

MATERIALS

• Figurative Language

• Word Choice

• Tone

• Verbs


• Purpose and Audience


136

GP 03 - Integration

of Knowledge


Reading Skill 1: Compare and contrast the treatment of similar themes and topics and patterns of

events in stories, myths, and traditional literature from different cultures and be able to analyze how

visual and multimedia elements contribute to the meaning, tone, or beauty of a text. Grammar Skill 1:

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Verbs

(perfect tense). Writing Skill 1: Draft. Development and organization.

Reading Skill 2: Compare and contrast the treatment of similar themes and topics (e.g., opposition of

good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from

different cultures and be able to analyze how visual and multimedia elements contribute to the

meaning, tone, or beauty of a text. Grammar Skill 2: Use verb tense to convey various times, sequences,

states, and conditions. Verb tense. Writing Skill 2: Draft. relevant, and sufficient facts, extended

definitions, concrete details, quotations, or other information and examples.

Reading Skill 3: CCSS.ELA–Literacy.RL.4–6.10 Compare and contrast texts in different forms or genres

(e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar

themes and topics. Grammar Skill 3: Recognize and correct inappropriate shifts in verb tense. Verb

tense (shifts). Writing Skill 3: Draft. Describing in depth: sensory language.

MATERIALS

• Compare & Contrast Themes and Mediums

• Verb tenses



137

GP 04 - Range of

Reading and Text




high end of the range. Grammar Skill 1: Choose among simple, compound, complex, and

compound-complex sentences to signal differing relationships among ideas. Writing Skill 1: Revise.

Introduce and organize a topic.


poetry, in the grades 4—6 text complexity band proficiently, with scaffolding as needed at the high end

of the range. Grammar Skill 2: Choose among simple, compound, complex, and compound-complex

sentences to signal differing relationships among ideas. Writing Skill 2: Revise. Use varied transitions

and sentence structures.


poetry, in the grades 4—6 text complexity band proficiently, with scaffolding as needed at the high end

of the range. Grammar Skill 3: Use correlative conjunctions (e.g., either/or, neither/nor). Correlative

Conjunctions. Writing Skill 3: Revise. Develop and strengthen writing; specific purpose and audience.

MATERIALS

• Myth, Folktale, Fable

• Limerick, Free Verse, Narrative Poem

• Drama


• Coordinating Conjunctions, Subordinating Conjunctions


138

GP 05 - Comprehension

and Collaboration


Reading Skill 1: Cite several pieces of textual evidence that most strongly supports an analysis of what

the text says explicitly as well as inferences drawn from the text. Grammar Skill 1: Use relative

pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). Writing Skill 2:

Draft Creating a Thesis Statement, establish precise claim(s).

Reading Skill 2: Determine a central idea of a text and analyze its development over the course of the

text, including its relationship to supporting ideas; provide an objective summary of the text. Grammar

Skill 1: Order adjectives within sentences according to conventional patterns Writing Skill 2: Draft valid

reasoning and relevant and sufficient evidence, Using technology for research.

Reading Skill 3: Analyze how a text makes connections among and distinctions between individuals,

ideas, or events in a historical, technical or scientific text (e.g., how ideas influence Individuals or

events, or how individuals influence ideas or events) (e.g., through comparisons, examples, anecdotes,

analogies, or categories). Grammar Skill 3: Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking. Adjectives & Adverbs (positive, comparative,

superlative). Writing Skill 3: Draft concluding statement or section that follows from and supports the

argument presented.

MATERIALS

• Historical, Technical and Scientific text

• Main idea/Central Idea

• Inference

• Adjectives & Adverbs

• Persuasive/Argumentative Writing: Topic sentence/Thesis statement

• Valid reasoning and relevant and sufficient evidence

• Using technology for research


139

GP 06 - Presentation

of Knowledge


Reading Skill 1: Determine the meaning of words and phrases as they are used in a text; analyze the

impact of specific word choices on meaning and tone. Grammar Skill 1: Explain the function of

conjunctions, prepositions, and interjections in general and their function in particular sentences.

Writing Skill 1: Revise Develop claim(s) and counterclaims fairly and thoroughly; bias.

Reading Skill 2: Analyze the structure an author uses to organize a text, including how the major

sections contribute to the whole and to the development of the ideas including the role of particular

sentences in developing and refining a key concept. Grammar Skill 2: Explain the function of conjunctions,

prepositions, and interjections in general and their function in particular sentences. Writing Skill 2:

Revise Use technology to produce, publish, and update individual or shared writing products.


acknowledges and responds to conflicting evidence or viewpoints through multiple accounts of the

same event or topic, noting important similarities and differences in the point of view they represent.

Grammar Skill 3: Form and use prepositional phrases. Writing Skill 3: Revise Transitional words, phrases,

and clauses to link the major sections of the text, create cohesion, and clarify the relationships

between claim(s) and reasons.

MATERIALS

• Figurative Language, Word Choice, Tone, Analogy, Allusion

• Structure: chronology, comparison, cause/effect, problem/solution

• Author’s point of view and Purpose

• Prepositions and Prepositional Phrases, conjunctions,

prepositions, and interjections

• Persuasive/Argumentative writing: Claims and Counterclaims,

Bias, Using Technology


140

GP 07 - Integration

of Knowledge


Reading Skill 1: Compare and contrast a text to an audio, video, or multimedia version of the text,

analyzing each medium’s portrayal of the subject and evaluate the advantages and disadvantages of

using different mediums to present a particular topic or idea. Grammar Skill 1: Demonstrate command

of the conventions of standard English grammar and usage when writing or speaking. Pronouns

(personal). Writing Skill 1: Draft effective selection, organization, and analysis of information.

Reading Skill 2: Delineate and evaluate the argument and specific claims in a text, assessing whether

the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence

is introduced. Grammar Skill 2: Pronouns (possessives). Writing Skill 2: Draft Introduce a topic;

organize complex ideas, concepts, and information, gather information from print and digital sources;

categorize information, and provide a list of sources.

Reading Skill 3: Analyze how two or more authors writing about the same topic shape their presentations

of key information by emphasizing different evidence or advancing different interpretations;

identify where the texts disagree on matters of fact or interpretation. Grammar Skill 3: Ensure that

pronouns are in the proper case (subjective, objective, possessive). Writing Skill 3: Draft Precise and

specific language: Informal and formal diction.

MATERIALS

• Compare and contrast a text to an audio, video, or multimedia versions

• Evaluate the argument and specific claims

• Analyze how different authors present same arguments

• Pronouns


• Integrating Information from Different Formats, organize complex

ideas, Informal and formal diction


141

GP 08 - Range of

Reading and Level


Reading Skill 1: Read and comprehend literary nonfiction, and fiction, including stories, dramas and


the range, specifically memoir. Grammar Skill 1: Use intensive pronouns (e.g., myself, ourselves).

Writing Skill 1: EXPOSITORY: Revise Conduct research projects to answer a question (including a

self—generated question) or solve a problem.



the range, specifically the difference between autobiography and biography. Grammar Skill 2:

Recognize and correct inappropriate shifts in pronoun number and person. Writing Skill 2: Revise

Gather relevant information from multiple authoritative print and digital sources.



the range, specifically first person accounts. Grammar Skill 3: Recognize and correct vague pronouns

(i.e., ones with unclear or ambiguous antecedents). Writing Skill 3: Revise Draw evidence from informational

texts to support analysis, reflection, and research.

MATERIALS

• Literary nonfiction, and fiction, including stories, dramas and poems

• Memoir, Autobiography and Biography

• Pronouns, Shifts in Pronouns

• Expository Writing: researching


142

GP 9 - Key Ideas

and Details FICTION

LEVEL 2

Reading Skill 1: Cite several pieces of textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text by using accurate quotes. Grammar Skill 1: Explain

the function of phrases and clauses in general and their function in specific sentences. Writing Skill 1:

Understanding the Writing Process. Understanding the need for Prewriting.

Reading Skill 2: Determine a theme or central idea of a text (story, drama, or poem) from details in the

text, including how characters in a story or drama respond to challenges or how the speaker in a poem

reflects upon a topic and analyze its development over the course of the text; provide an objective

summary of the text without opinions or judgments. Grammar Skill 2: Explain the function of phrases

and clauses in general and their function in specific sentences. Adjectives and Adverbs (phrases &

clauses). Writing Skill 2: Write an outline. Write topic sentences and thesis statements. Using transitional

words and phrases in writing.

Reading Skill 3: Analyze how particular elements (setting, characters, conflict, sequence of events) of a

story or drama interact (e.g., how setting shapes the characters or plot) and unfolds as the plot moves

toward a resolution. Grammar Skill 3: Explain the function of phrases and clauses in general and their

function in specific sentences. (Prepositional Phrases). Writing Skill 3: Understand plot development,

specifically conflicts.

MATERIALS



• Inference

• Phrases and Clauses, Adjectives and Adverbs, Prepositional Phrases



143

GP 10 - Craft and

Structure

LEVEL 2


figurative and connotative meanings (similes, metaphors, hyperboles, personification); analyze the

impact of rhymes and other repetitions of sounds (e.g., alliteration, rhyme) on a specific verse or stanza

of a poem or section of a story or drama. Writing Skill 1: Establish and maintain a formal style and

objective tone. Grammar Skill 2: Form and use verbs in the active and passive voice.

Reading Skill 2: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall

structure of a particular story, drama, or poem and how form or structure (e.g., soliloquy, sonnet)

contributes to its meaning and development of the theme, setting, or plot. Grammar Skill 2: Form and

use verbs in the active and passive voice. Writing Skill 2: Develop and strengthen writing: purpose and

audience.


or narrators in a text and how a narrator or speaker’s point of view influences how events are

described. Grammar Skill 3: Recognize and correct inappropriate shifts in verb voice and mood.

Writing Skill 3: Use precise language, domain-specific vocabulary and techniques

MATERIALS


• Word Choice

• Tone

• Active and Passive Voice




144

GP 11 - Integration

of Knowledge

LEVEL 2

Reading Skill 1: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or

multimedia version, analyzing the effects of techniques unique to each medium including contrasting

what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Grammar Skill 1: Verbals and Verbal Phrases. Writing Skill 1: Draft Development and organization.


account of the same period as a means of understanding how authors of fiction use or alter history.

Grammar Skill 2: Gerunds and gerund phrases. Writing Skill 2: Draft relevant, and sufficient facts,

extended definitions, concrete details, quotations, or other information and examples.


account of the same period as a means of understanding how authors of fiction use or alter history

Grammar Skill 3: infinitives and infinitive phrases. Writing Skill 3: Draft Describing in depth: sensory

language.

MATERIALS

• Stories and poems; historical novels and fantasy stories, mysteries and adventure stories

• Compare & Contrast Mediums

• Verbals and Verbal Phrases, Gerunds and Gerund phrases, Infinitives and Infinitive phrases



145

GP 12 - Range

of Reading and Text

LEVEL 2




compound-complex sentences to signal differing relationships among ideas. Conjunctions

(coordinating). Writing Skill 1: Revise Organization specific to task, purpose, audience.




compound-complex sentences to signal differing relationships among ideas. Writing Skill 2: Revise

Clear and coherent paragraphs.




compound-complex sentences to signal differing relationships among ideas. Writing Skill 3: Revise

Writing an introduction, precise words and phrases, tone, and conclusion.

MATERIALS

• Historical Fiction, Realistic Fiction,

Science Fiction

• Drama

• Poetry

• Coordinating Conjunctions,

Subordinating Conjunctions


• Punctuation and mechanics


146


and Collaboration

LEVEL 2

Reading Skill 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly

as well as inferences drawn from the text by using accurate quotes. Grammar Skill 1: Recognize and

correct inappropriate shifts in pronoun number and person. Writing Skill 1: Draft Write arguments

focused on discipline specific content.

Reading Skill 2: Determine a theme or central idea of a text from details in the text, provide an objective

summary of the text without opinions or judgments. Grammar Skill 2: Recognize and correct vague

pronouns. Writing Skill 2: Draft Introduce, establish significance, distinguish from opposing claim(s),

and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

Reading Skill 3: Explain and analyze the relationships or interactions between two or more individuals,

events, ideas, or concepts in a historical, scientific, or technical text based on specific information in

the text Grammar Skill 3: Recognize and correct inappropriate shifts in pronoun number and person.

Writing Skill 3: Draft Develop claim(s) and counterclaims fairly, supplying data and evidence for each.

MATERIALS



• Inference

• Shifts in Pronoun, Vague Pronouns

• Persuasive/Argumentative Writing:

Topic sentence/Thesis statement

• Claim(s), counterclaims, reasons,

and evidence


147


of Knowledge

LEVEL 2

Reading Skill 1: Determine the meaning of words and phrases as they are used in a text; analyze the

impact of a specific word choice on meaning and tone. Grammar Skill 1: Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking. Writing Skill 1: Revise

distinguish the claim(s) from alternate or opposing claims, Develop claim(s) and counterclaims fairly and

thoroughly; identify bias.

Reading Skill 2: Analyze the structure an author uses to organize a text including how the major

sections contribute to the whole and to the development of the ideas. Grammar Skill 2: Demonstrate

command of the conventions of standard English grammar and usage when writing or speaking.

Writing Skill 2: Revise Establish and maintain a formal style and objective tone, Use linking words and

phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

(e.g., consequently, specifically).


distinguishes his or her position from that of others and that point of view is conveyed in the text.


when writing or speaking. Writing Skill 3: Revise words, phrases, and clauses to link the major sections of

the text, create cohesion, and clarify the relationships between claim(s) and reasons; writing habits: editing.

MATERIALS





• Persuasive/Argumentative writing: Claims and Counterclaims, Bias, Using Technology

• Writing habits: Editing


148

GP 15 - Integration

of Knowledge

LEVEL 2

Reading Skill 1: Compare and contrast a text to an audio, video, or multimedia version of the text.

Evaluate the advantages and disadvantages of using different mediums to present a particular topic

or idea. Analyze various accounts of a subject told in different mediums, determining which details are

emphasized in each account. Grammar Skill 1: Pronouns (personal). Writing Skill 1: Draft Establish and

maintain a formal style and objective tone.

Reading Skill 2: Trace and evaluate the argument and specific claims in a text, assessing reasoning

and evidence is relevant and sufficient to support the claims; identify fallacious reasoning. Grammar

Skill 2: Pronouns (possessives)/ Writing Skill 2: Draft Write informative/explanatory texts, including the

narration of historical events, scientific procedures/ experiments, or technical processes.

Reading Skill 3: Analyze how two or more authors writing about the same topic shape their presentations

of key information by emphasizing different evidence or advancing different interpretations of

facts. Analyze seminal U.S. documents of historical and literary significance. Grammar Skill 3: Demonstrate

command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns (subjective/objective). Writing Skill 3: Draft Use technology to produce, publish, and update

individual or shared writing products.

MATERIALS

• Compare and contrast multiple mediums, Evaluate an argument and specific claims,

Analyze seminal U.S. documents of historical and literary significance

• Pronouns



• Integrating Information from Different Formats, organize complex ideas, Informal and formal diction

• Use technology to produce, publish, and update individual or shared writing products


149

GP 16 - Range of

Reading and Level

LEVEL 2

Reading Skill 1: read and comprehend literary nonfiction, and fiction, specifically historical nonfiction,

primary and secondary sources. historical texts: memoirs, biographies. Grammar Skill 1: Modifiers

(comparisons). Writing Skill 1: Revise Conduct research projects to answer a question (including a

self—generated question) or solve a problem.


poems, specifically technical documents. Grammar Skill 2: Place phrases and clauses within a sentence,

recognizing and correcting misplaced and dangling modifiers. Modifiers (misplaced). Writing Skill 2:

Revise Gather relevant information from multiple authoritative print and digital sources.


poems, specifically scientific documents. Grammar Skill 3: Place phrases and clauses within a sentence,

recognizing and correcting misplaced and dangling modifiers. Modifiers (dangling). Writing Skill 3:

Revise Draw evidence from informational texts to support analysis, reflection, and research while

avoiding plagiarism.

MATERIALS

• Primary and Secondary sources. Historical texts


• Technical and Scientific Writing

• Modifiers (misplaced and dangling)



150

GP 17 - Key Ideas

and Details FICTION

LEVEL 3

Reading Skill 1: Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text. Grammar Skill 1: Explain the function of verbals

(gerunds, participles, infinitives) in general and their function in particular sentences. Writing Skill 1:

Narrative Writing. Understand the Writing Process. Understand how to use Prewriting.

Reading Skill 2: Determine a theme or central idea of a text and analyze its development over the

course of the text, including its relationship to the characters, setting, and plot; provide an objective

summary of the text. Grammar Skill 2: Explain the function of verbals (gerunds, participles, infinitives)

in general and their function in particular sentences. Writing Skill 2: Narrative Writing. Write an outline.

Write topic sentences and thesis statements. Using transitional words and phrases in writing.

Reading Skill 3: Analyze how particular lines of dialogue or incidents in a story or drama propel the

action, reveal aspects of a character, or provoke a decision. Grammar Skill 3: Explain the function of

verbals (gerunds, participles, infinitives) in general and their function in particular sentences. Writing

Skill 3: Narrative Writing. Understand plot development, specifically conflicts.

MATERIALS



• Inference

• Verbals: gerunds, participles, infinitives



151

GP 18 - Craft

and Structure

LEVEL 3


figurative and connotative meanings; analyze the impact of a specific word choice on meaning and

tone. Grammar Skill 1: Form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood. Writing Skill 1: Establish and maintain a formal style and objective tone.

Reading Skill 2: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure

of a text and contributes to the development of the theme, setting, or plot. Grammar Skill 2: Form

and use verbs in the active and passive voice. Writing Skill 2: Develop and strengthen writing: purpose

and audience.

Reading Skill 3: Explain how an author develops the point of view of the narrator or speaker in a text

and how the POV influences events between first and third narrators. Grammar Skill 3: Recognize and

correct inappropriate shifts in verb voice and mood. Writing Skill 3: Use precise language,

domain-specific vocabulary and techniques.

MATERIALS


• Word Choice

• Tone

• Active and Passive Voice, Verb Moods, Verb Shifts




152

GP 19 - Integration

of Knowledge

LEVEL 3

Reading Skill 1: Compare and contrast the experience of reading a story, drama, or poem to listening

or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear”

when reading the text to what they perceive when they listen or watch. Grammar Skill 1: Ensure subject-verb

and pronoun antecedent agreement. Writing Skill 1: Draft Development and organization.

Reading Skill 2: Compare and contrast texts in different forms or genres in terms of their approaches

to similar themes and topics including treatment of similar themes and topics and patterns of events in

stories, myths, and traditional literature from different cultures. Grammar Skill 2: Ensure subject-verb

and pronoun antecedent agreement. Writing Skill 2: Draft relevant, and sufficient facts, extended

definitions, concrete details, quotations, or other information and examples

Reading Skill 3: Compare and contrast texts in different forms or genres in terms of their approaches

to similar themes and topics including treatment of similar themes and topics and patterns of events in

stories, myths, and traditional literature from different cultures. Grammar Skill 3: Ensure subject-verb

and pronoun antecedent agreement. Writing Skill 3: Draft Describing in depth: sensory language.

MATERIALS

• Compare & Contrast Themes and Mediums

• Subject-Verb and Pronoun Antecedent Agreement



153

GP 20 - Range of

Reading and Text

LEVEL 3

Reading Skill 1: read and comprehend literature, including stories, dramas, and poems, in the grades 6–8

text complexity band proficiently, with scaffolding as needed at the high end of the range. Grammar Skill 1:

Choose among simple, compound, complex, and compound-complex sentences to signal differing

relationships among ideas. Writing Skill 1: Revise Organization specific to task, purpose, audience.

Reading Skill 2: read and comprehend dramas in the grades 6–8 text complexity band proficiently,

with scaffolding as needed at the high end of the range. Grammar Skill 2: Choose among simple,

compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Writing Skill 2: Revise Use varied transitions and sentence structures Clear and coherent paragraphs.

Reading Skill 3: Read and comprehend poems in the grades 6–8 text complexity band proficiently,

with scaffolding as needed at the high end of the range. Grammar Skill 3: Choose among simple,

compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Writing Skill 3: DESCRIPTIVE ESSAY Revise. Precise words and phrases, tone, and conclusion.

MATERIALS

• Fiction (Satire, Parody, Irony, Sarcasm)

• Drama

• Poetry


• Coordinating Conjunctions, Subordinating Conjunctions


154


and Collaboration

LEVEL 3

Reading Skill 1: Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text by referring to specific details and examples in the text. Grammar Skill 1:

Pronouns proper case,intensive pronouns. Writing Skill 1: Draft Write arguments focused on discipline

specific content.

Reading Skill 2: Determine a central idea of a text and how it is conveyed through particular details;

provide a summary of the text distinct from personal opinions or judgment. Grammar Skill 2: Recognize

and correct vague pronouns. Writing Skill 2: Draft Introduce, establish significance, distinguish

from opposing claim(s), and create an organization that logically sequences the vague pronouns

claim(s), counterclaims, reasons, and evidence.

Reading Skill 3: Analyze in detail and explain the relationships or interactions between two or more

individuals, or how a key event, a central idea or concept in a historical, scientific, or technical text is

introduced, illustrated and elaborated in a text (e.g., through examples or anecdotes). Grammar Skill 3:

Recognize and correct inappropriate shifts in pronoun number and person. Writing Skill 3: Draft Develop

claim(s) and counterclaims fairly, supplying data and evidence for each.

MATERIALS



• Inference

• Intensive Pronouns, Shifts in Pronoun, Vague Pronouns

• Persuasive/Argumentative Writing: Topic sentence/Thesis statement

• Claim(s), counterclaims, reasons, and evidence


155


of Knowledge

LEVEL 3


figurative, connotative, and technical meanings. Grammar Skill 1: Adjectives (positive, comparative,

superlative). Writing Skill 1: Revise Distinguish the claim(s) from alternate or opposing claims, develop

claim(s) and counterclaims fairly and thoroughly; identify bias.

Reading Skill 2: Analyze in detail how an author’s ideas or claims are developed and refined by particular

sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Analyze and evaluate the

effectiveness of the structure an author uses in his or her exposition or argument, including whether the

structure makes points clear, convincing, and engaging. Grammar Skill 2: Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking. Writing Skill 2: Revise

Establish and maintain a formal style and objective tone, Use linking words and phrases to connect.

Reading Skill 3: Determine an author’s point of view or purpose in a text in which the rhetoric is

particularly effective, analyzing how style and content contribute to the power, persuasiveness, or

beauty of the text. Grammar Skill 3: Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking. Writing Skill 3: Revise Use technology to produce,

publish, and update individual or shared writing products; Writing Habits: Timed writings.

MATERIALS

• Figurative, Connotative, and Technical meanings





• Persuasive/Argumentative writing: Claims and Counterclaims, Bias, Using Technology

• Writing habits: Timed writings


156

GP 23 - Integration

of Knowledge

LEVEL 3

Reading Skill 1: Compare and contrast provided text to an audio, video, or multimedia version of the

same text Grammar Skill 1: Use various types of phrases and clauses to convey specific meanings and

add variety and interest to writing or presentations. Clauses (main, noun, subordinate). Writing Skill 1:

Draft Establish and maintain a formal style and objective tone.

Reading Skill 2: Delineate and evaluate the argument and specific claims in a text, assessing whether

the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence

is introduced. Grammar Skill 2: Use various types of phrases and clauses to convey specific meanings

and add variety and interest to writing or presentations. Writing Skill 2: Draft Write informative/explanatory

texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Reading Skill 3: Analyze a case in which two or more texts provide conflicting information on the same

topic and identify where the texts disagree on matters of fact or interpretation. Grammar Skill 3: Use

various types of phrases and clauses to convey specific meanings and add variety and interest to

writing or presentations. Clauses (simple, compound, complex). Writing Skill 3: Draft Use technology to

produce, publish, and update individual or shared writing products.

MATERIALS

• Compare and contrast multiple mediums

• Evaluate an argument and specific claims

• Analyze seminal U.S. documents of historical and literary significance

• Phrases and Clauses



• Integrating Information from Different Formats, organize complex ideas, Informal and formal diction

• Use technology to produce, publish, and update individual or shared writing products


157

GP 24 - Range of

Reading and Level

LEVEL 3


poems, specifically historical documents, primary and secondary sources. Grammar Skill 1: Place

phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers

Writing Skill 1: Revise Conduct research projects to answer a question (including a self—generated

question) or solve a problem.


poems, specifically technical documents. Grammar Skill 2: Place phrases and clauses within a

sentence, recognizing and correcting misplaced and dangling modifiers. Writing Skill 2: Revise Gather

relevant information from multiple authoritative print and digital source.


poems, specifically scientific documents. Grammar Skill 3: Place phrases and clauses within a

sentence, recognizing and correcting misplaced and dangling modifiers. Writing Skill 3: Revise Draw

evidence from informational texts to support analysis, reflection, and research.

MATERIALS

• Primary and Secondary sources. Historical texts


• Technical and Scientific Writing

• Modifiers (misplaced and dangling)



158


MIDDLE SCHOOL WRITING: LEVEL 1




narrative writing and how to use conjunctions for sentence variety. They will be able to use correct

capitalization and punctuation in your narrative. They will be able to correctly identify and use

FANBOYS as coordinating conjunctions and subordinating conjunctions (while, although, despite).



narrative story. They will be able to correctly identify and use pronouns (personal, pronoun antecedent).

MATERIALS

• Write narratives to develop real or imagined

experiences or events using effective technique,

descriptive details, and clear event sequences.

• Orient the reader by establishing a situation and

introducing a narrator and/or characters; organize

an event sequence that unfolds naturally.

• Use narrative techniques, such as dialogue,

description, and pacing, to develop experiences

and events or show the responses of characters

to situations.

• Noun Types: Common, Proper, concrete, abstract

• Use a variety of transition words, phrases, and

clauses to convey sequence and signal shifts from

one time frame or setting to another.

• FANBOYS, clauses and phrases

• Use concrete words and phrases and sensory

details to convey experiences and events precisely.

• Provide a conclusion that follows from the narrated

experiences or events.

• Pronouns & antecedents


159

GP 2 Revising

Narrative Writing


Skills 1: Students will be able to analyze the development, organization, and style in their writing. They

will be able to revise their writing for clarity. They will be able to correctly identify and use subject/verb

agreement.

Skills 2: Students will be able to make their writing better by revising, editing, and rewriting, and

getting feedback from their peers. They will be able to correctly identify and use intensive pronouns

and edit for subject-verb agreement.

Skills 3: Students will be able to make their writing better by revising, editing, and rewriting, and

getting feedback from their peers. They will be able to properly use figurative language, consider point

of view, and carefully choose words in their writing.

MATERIALS

• Produce clear and coherent writing in which the

development, organization, and style are

appropriate to task, purpose, and audience.

• Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.


• With some guidance and support from peers and

adults, develop and strengthen writing as needed

by planning, revising, editing, rewriting, or trying a

new approach. Use intensive pronouns

(e.g., myself, ourselves).




new approach.




160

GP3 Descriptive

Research


Skill 1: Students will understand the components of descriptive writing. They will use topic sentences

appropriately. They will employ sensory imagery and descriptive language in their writing. They will

prepare an outline for a descriptive essay.

Skills 2: Students use dialogue, pacing, and transitions effectively. They will be able to correctly identify

pronoun shifts and use pronoun agreement correctly.



in their writing. They will be able to draft an effective introduction and conclusion.

MATERIALS



relevant descriptive details, and well-structured

event sequences.

• Engage and orient the reader by establishing a

context and introducing a narrator and/or

characters; organize an event sequence that

unfolds naturally and logically.

• Interpret figures of speech (e.g., personification)

in context.

• Sensory language, outlines

• Use narrative techniques, such as dialogue, pacing,

and description, to develop experiences, events,

and/or characters.




• Recognize and correct inappropriate shifts in

pronoun number and person.

• Dialogue, pacing, shifts in pronoun, using where

and when to signal shifts

• Use precise words and phrases, relevant

descriptive details, and sensory language to convey

experiences and events.

• Provide a conclusion that follows from the narrated

experiences or events.

• Interpret figures of speech (e.g., personification)

in context.

• Vague vs specific, conclusions


161

GP4 Revising



Skill 1: Students will be able to revise for unity by refining their topic sentence and analyzing their main

points. They will be able to determine supporting details to include (quotes, statistics, etc.). They will

be able to revise their topic sentences and concluding paragraphs so their writing flows. They will be

able to determine the difference between a topic sentence and a thesis statement. They will be able

to distinguish connotation and denotation. They will be able to correctly identify the connotation and

denotation of words.



pronouns.

Skill 3: Students will be able to properly use sensory details to create a dominant impression for readers.

Students will be able to use correct capitalization and punctuation.

MATERIALS




Distinguish among the connotations (associations)

of words with similar denotations (definitions) (e.g.,

stingy, scrimping, economical, unwasteful, thrifty).

• Unity, topic sentences, thesis statement,

connotation, denotation




new approach.

• Recognize and correct vague pronouns (i.e., ones

with unclear or ambiguous antecedents)

• Coherence, transitional words, vague &

ambivalent pronouns

• Demonstrate command of the conventions of

standard English capitalization, punctuation,

and spelling when writing.

• Unity, coherence, capitalization, punctuation


162


LEVEL 2

Skills 1: Students will be able to explain what elements make up a plot, how to use 1st person point of

view, and how to determine the theme of a narrative. They will be able to correctly identify and use

nouns (common, proper, collective, abstract) and noun phrases.


narrative writing. They will also be able to use correct capitalization and punctuation in their narrative.

They will be able to correctly identify and use coordinating conjunctions, subordinating conjunctions.


shape narrative writing and how to correctly add a conclusion to a narrative story. They will be able to

correctly identify and use Pronoun-Antecedent Agreement, Singular pronoun, singular indefinite

pronoun, collective nouns & their antecedent).

MATERIALS



descriptive details, and clear event sequences.

• Orient the reader by establishing a situation and

introducing a narrator and/or characters; organize

an event sequence that unfolds naturally.

• Use narrative techniques, such as dialogue,

description, and pacing, to develop experiences

and events or show the responses of characters

to situations.




• FANBOYS as coordinating conjunctions,

Subordinating conjunctions

(while, although, despite)


descriptive details, and sensory language to

capture the action and convey experiences

and events.

• Provide a conclusion that follows from and reflects

on the narrated experiences or events.

• Pronoun-Antecedent Agreement, collective nouns,

Indefinite pronouns, noun phrases


163

GP 10 Revising

Narrative Writing

LEVEL 2

Skills 1: Students will be able to analyze the development, organization, and style in your writing. They

will be able to revise writing for clarity. They will be able to correctly identify and use Subject/Verb

agreement; Pronoun/Antecedent agreement; Relative pronouns.

Skills 2: Students will be able to make writing better by revising, editing, and rewriting, and getting

feedback from peers. They will be able to correctly identify and use Phrases, Clauses, Titles.

Skills 3: Students will be able to make writing better by revising, editing, and rewriting, and getting

feedback from peers. They will be able to correctly identify and use figurative language, consider point

of view, and carefully chosen words in their writing.

MATERIALS






• Sub/Verb agreement, Pron/Antecedent agreement,

relative pronouns, Phrases and clauses, Modals,

and Titles




new approach, focusing on how well the purpose

and audience have been addressed.




164

GP 11 Descriptive

Research

LEVEL 2



agreement.





in their writing.

MATERIALS



relevant descriptive details, and well-structured

event sequences.

• Engage and orient the reader by establishing a

context and point of view and introducing a narrator

and/or characters; organize an event sequence that

unfolds naturally and logically.

• Interpret figures of speech (e.g., literary, biblical, and

mythological allusions) in context.

• Use narrative techniques, such as dialogue, pacing,

and description, to develop experiences, events,

and/or characters.




• Choose among simple, compound, complex, and

compound-complex sentences to signal differing

relationships among ideas.

• Flashback, foreshadow, flash forward, dialogue

and pacing,


descriptive details, and sensory language to capture

the action and convey experiences and events.

• Provide a conclusion that follows from and reflects

on the narrated experiences or events.


165

GP 12 Revising


LEVEL 2








Students will be able to correctly use commas, semi colons, and colons.

MATERIALS




• Distinguish among the connotations (associations)

of words with similar denotations (definitions)




new approach, focusing on how well the purpose

and audience have been addressed.

• Place phrases and clauses within a sentence,

recognizing and correcting misplaced and dangling

modifiers.

• Coherence, transitional words, vague & ambivalent

pronouns,, dangling modifiers

• Demonstrate command of the conventions of

standard English capitalization, punctuation, and

spelling when writing.

• Unity, coherence, capitalization, punctuation,

comma rules


166


LEVEL 3





capitalization and punctuation in your narrative.



narrative story.

MATERIALS



• Subordinating conjunctions (because, although, however)

• Author’s purpose, plot line, conflict

• Point of view

• Conclusions

• Gerunds and Infinitives


167

GP 18 Revising

Narrative Writing

LEVEL 3







MATERIALS



• Point of view




• MLA format




168

GP 19 Descriptive

Research

LEVEL 3



agreement.





in their writing.

MATERIALS


• Sources

• Outlining

• Plagiarism


• Vague/precise


• Allusions


169

GP 20 Revising


LEVEL 3


to their topic and create a piece of writing that has unity and coherence.They will be able to correctly






Students will be able to correctly use commas, semi colons, and colons.

MATERIALS


• Transitions



• Vague and ambivalent pronouns,

Dangling modifiers


interrogative, conditional, and

subjunctive mood

• Comma rules, colons and semicolons,

punctuation

• Transitions



170

GP1 Addition Subtraction

HIGH SCHOOL MATH

Understanding and Using Place Value

• Use place value to write a number in expanded notation

• Add and Subtract Multi-Digit Whole and Decimal Values

• Round Number to the nearest indicated place value

Applications of Addition and Subtraction: Introduction to Units of Measurement

• Add and subtract to solve word problems

• Solve problems involving measurements and units

• Solve problems involving money

• Solve problems involving time

Comparing Numbers using Place Value: Rewriting addition and subtraction to solve problems

• Compare numbers based on place value and use inequality symbols to record the results

• Rewrite addition and subtraction and their properties to solve one and two step word problems

• Rewrite addition and subtraction and their properties to find a missing value


171

GP2 Multiplication

and Division

HIGH SCHOOL MATH

Multiplying and Dividing Whole Numbers and Decimals:

• Multiplying by numbers having more than one digit.

• Use Multiplication shortcuts for numbers ending in zeros

• Divide a number by a whole number or a decimal

Applications of Multiplication and Division

• Solve applications with multiplication with division

• Find Perimeter and Area of a Rectangle, Parallelogram and Circles

• Find Volume of cubes, cones, cylinders and spheres

Exponents, Square Roots, Order of Operations, Pythagorean Theorem

• Write and evaluate numerical expressions involving whole-number exponents.

• Find the square root of a perfect square.

• Approximate irrational square roots.

• Use the order of operations

• Use the Pythagorean Theorem


172

GP1 Simplify, multiply,

and divide numbers

ALGEBRA 1 TO GEOMETRY

Students will be able to

Properties of Exponents on Numeric Expressions

• Know and apply properties of integer exponents to generate equivalent numerical expressions

Square Roots and Cube Roots

• Know perfect squares and perfect cubes

• Use square root and cube root symbols to represent solutions to equations of the

form x2 = p and x3 = p, where p is a positive rational number.

• Evaluate small square roots of perfect squares and cube roots of small perfect cubes.

• Know √2 is irrational.

Scientific Notation

• Use numbers expressed in the form of a single digit times an integer power of 10 to estimate

very large or very small quantities, and to express how many times as much one is than the

other.

• Perform operations with numbers expressed in scientific notation, including problems where

both decimal and scientific notation are used

• Use scientific notation and choose units of appropriate size for measurements of very large or

very small quantities

• Interpret scientific notation that has been generated by technology


173

GP2 Ratios, Probability


1 Students will be able to

Probability, Ratios, and Proportions

• Find the theoretical probability of an event

• Write ratios and rates as fractions

• Find unit rates and prices

• Define and write proportions

• Find an unknown number in a proportion

• Solve problems by writing proportions

Solving Multi-step Equations

• Use the Addition Property of Equality to solve linear equations

• Use the Multiplication Property to solve linear equations

• Use both the Addition and Multiplication properties to solve linear equations

Translating Equations and Absolute Value Equations

• Translate English statements into an equation and solve.

• Solve applications by solving equations

• Solve equations containing an absolute value of the form |ax+b|=c


174

GP3 Introduction

to Polynomials


Properties of Exponents

• Evaluate Algebraic expressions given replacement values

• Use the Product Rule of exponents

• Use the Power Rule of exponents

Simplifying Expression

• Identify terms, like terms and unlike terms

• Combine Like terms

• Simplify expressions with parentheses using the Distributive Property

• Write word phrases as algebraic expressions

Introduction to Polynomials

• Define Term and Coefficient of a Term

• Define types of polynomials by the number of terms

• Define Ascending and Descending order for polynomials

• Add and subtract polynomials

• Multiply Polynomials


175

GP4 Introduction

to Graphing



Types of Graphs

• Read and construct bar graphs

• Read line graphs

• Read circle graphs

Rectangular Coordinate System

• Understand the vocabulary and application of the rectangular coordinate system

• Plot ordered pairs on the rectangular coordinate system

• Identify x-intercepts and y-intercepts of a graph

Graphing Linear Equations

• Graph a linear equation in two variables by finding and plotting ordered pair solutions

• Graph a linear equation in two variables by plotting the x and y intercepts

• Identify and graph horizontal and vertical lines


176

GP5 Applications

of Fractions



Review of Fractions

• Write a fraction to represent parts of figures or Real-Life data

• Identify proper fractions, improper fractions and mixed numbers

• Solve problems by writing fractions in simplest form

Formulas from Rectangular Coordinate Plane

• Find slope of a line given two points

• Find slope of a line given the graph

• Find the distance between two points in the coordinate plane

• Find the midpoint between two points in the coordinate plane

Slope and Graphing Linear Equations

• Find slope of a line given the equation

• Find the slope of a horizontal or vertical line

• Slope of Parallel and Perpendicular Lines

• Graphing linear equations in slope intercept form


177

GP6 Number

Theory and Factoring



Basic Number Theory

• Classify numbers as prime or composite

• Write a number as the product of prime numbers

• Find Greatest Common Factor of Two Numbers

• Find Least Common Multiple of Two Numbers

Operations on Fractions

• Multiply and divide fractions and mixed numbers

• Add or subtract like and unlike fractions and mixed numbers

Introduction to Factoring

• Find the greatest common factor for a set of terms

• Factor out the greatest common factor of a polynomial

• Factoring by grouping a polynomial with four terms


178

GP7 Negative Exponents

and More on Factoring



Negative Exponents

• Use the Quotient Rule of exponents

• Use the Power Rules of Products and Quotients

• Understand the meaning of negative exponents

• Use numbers scientific notation to estimate very large or very small quantities,

• Perform operations with numbers expressed in scientific notation, including problems where

both decimal and scientific notation are used

Dividing Polynomials

• Divide a Polynomial by a Monomial

• Divide a Polynomial by a Binomial using Long Division

Factoring Quadratics

• Factor trinomials of the form x2 + bx + c

• Factor trinomials of the form ax2 + bx + c

• Factor out the GCF of a trinomial before factoring the quadratic trinomial


179

GP9 Functions

GEOMETRY TO ALGEBRA II


Interval Notation

• Graph inequalities on number line

• Write solutions sets to inequalities in set builder notation and interval notation

Functions

• Understand and identify relations, functions, domain and range

• Use the vertical line test to identify functions

• Use function notation

Transformations

• Identify the basic graphs of the families of functions: linear, quadratic, square root, cube, and

absolute value

• Given the graph of a function, graph its transformation under translations and reflections

• Given the equation of a function from one of the families of functions, describe its graph from

transformation under translations and reflections.


180

GP10 Ratio, Rates,

Proportions, Probability



Ratios and Proportions

• Write ratios and rates as fractions

• Find unit rates and prices

• Define and write proportions

• Find an unknown number in a proportion

• Solve problems by writing proportions

Solving One-Step and Multi-Step Linear Equations

• Use the Addition Property of Equality to solve linear equations

• Use the Multiplication Property to solve linear equations

• Use both the Addition and Multiplication properties to solve linear equations

• Simplify an equation before applying properties to solve linear equations

• Write word statements as algebraic equations

Variation

• Solve problems using direct variation

• Solve problems using inverse variation

• Solve problems using joint and combined variation


181

GP11 Lines,

Angles, Planes



Rectangular Coordinate System

Slope

• Understand the vocabulary and application of the rectangular coordinate system

• Plot ordered pairs on the rectangular coordinate system

• Graph a linear equation in two variables by finding and plotting ordered pair solutions

• Graph a linear equation in two variables by plotting the x and y intercepts

• Find slope of a line given two points

• Find slope of a line given the graph

• Slope of Parallel and Perpendicular Lines

• Graphing linear equations using the slope intercept form

• Applications of Slope as Rate of Change

More Geometry in the Coordinate Plane

• Find the distance between two points in the coordinate plane

• Find the midpoint between two points in the coordinate plane

• Perform reflections of lines and polygons across the x- axis, y-axis, and line y = x.

• Perform translations of lines and polygons in the coordinate plane


182

GP12 Systems

of Equations



More on Solving Linear Equations

• Solve linear equations after clearing decimals and fractions

• Recognize equations as identities or contradictions

• Solve explicit equations

System of Equations

• Identify a solution to a system of equation algebraically and graphically

• Solve a system of two linear equations by graphing

• Solve a system of two linear equations by substitution

More on Solving Systems

• Solve a system of two linear equations by elimination

• Use systems of equations to solve applied problems


183

GP13 Geometry

Introduction



Perimeter, Area and Volume

• Solve problems using perimeter and area of triangles, rectangles, squares, parallelograms,

and trapezoids.

• Find the volume of cubes, rectangular solids, and pyramids

• Find area, perimeter and volume of composite figures.

Angles and Triangles

• Solve problems using parallel lines and transversals

• Classify triangles based on sides and angles

• Solve problems using the sum of the angles inside a triangle

• Understand the inequality involving the lengths of the sides of a triangle

• Understand the inequality of the exterior angles of a triangle

Properties of Polygons

• Classify types of polygons

• Solve problems using the sum of the measure of interior angles of a polygon

• Solve problems using the sum of the measure of exterior angles of a polygon


184

GP14 Quadratics



Factoring

• Factor out the greatest common factor of a polynomial

• Factoring by grouping a polynomial with four terms

• Factor trinomials of the form x2 + bx + c

Solving Quadratics by Factoring

• Factor trinomials of the form ax2 + bx + c

• Factor difference of squares

• Solve quadratic equations by factoring

Graphing Quadratic Functions

• Identify a parabola and its attributes including the vertex, intercepts and axis of symmetry.

• Graph a quadratic function (factorable)

• Solve applications modeled by quadratic functions (factorable)


185

GP15 Exponential/

Logarithmic Functions


Properties of Exponents

• Evaluate exponential expressions

• Use the Product Rule of exponents

• Use the Quotient Rule of exponents

• Use the Power Rule of exponents

• Use the Power Rules of Products and Quotients

• Decide which exponent rules to use to simplify an expression

• Understand the meaning of negative exponents

Exponential Functions

• Identify key features of an exponential function including the initial value and growth factor

• Identify key features of an exponential graph including the domain, range, y-intercept,

and horizontal asymptote

• Solve applications modeled by evaluating exponential functions

Inverse Functions and Solving Exponential Equations

• Determine whether a function is one-to-one

• Find the inverse of a one-to-one function by interchanging the variables

• Understand the inverse relationship between exponential and logarithmic functions


186

GP 17 Solving Quadratics

ALGEBRA II TO TRIGONOMETRY


Simplifying Radicals

• Find square roots

• Use the product rule for radicals

• Use the quotient rule for radicals

• Simplify square roots

Complex Numbers

• Write the square root of a negative number as an imaginary number

• Add and subtract complex numbers

• Multiply complex numbers

• Divide complex numbers

Solving Quadratics

• Solve quadratic equations using the square root property

• Solve quadratic equations using the Quadratic Formula

• Use the discriminant to determine the number and type of solutions to a quadratic equation


187

GP 18 Applications of Quadratics



Quadratic Functions

• Identify a parabola and its attributes including the vertex, intercepts and axis of symmetry.

• Graph a quadratic function

• Solve problems using the Pythagorean Theorem

Other Types of Equations

• Solve equations containing a square root

• Solve equations containing absolute values

• Solve equations which are quadratic in form

Other Applications

• Solve problems involving falling objects.

• Solve quadratic inequalities

• Solve absolute value inequalities


188

GP19 Rational Expressions


Fractions

• Write a fraction in simplest form

• Multiply and divide fractions and mixed numbers

• Evaluate a rational expression for a given value

Rational Expressions

• Identify values for which a rational expression is undefined

• Find the domain of a rational function

• Simplify rational expressions

Multiplying and Dividing Rational Expressions

• Multiply Rational Expressions

• Divide Rational expressions

• Use rational expressions to convert between units of measure


189

GP 20 More Rational Expressions



Fractions

• Find Least Common Multiple of Two Numbers

• Add and Subtract fractions and mixed numbers

• Find the least common denominator for unlike rational expressions

Rational Expressions

• Add and subtract rational expressions with like denominators

• Add and subtract rational expressions with unlike denominators

Rational Equations and Inequalities

• Solve rational equations

• Solve rational inequalities


190

GP 21 Sequences



Review of Functions

• Understand and identify relations, functions, domain and range

• Use the vertical line test to identify functions

• Use function notation

• Determine where a function is increasing and decreasing

Piece-Wise Defined Functions

• Evaluate a piece-wise defined function

• Graph a piece-wise defined function

Sequences and Series

• Given a general term, find the terms of a sequence

• Use patterns to find a general term of a sequence

• Use sigma notation for a series

• Find the terms of a recursively defined sequence


191

MIDDLE SCHOOL MATH

MATH LEVEL 1

1 RATIOS AND

PROPORTIONS

2 DIVISION OF

FRACTIONS/DECIMALS

1. Understand the concept of a ratio and use ratio language to describe

a ratio relationship between two quantities. Understand the concept of

a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate

language in the context of a ratio relationship.

2. Use ratio and rate reasoning to solve real-world and mathematical

problems. Make tables of equivalent ratios relating quantities with

whole-number measurements, find missing values in the tables, and plot

the pairs of values on the coordinate plane. Use tables to compare ratios.

Solve unit rate problems including those involving unit pricing and

constant speed.

3. Find a percent of a quantity as a rate per 100 ; solve problems involving

finding the whole, given a part and the percent. Use ratio reasoning to

convert measurement units; manipulate and transform units appropriately

when multiplying or dividing quantities.

1. Interpret and compute quotients of fractions, and solve word problems

involving division of fractions by fractions, e.g., by using visual fraction

models and equations to represent the problem.

2. Fluently divide multi-digit numbers using the standard algorithm. Fluently

add, subtract, multiply, and divide multi-digit decimals using the

standard algorithm for each operation.

3. Find the greatest common factor of two whole numbers less than or

equal to 100 and the least common multiple of two whole numbers less

than or equal to 12. Use the distributive property to express a sum of

two whole numbers 1–100 with a common factor as a multiple of a sum

of two whole numbers with no common factor.


192

MIDDLE SCHOOL MATH

MATH LEVEL 1

3 THE NUMBER SYSTEM 1. Understand that positive and negative numbers are used together to

describe quantities having opposite directions or values; use positive

and negative numbers to represent quantities in real-world contexts,

explaining the meaning of 0 in each situation. Understand a rational

number as a point on the number line. Extend number line diagrams and

coordinate axes familiar from previous grades to represent points on

the line and in the plane with negative number coordinates. Recognize

opposite signs of numbers as indicating locations on opposite sides of

0 on the number line; recognize that the opposite of the opposite of a

number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.

Find and position integers and other rational numbers on a horizontal

or vertical number line diagram; find and position pairs of integers and

other rational numbers on a coordinate plane.

2. Understand ordering and absolute value of rational numbers. Interpret

statements of inequality as statements about the relative position of

two numbers on a number line diagram. Write, interpret, and explain

statements of order for rational numbers in real-world contexts. Understand

the absolute value of a rational number as its distance from 0 on

the number line; interpret absolute value as magnitude for a positive

or negative quantity in a real-world situation. Distinguish comparisons

of absolute value from statements about order. For example, recognize

that an account balance less than –30 dollars represents a debt greater

than 30 dollars.

3. Understand signs of numbers in ordered pairs as indicating locations

in quadrants of the coordinate plane; recognize that when two ordered

pairs differ only by signs, the locations of the points are related by

reflections across one or both axes. Solve real-world and mathematical

problems by graphing points in all four quadrants of the coordinate

plane. Include use of coordinates and absolute value to find distances

between points with the same first coordinate or the same second

coordinate.


193

MIDDLE SCHOOL MATH

MATH LEVEL 1

4 EXPRESSIONS AND EQUATIONS

Week 1

CCSS.Math.Content.6.EE.A.1 Write and evaluate numerical expressions involving whole-number exponents.

CCSS.Math.Content.6.EE.A.2c Evaluate expressions at specific values of their variables. Include expressions

that arise from formulas used in real-world problems. Perform arithmetic operations, including

those involving whole-number exponents, in the conventional order when there are no parentheses to

specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to

find the volume and surface area of a cube with sides of length s = 1/2.

CCSS.Math.Content.6.EE.A.3 Apply the properties of operations to generate equivalent expressions. For

example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression

6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6

(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

CCSS.Math.Content.6.EE.A.4 Identify when two expressions are equivalent (i.e., when the two expressions

name the same number regardless of which value is substituted into them). For example, the

expressions y + y + y and 3y are equivalent because they name the same number regardless of which

number y stands for.

Week 2

CCSS.Math.Content.6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.

CCSS.Math.Content.6.EE.A.2a Write expressions that record operations with numbers and with letters

standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.

CCSS.Math.Content.6.EE.A.2b Identify parts of an expression using mathematical terms (sum, term,

product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For

example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single

entity and a sum of two terms.

Week 3

CCSS.Math.Content.6.EE.C.9 Use variables to represent two quantities in a real-world problem that

change in relationship to one another; write an equation to express one quantity, thought of as the

dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the

relationship between the dependent and independent variables using graphs and tables, and relate

these to the equation. For example, in a problem involving motion at constant speed, list and graph

ordered pairs of distances and times, and write the equation d = 65t to represent the relationship

between distance and time.


194

MIDDLE SCHOOL MATH

MATH LEVEL 1


Week 1

CCSS.Math.Content.6.EE.B.5 Understand solving an equation or inequality as a process of answering a

question: which values from a specified set, if any, make the equation or inequality true? Use substitution to

determine whether a given number in a specified set makes an equation or inequality true.

CCSS.Math.Content.6.EE.B.6 Use variables to represent numbers and write expressions when solving a

real-world or mathematical problem; understand that a variable can represent an unknown number, or,

depending on the purpose at hand, any number in a specified set.

CCSS.Math.Content.6.EE.B.7 Solve real-world and mathematical problems by writing and solving equations

of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.

Week 2

CCSS.Math.Content.6.EE.B.8 Write an inequality of the form x > c or x < c to represent a constraint or

condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have

infinitely many solutions; represent solutions of such inequalities on number line diagrams.

Week 3

CCSS.Math.Content.6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and

polygons by composing into rectangles or decomposing into triangles and other shapes; apply these

techniques in the context of solving real-world and mathematical problems.

CCSS.Math.Content.6.G.A.2 Find the volume of a right rectangular prism with fractional edge lengths by

packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the

same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V

= b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving

real-world and mathematical problems.


195

MIDDLE SCHOOL MATH

MATH LEVEL 1

6 GEOMETRY AREA

Week 1

CCSS.Math.Content.6.G.A.3 Draw polygons in the coordinate plane given coordinates for the vertices;

use coordinates to find the length of a side joining points with the same first coordinate or the same

second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

Week 2 & Week 3

CCSS.Math.Content.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles

and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the

context of solving real-world and mathematical problems.

7 STATISTICS & PROBABILITY

Week 1

CCSS.Math.Content.6.SP.A.1 Recognize a statistical question as one that anticipates variability in the

data related to the question and accounts for it in the answers. For example, “How old am I?” is not a

statistical question, but “How old are the students in my school?” is a statistical question because one

anticipates variability in students’ ages.

Week 2

CCSS.Math.Content.6.SP.A.2 Understand that a set of data collected to answer a statistical question

has a distribution which can be described by its center, spread, and overall shape.

Week 3

CCSS.Math.Content.6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its

values with a single number, while a measure of variation describes how its values vary with a single number.


196

MIDDLE SCHOOL MATH

MATH LEVEL 1

8 STATISTICS: CENTER AND VARIABILITY

Week 1

CCSS.Math.Content.6.SP.B.4 Display numerical data in plots on a number line, including dot plots,

histograms, and box plots.

CCSS.Math.Content.6.SP.B.5 Summarize numerical data sets in relation to their context, such as by:

CCSS.Math.Content.6.SP.B.5a Reporting the number of observations.

CCSS.Math.Content.6.SP.B.5b Describing the nature of the attribute under investigation, including how

it was measured and its units of measurement.

Week 2

CCSS.Math.Content.6.SP.B.5c Giving quantitative measures of center (median and/or mean) and

variability (interquartile range and/or mean absolute deviation), as well as describing any overall

pattern and any striking deviations from the overall pattern with reference to the context in which the

data were gathered.

CCSS.Math.Content.6.SP.B.5d Relating the choice of measures of center and variability to the shape of

the data distribution and the context in which the data were gathered.

Week 3

CCSS.Math.Content.6.SP.B.5c Giving quantitative measures of center (median and/or mean) and

variability (interquartile range and/or mean absolute deviation), as well as describing any overall

pattern and any striking deviations from the overall pattern with reference to the context in which the

data were gathered.

CCSS.Math.Content.6.SP.B.5d Relating the choice of measures of center and variability to the shape of

the data distribution and the context in which the data were gathered.


197

MIDDLE SCHOOL MATH

MATH LEVEL 2

9 RATIOS AND PROPORTIONS

Week 1

CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of

lengths, areas and other quantities measured in like or different units. For example, if a person walks

1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour,

equivalently 2 miles per hour.

CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities.

CCSS.Math.Content.7.RP.A.2a Decide whether two quantities are in a proportional relationship, e.g., by

testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the

graph is a straight line through the origin.

Week 2

CCSS.Math.Content.7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs,

equations, diagrams, and verbal descriptions of proportional relationships.

CCSS.Math.Content.7.RP.A.2c Represent proportional relationships by equations. For example, if total

cost t is proportional to the number n of items purchased at a constant price p, the relationship

between the total cost and the number of items can be expressed as t = pn.

CCSS.Math.Content.7.RP.A.2d Explain what a point (x, y) on the graph of a proportional relationship means

in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

Week 3

CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and percent

problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees,

percent increase and decrease, percent error.


198

MIDDLE SCHOOL MATH

MATH LEVEL 2

10 ADD/SUBTRACT SIGNED NUMBERS

Week 1

CCSS.Math.Content.7.NS.A.1 Apply and extend previous understandings of addition and subtraction

to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical

number line diagram.

CCSS.Math.Content.7.NS.A.1a Describe situations in which opposite quantities combine to make 0. For

example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.

Week 2

CCSS.Math.Content.7.NS.A.1b Understand p + q as the number located a distance |q| from p, in the

positive or negative direction depending on whether q is positive or negative. Show that a number and

its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing

real-world contexts.

Week 3

CCSS.Math.Content.7.NS.A.1c Understand subtraction of rational numbers as adding the additive

inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is

the absolute value of their difference, and apply this principle in real-world contexts.

CCSS.Math.Content.7.NS.A.1d Apply properties of operations as strategies to add and subtract rational

numbers


199

MIDDLE SCHOOL MATH

MATH LEVEL 2

11 INTEGERS: MULTIPLY/DIVIDE

Week 1

CCSS.Math.Content.7.NS.A.2 Apply and extend previous understandings of multiplication and division

and of fractions to multiply and divide rational numbers.

CCSS.Math.Content.7.NS.A.2a Understand that multiplication is extended from fractions to rational

numbers by requiring that operations continue to satisfy the properties of operations, particularly the

distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed

numbers. Interpret products of rational numbers by describing real-world contexts.

CCSS.Math.Content.7.NS.A.2b Understand that integers can be divided, provided that the divisor is not

zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers,

then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.

Week 2

CCSS.Math.Content.7.NS.A.2c Apply properties of operations as strategies to multiply and divide

rational numbers.

CCSS.Math.Content.7.NS.A.2d Convert a rational number to a decimal using long division; know that

the decimal form of a rational number terminates in 0s or eventually repeats.

Week 3

CCSS.Math.Content.7.NS.A.3 Solve real-world and mathematical problems involving the four operations

with rational numbers.


200

MIDDLE SCHOOL MATH

MATH LEVEL 2


Week 1

CCSS.Math.Content.7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and

expand linear expressions with rational coefficients.

CCSS.Math.Content.7.EE.A.2 Understand that rewriting an expression in different forms in a problem

context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a =

1.05a means that “increase by 5%” is the same as “multiply by 1.05.”

CCSS.Math.Content.7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive

and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically.

Apply properties of operations to calculate with numbers in any form; convert between forms

as appropriate; and assess the reasonableness of answers using mental computation and estimation

strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional

1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4

inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9

inches from each edge; this estimate can be used as a check on the exact computation.

Week 2









CCSS.Math.Content.7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem,

and construct simple equations and inequalities to solve problems by reasoning about the quantities.

CCSS.Math.Content.7.EE.B.4a Solve word problems leading to equations of the form px + q = r and p(x

+ q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare

an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in

each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?

Week 3

CCSS.Math.Content.7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem,

and construct simple equations and inequalities to solve problems by reasoning about the quantities.

CCSS.Math.Content.7.EE.B.4b Solve word problems leading to inequalities of the form px + q > r or

px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and

interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week

plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of

sales you need to make, and describe the solutions.


201

MIDDLE SCHOOL MATH

MATH LEVEL 2

13 GEOMETRIC MEASUREMENT

Week 1

CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing

actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

Week 2

CCSS.Math.Content.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric

shapes with given conditions. Focus on constructing triangles from three measures of angles or sides,

noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

Week 3

CCSS.Math.Content.7.G.A.3 Describe the two-dimensional figures that result from slicing three-dimensional

figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

14 GEOMETRY AREA & VOLUME

Week 1

CCSS.Math.Content.7.G.B.4 Know the formulas for the area and circumference of a circle and use them

to solve problems; give an informal derivation of the relationship between the circumference and area

of a circle.

Week 2

CCSS.Math.Content.7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent

angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

Week 3

CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and

surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons,

cubes, and right prisms.


202

MIDDLE SCHOOL MATH

MATH LEVEL 2


Week 1, 2 & 3

CCSS.Math.Content.7.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions

with similar variability, measuring the difference between the centers by expressing it as a

multiple of a measure of variability. For example, the mean height of players on the basketball team is

10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute

deviation) on either team; on a dot plot, the separation between the two distributions of heights

is noticeable.

CCSS.Math.Content.7.SP.B.4 Use measures of center and measures of variability for numerical data

from random samples to draw informal comparative inferences about two populations. For example,

decide whether the words in a chapter of a seventh-grade science book are generally longer than the

words in a chapter of a fourth-grade science book.


Week 1

CCSS.Math.Content.7.SP.C.5 Understand that the probability of a chance event is a number between 0

and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood.

A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is

neither unlikely nor likely, and a probability near 1 indicates a likely event.

CCSS.Math.Content.7.SP.C.6 Approximate the probability of a chance event by collecting data on the

chance process that produces it and observing its long-run relative frequency, and predict the approximate

relative frequency given the probability. For example, when rolling a number cube 600 times,

predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

CCSS.Math.Content.7.SP.C.7 Develop a probability model and use it to find probabilities of events.

Compare probabilities from a model to observed frequencies; if the agreement is not good, explain

possible sources of the discrepancy.

CCSS.Math.Content.7.SP.C.7a Develop a uniform probability model by assigning equal probability to all

outcomes, and use the model to determine probabilities of events. For example, if a student is selected

at random from a class, find the probability that Jane will be selected and the probability that a girl will

be selected.


203

MIDDLE SCHOOL MATH

CONTINUED

CCSS.Math.Content.7.SP.C.7b Develop a probability model (which may not be uniform) by observing

frequencies in data generated from a chance process. For example, find the approximate probability

that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the

outcomes for the spinning penny appear to be equally likely based on the observed frequencies?

Week 2

CCSS.Math.Content.7.SP.C.8 Find probabilities of compound events using organized lists, tables, tree

diagrams, and simulation.

CCSS.Math.Content.7.SP.C.8b Represent sample spaces for compound events using methods such as

organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling

double sixes”), identify the outcomes in the sample space which compose the event.

Week 3

CCSS.Math.Content.7.SP.C.8 Find probabilities of compound events using organized lists, tables, tree

diagrams, and simulation.

CCSS.Math.Content.7.SP.C.8a Understand that, just as with simple events, the probability of a compound

event is the fraction of outcomes in the sample space for which the compound event occurs.

CCSS.Math.Content.7.SP.C.8b Represent sample spaces for compound events using methods such as

organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling

double sixes”), identify the outcomes in the sample space which compose the event.

CCSS.Math.Content.7.SP.C.8c Design and use a simulation to generate frequencies for compound

events. For example, use random digits as a simulation tool to approximate the answer to the question:

If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one

with type A blood?


204

MIDDLE SCHOOL MATH

MATH LEVEL 3

17 THE NUMBER SYSTEM

Week 1 & Week 2

CCSS.Math.Content.8.NS.A.1 Know that numbers that are not rational are called irrational. Understand

informally that every number has a decimal expansion; for rational numbers show that the decimal expansion

repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

Week 3

CCSS.Math.Content.8.NS.A.2 Use rational approximations of irrational numbers to compare the size of

irrational numbers, locate them approximately on a number line diagram, and the value of expressions

(e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2,

then between 1.4 and 1.5, and explain how to continue on to get better approximations.”

18 EXPONENTS AND SQUARE ROOT

Week 1

CCSS.Math.Content.8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent

numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27.

CCSS.Math.Content.8.EE.A.2 Use square root and cube root symbols to represent solutions to equations

of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small

perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

Week 2

CCSS.Math.Content.8.EE.A.3 Use numbers expressed in the form of a single digit times an integer power

of 10 to estimate very large or very small quantities, and to express how many times as much one is than

the other. For example, estimate the population of the United States as 3 times 108 and the population of

the world as 7 times 109, and determine that the world population is more than 20 times larger.

CCSS.Math.Content.8.EE.A.4 Perform operations with numbers expressed in scientific notation, including

problems where both decimal and scientific notation are used. Use scientific notation and choose

units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters

per year for seafloor spreading). Interpret scientific notation that has been generated by technology

Week 3

CCSS.Math.Content.8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of

the graph. Compare two different proportional relationships represented in different ways. For example,

compare a distance-time graph to a distance-time equation to determine which of two moving

objects has greater speed.

CCSS.Math.Content.8.EE.B.6 Use similar triangles to explain why the slope m is the same between any

two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line

through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.”


205

MIDDLE SCHOOL MATH

MATH LEVEL 3


Week 1

CCSS.Math.Content.8.EE.C.7 Solve linear equations in one variable.

CCSS.Math.Content.8.EE.C.7a Give examples of linear equations in one variable with one solution,

infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively

transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a,

or a = b results (where a and b are different numbers).

CCSS.Math.Content.8.EE.C.7b Solve linear equations with rational number coefficients, including equations

whose solutions require expanding expressions using the distributive property and collecting like

terms.

Week 2

CCSS.Math.Content.8.EE.C.8 Analyze and solve pairs of simultaneous linear equations.

CCSS.Math.Content.8.EE.C.8a Understand that solutions to a system of two linear equations in two

variables correspond to points of intersection of their graphs, because points of intersection satisfy

both equations simultaneously.

CCSS.Math.Content.8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and

estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y =

5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

Week 3

CCSS.Math.Content.8.EE.C.8c Solve real-world and mathematical problems leading to two linear equations

in two variables. For example, given coordinates for two pairs of points, determine whether the

line through the first pair of points intersects the line through the second pair.”


206

MIDDLE SCHOOL MATH

MATH LEVEL 3

20 FUNCTIONS

Week 1

CCSS.Math.Content.8.F.A.1 Understand that a function is a rule that assigns to each input exactly one

output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding

output.1

Week 2

CCSS.Math.Content.8.F.A.2 Compare properties of two functions each represented in a different way

(algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear

function represented by a table of values and a linear function represented by an algebraic expression,

determine which function has the greater rate of change.

CCSS.Math.Content.8.F.B.5 Describe qualitatively the functional relationship between two quantities

by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a

graph that exhibits the qualitative features of a function that has been described verbally”

Week 3

CCSS.Math.Content.8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph

is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving

the area of a square as a function of its side length is not linear because its graph contains the points

(1,1), (2,4) and (3,9), which are not on a straight line.

CCSS.Math.Content.8.F.B.4 Construct a function to model a linear relationship between two quantities.

Determine the rate of change and initial value of the function from a description of a relationship or

from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change

and initial value of a linear function in terms of the situation it models, and in terms of its graph or a

table of values.


207

MIDDLE SCHOOL MATH

MATH LEVEL 3

21 GEOMETRY

Week 1

CCSS.Math.Content.8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations:

CCSS.Math.Content.8.G.A.1a Lines are taken to lines, and line segments to line segments of the same length.

CCSS.Math.Content.8.G.A.1b Angles are taken to angles of the same measure.

CCSS.Math.Content.8.G.A.1c Parallel lines are taken to parallel lines.

22 GEOMETRY VOLUME

Week 1

CCSS.Math.Content.8.G.B.6 Explain a proof of the Pythagorean Theorem and its converse.

CCSS.Math.Content.8.G.B.7 Apply the Pythagorean Theorem to determine unknown side lengths in

right triangles in real-world and mathematical problems in two and three dimensions.

Week 2

CCSS.Math.Content.8.G.B.8 Apply the Pythagorean Theorem to find the distance between two points

in a coordinate system.

Week 3

CCSS.Math.Content.8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and

use them to solve real-world and mathematical problems.”


208

MIDDLE SCHOOL MATH

MATH LEVEL 3


Week 1 and Week 2

CCSS.Math.Content.8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate

patterns of association between two quantities. Describe patterns such as clustering, outliers,

positive or negative association, linear association, and nonlinear association.

Week 3

CCSS.Math.Content.8.SP.A.2 Know that straight lines are widely used to model relationships between

two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight

line, and informally assess the model fit by judging the closeness of the data points to the line.”

24 STATISTICS

Week 1 & 2

CCSS.Math.Content.8.SP.A.3 Use the equation of a linear model to solve problems in the context of

bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a

biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each

day is associated with an additional 1.5 cm in mature plant height.

Week 3

CCSS.Math.Content.8.SP.A.4 Understand that patterns of association can also be seen in bivariate

categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and

interpret a two-way table summarizing data on two categorical variables collected from the same

subjects. Use relative frequencies calculated for rows or columns to describe possible association

between the two variables. For example, collect data from students in your class on whether or not

they have a curfew on school nights and whether or not they have assigned chores at home. Is there

evidence that those who have a curfew also tend to have chores?”


209

META24 ENTREPRENEURSHIP

MATH CURRICULUM

5TH - 12TH GRADE MATH, RESEARCH,

EXPOSITORY AND MATH RELATED WRITING


210

17 Costing Materials

WEEK 1 COSTING MATERIALS




1. Interpret and compute quotients of fractions, and solve word problems involving division of

fractions by fractions, e.g., by using visual fraction models and equations to represent the

problem.

2. Fluently divide multi-digit numbers using the standard algorithm. Fluently add, subtract, multiply,

and divide multi-digit decimals using the standard algorithm for each operation.

3. Find the greatest common factor of two whole numbers less than or equal to 100 and the

least common multiple of two whole numbers less than or equal to 12. Use the distributive

property to express a sum of two whole numbers 1–100 with a common factor as a multiple

of a sum of two whole numbers with no common factor.

WEEK 2 COSTING LABELS AND LABOR














WEEK 3 COSTING SCALING BOOKS - MEDIA







211

18 - Pricing Points

WEEK 1 COSTING TO PRICING

WEEK 2 COSTING PRODUCTION BOOKS














WEEK 3 COSTING TO VARIANTS







212

19 - Applied Formulas

WEEK 1 AM I SET TO MAKE MONEY

WEEK 2 WHERE DOES MY PRODUCT BELONG - GEOMETRY

CCSS.Math.Content.6.G.A.3 Draw polygons in the coordinate plane given coordinates for the

vertices; use coordinates to find the length of a side joining points with the same first coordinate

or the same second coordinate. Apply these techniques in the context of solving real-world and

mathematical problems.

CCSS.Math.Content.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles

and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the

context of solving real-world and mathematical problems.

CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including

computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a

different scale.




WEEK 3 HOW DO I ADD VALUE


213

20 - ROI: Return on Investment

WEEK 1 DIY

CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of

lengths, areas and other quantities measured in like or different units. For example, if a person walks

1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour,

equivalently 2 miles per hour.

CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities.

CCSS.Math.Content.7.RP.A.2a Decide whether two quantities are in a proportional relationship, e.g., by

testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the

graph is a straight line through the origin.

WEEK 2 SEEKING INVESTMENT

WEEK 3 PAYING FOR MARKETING

21- BEA: Break Even Analysis

WEEK 1 ADJUSTING COSTS

CCSS.Math.Content.7.SP.B.3 Informally assess the degree of visual overlap of two numerical data

distributions with similar variability, measuring the difference between the centers by expressing it as a

multiple of a measure of variability. For example, the mean height of players on the basketball team is

10 cm greater than the mean height of players on the soccer team, about twice the variability (mean

absolute deviation) on either team; on a dot plot, the separation between the two distributions of

heights is noticeable.

WEEK 2 UNDERSTANDING REVENUE

WEEK 3 COSTS OF GOODS SOLD


214

22 -Gross Profit

WEEK 1 HIRING TO PROFIT














WEEK 2 HIRING TO SCALE

WEEK 3 B2B OR BUST

23 - Net Profit

WEEK 1 WHO GETS PAID

CCSS.Math.Content.7.SP.B.3 Informally assess the degree of visual overlap of two numerical data

distributions with similar variability, measuring the difference between the centers by expressing it as

a multiple of a measure of variability. For example, the mean height of players on the basketball team

is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean

absolute deviation) on either team; on a dot plot, the separation between the two distributions of

heights is noticeable.

WEEK 2 WHAT GETS INVESTED

WEEK 3 EBITDA AND MANAGING BUSINESS


215

24 - Investment

WEEK 1 DO I SCALE

WEEK 2 MULTIPLE PLATFORMS OF INCOME

WEEK 3 WHAT DO I DO WITH MY SKILLS


216

2023 META24 Course Catalog-7

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