2023 META24 Course Catalog-7
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
GP 09 - Key Ideas and Details FICTION 104
GP 10 - Craft and Structure FICTION 105
GP 11 - Integration of Knowledge FICTION 106
GP 12 - Range of Reading and Text FICTION 107
GP 13 - Comprehension and Collaboration
NONFICTION 108
GP 14 - Presentation of Knowledge NONFICTION 109
GP 15 - Integration of Knowledge NONFICTION 110
GP 16 - Range of Reading and Level NONFICTION 111
LEVEL 3 112
GP 17 - Key Ideas and Details FICTION 112
GP 18 - Craft and Structure FICTION 113
Inquiry Bridge, © 2023 meta24.org
GP 19 - Integration of Knowledge FICTION 114
GP 20 - Range of Reading and Text FICTION 115
GP 21 - Comprehension and Collaboration
NONFICTION 116
GP 22 - Presentation of Knowledge NONFICTION 117
GP 23 - Integration of Knowledge NONFICTION 118
GP 24 - Range of Reading and Level NONFICTION 119
HIGH SCHOOL WRITING
LEVEL 1 120
GP 1 Narrative Writing 120
GP 2 Narrative Writing 121
GP3 Writing Descriptive Research 122
GP4 Revising Descriptive Research 123
GP 5 Persuasive Argument 124
LEVEL 2 125
GP 9 Narrative Writing 125
GP 10 Narrative Writing 126
GP 11 Writing Descriptive Research 127
GP 12 Revising Descriptive Research 128
GP 13 Persuasive Argument 129
LEVEL 3 130
GP 17 Narrative Writing 130
GP 18 Narrative Writing 131
GP 19 Writing Descriptive Research 132
GP 20 Revising Descriptive Research 133
GP 21 Persuasive Argument 134
MIDDLE SCHOOL READING
LEVEL 1 135
GP 01 - Key Ideas and Details FICTION 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 07 - Integration of Knowledge 141
GP 08 - Range of Reading and Level 142
LEVEL 2 143
GP 9 - Key Ideas and Details FICTION 143
GP 10 - Craft and Structure 144
GP 11 - Integration of Knowledge 145
GP 12 - Range of Reading and Text 146
GP 13 - Comprehension and Collaboration 147
GP 14 - Presentation of Knowledge 148
GP 15 - Integration of Knowledge 149
GP 16 - Range of Reading and Level 150
6
LEVEL 3 151
GP 17 - Key Ideas and Details FICTION 151
GP 18 - Craft and Structure 152
GP 19 - Integration of Knowledge 153
GP 20 - Range of Reading and Text 154
GP 21 - Comprehension and Collaboration 155
GP 22 - Presentation of Knowledge 156
GP 23 - Integration of Knowledge 157
GP 24 - Range of Reading and Level 158
MIDDLE SCHOOL WRITING
LEVEL 1 159
GP 1 Narrative Writing 159
GP 2 Revising Narrative Writing 160
GP3 Descriptive Research 161
GP4 Revising Descriptive Research 162
LEVEL 2 163
GP 9 Narrative Writing 163
GP 10 Revising Narrative Writing 164
GP 11 Descriptive Research 165
GP 12 Revising Descriptive Research 166
LEVEL 3 167
GP 17 Narrative Writing 167
GP 18 Revising Narrative Writing 168
GP 19 Descriptive Research 169
GP 20 Revising Descriptive Research 170
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
5 Expressions and Equations 195
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
12 Expressions and Equations 201
13 Geometric Measurement 202
14 Geometry Area & Volume 202
15 Statistics & Probability 203
16 Statistics & Probability 203
Math Level 3 205
17 The Number System 205
18 Exponents and Square Root 205
19 Expressions and Equations 206
20 Functions 207
21 Geometry 208
22 Geometry Volume 208
23 Statistics & Probability 209
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
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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…
Inquiry Bridge, © 2023 meta24.org
9
META24 CURRICULUM
Flow Healing Through Doing CORE and Enterprise Curriculum – 3rd -12th
All labs cover 100% requirement for Financial Literacy, Entrepreneurship/
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…
Inquiry Bridge, © 2023 meta24.org
10
META24 CURRICULUM
Flow Healing Through Doing CORE and Enterprise Curriculum – 3rd -12th
All labs cover 100% requirement for Financial Literacy, Entrepreneurship/
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….
Inquiry Bridge, © 2023 meta24.org
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 ) ( ) ( )
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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)
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
• Digital heat press
• Vinyl cutter
• Plastic sealer
• Button components
• Poster board
Inquiry Bridge, © 2023 meta24.org
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
• Sketchbook and pencils
• Colored pencils &
markers, rulers
• Digital camera
• Design programs
(InDesign, Illustrator,
MS Publisher, Photoshop)
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
• Paper and pencil
• 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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
• Scissors & Shears
• Pin cushion and straight pins
• Tape measure
• Rotary cutter & mat
• Chalk, tracing wheel & paper
• Iron & Ironing board
• Seam gauge
• Seam rippers
• Colored pencils &
markers, rulers
• Sketchpad
• Digital camera
• Design programs
(Illustrator, MS Publisher,
Photoshop)
• Patterns for accessories
(see pattern suggestions)
• Different types of fabric
Inquiry Bridge, © 2023 meta24.org
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)
• Different types of fabric
• Interfacing
• Binding in different colors
and patterns
• Various sewing patterns
(clothing, accessories,
household projects, etc.)
• Sewing machine
• Thread
• Bobbins
• Scissors & Shears
• Pin cushion and straight pins
• Tape measure
• Rotary cutter & mat
• Chalk, tracing wheel & paper
• Iron & Ironing board
• Seam gauge
• Seam rippers
Inquiry Bridge, © 2023 meta24.org
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)
Inquiry Bridge, © 2023 meta24.org
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.
• Wacom Intous tablet & pen
• 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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
• Wacom Intous tablet & pen
• Design programs
(ArtRage, Illustrator, MS
Publisher, Photoshop)
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
• Wacom tablet & pen
• Illustrator or other design program
• Sketchbook and pencils
• Art supplies
• InDesign software
• Photoshop
Inquiry Bridge, © 2023 meta24.org
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
• Wacom tablet & pen
• Art Rage program (or Illustrator)
• InDesign, MS Publisher, or MS Word
• Stapler & staples
• Video camera
• Tripod
• Soft and Key Lighting
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
• Allen wrenches/hex keys
• 12” x 20” acrylic sheets
• Micrometer
Inquiry Bridge, © 2023 meta24.org
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
• Allen wrenches/hex keys
• Collet Wrench
• Measuring Tape
• Notebook
Inquiry Bridge, © 2023 meta24.org
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
• Digital heat press
• 3D Printer
• ABS or PLA plastic
• Plastic sealer
• Vinyl sheeting
• Small housing
• Coin collector
• Microcontroller
• Electronic tools
Inquiry Bridge, © 2023 meta24.org
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)
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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
scientific research.
• 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?
Inquiry Bridge, © 2023 meta24.org
55
2 Physical 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
scientific research.
• 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?
Inquiry Bridge, © 2023 meta24.org
56
3 Earth and Space
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
scientific research.
• 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?
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
• Canva or other image software
• Infographic software
• Video camera
• Lighting equipment
• Video editing software
Inquiry Bridge, © 2023 meta24.org
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
• Canva or other image software
• Infographic software
• Video camera
• Lighting equipment
• Video editing software
Inquiry Bridge, © 2023 meta24.org
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
• Canva or other image software
• Infographic software
• Video camera
• Lighting equipment
• Video editing software
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
• Scissors & Shears
• Pin cushion and straight pins
• Tape measure
• Hot glue gun & glue sticks
• Contact adhesive
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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)
Inquiry Bridge, © 2023 meta24.org
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.)
• Video editing software
• Large format printer
• Digital camera
• Design (Illustrator, Inkscape, In Design,
Publisher, etc.)
• Video editing software
• Large format printer
• Digital camera
• Design (Illustrator, Inkscape, In Design,
Publisher, etc.)
• Video editing software
• Large format printer
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
73
18 Skin Lotions
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 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
• Cardstock (for labels)
• Ingredients & supplies for production
• Packaging materials will depend on the
type of packaging chosen.
• Large Spoon
• Large Pot
• Measuring spoons and measuring cups
Inquiry Bridge, © 2023 meta24.org
74
19 Hair Care:
Shampoos and Conditioners
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 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.
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
• Cardstock (for labels)
• Large Spoon
• Large Pot
• Measuring spoons and measuring cups
• Ingredients & supplies for production
• Packaging materials will depend on
the type of packaging chosen
Inquiry Bridge, © 2023 meta24.org
75
20 Facial Masks
and Rubs
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 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.
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
• Cardstock (for labels)
• Large Spoon
• Measuring spoons and measuring cups
• Mason jars with lids
• Ingredients & supplies for production
• Packaging materials will depend on
the type of packaging chosen.
Inquiry Bridge, © 2023 meta24.org
76
21 Bath Soaps
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
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.
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
• Cardstock (for labels)
• Large Spoon
• Large Pot
• Measuring spoons and measuring cups
• Ingredients & supplies for production
• Packaging materials will depend on
the type of packaging chosen.
Inquiry Bridge, © 2023 meta24.org
77
22 Cleaning Supplies
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
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.
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
• Ingredients & supplies for
production
• Internet access
• Calculator
• Cardstock (for labels)
• 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
Inquiry Bridge, © 2023 meta24.org
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
• Business plan template
• Sketchbook
• Excel program
• 3-ring binder for gathering research
• Spreadsheet software
• Graph paper
• Calculator
• Colored pencils & markers, rulers
• Sketchpad
• Digital camera
• Design programs (Illustrator,
MS Publisher, Photoshop)
Inquiry Bridge, © 2023 meta24.org
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
• Business plan template
• Sketchbook
• Excel program
• 3-ring binder for gathering research
• Spreadsheet software
• Graph paper
• Calculator
• A pen and paper for note taking
• Colored pencils & markers, rulers
• Sketchpad
• Digital camera
• Design programs
(Illustrator, MS Publisher, Photoshop)
Inquiry Bridge, © 2023 meta24.org
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
• Business plan template
• Internet access
• 3-ring binder for gathering research
• Paper and pencil
• Calculator
• Colored pencils & markers, rulers
• Sketchpad
• Digital camera
• Design programs
(Illustrator, MS Publisher, Photoshop)
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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)
Inquiry Bridge, © 2023 meta24.org
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.)
Inquiry Bridge, © 2023 meta24.org
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.)
Inquiry Bridge, © 2023 meta24.org
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
• Word processing program (MS Word, Google Doc, etc.)
• Spreadsheet program (Excel, Google Sheets, etc.)
Inquiry Bridge, © 2023 meta24.org
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
• Word processing program (MS Word, Google Doc, etc.)
• Spreadsheet program (Excel, Google Sheets, etc.)
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
• Access to dictionary and thesaurus
• Highlighters and/or colored pencils
Inquiry Bridge, © 2023 meta24.org
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
• Access to dictionary and thesaurus
• Highlighters and/or colored pencils
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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.
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: 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.
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
• Textual Evidence, Inference, Summary
• Theme, Characterization, Plot Development
• Verbals & Verbal Phrases
• Narrative Writing
Inquiry Bridge, © 2023 meta24.org
96
GP 02 - Craft and
Structure FICTION
HIGH SCHOOL READING LEVEL 1
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
Inquiry Bridge, © 2023 meta24.org
97
GP 03 - Integration of
Knowledge FICTION
HIGH SCHOOL READING LEVEL 1
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.
Grammar Skill 3: Ensure subject-verb and pronoun antecedent agreement. SVA with Compound subjects
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
Inquiry Bridge, © 2023 meta24.org
98
GP 04 - Range of Reading
and Text FICTION
HIGH SCHOOL READING LEVEL 1
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.
Reading Skill 2: By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, in the grades 9-12 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. Subordinating Conjunctions
Writing Skill 2: Descriptive Writing Revising. Check punctuation and mechanics
Reading Skill 3: By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, in the grades 9-12 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. 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
• Descriptive Writing
Inquiry Bridge, © 2023 meta24.org
99
GP 05 - Comprehension and
Collaboration NONFICTION
HIGH SCHOOL READING LEVEL 1
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
Inquiry Bridge, © 2023 meta24.org
100
GP 06 - Presentation of
Knowledge NONFICTION
HIGH SCHOOL READING LEVEL 1
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.
Grammar Skill 2: Demonstrate command of the conventions of standard English grammar and usage
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.
Grammar Skill 3: Demonstrate command of the conventions of standard English grammar and usage
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.
MATERIALS
• Figurative and connotative meanings, Word choice, Tone.
• Text Structure and Development of Ideas.
• Point of View, Author’s Purpose.
• Adjectives (positive, comparative, superlative)
• Persuasive/Argumentative Writing
Inquiry Bridge, © 2023 meta24.org
101
GP 07 - Integration of
Knowledge NONFICTION
HIGH SCHOOL READING LEVEL 1
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.
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 (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.
Grammar Skill 3: 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 (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
Inquiry Bridge, © 2023 meta24.org
102
GP 08 - Range of Reading
and Level NONFICTION
HIGH SCHOOL READING LEVEL 1
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.
.
Reading Skill 2: 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 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.
Reading Skill 3: 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 first person accounts.
Grammar Skill 3: Place phrases and clauses within a sentence, recognizing and correcting misplaced
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
• Expository Writing
Inquiry Bridge, © 2023 meta24.org
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
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. 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.
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 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.
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
• Textual Evidence, Inference, Summary
• Theme, Characterization, Plot Development
• Verbals & Verbal Phrases
• Narrative Writing
Inquiry Bridge, © 2023 meta24.org
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.
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. 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.
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
• Figurative language and word choice
• Point of view, cultures
• Verb Shifts & Moods
• Personal Narrative Writing
Inquiry Bridge, © 2023 meta24.org
105
GP 11 - Integration of
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)
• Theme, tone, mood
• Subject Verb Agreement (number, compound subject, Indefinite pronoun
• Descriptive Writing
Inquiry Bridge, © 2023 meta24.org
106
GP 12 - Range of
Reading and Text FICTION
LEVEL 2
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. Conjunctions (coordinating).
Writing Skill 1: DESCRIPTIVE ESSAY Revise. Organization specific to task, purpose, audience
Reading Skill 2: 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 2: Choose among simple, compound, complex, and compound-complex sentences to
signal differing relationships among ideas. Conjunctions (subordinating).
Writing Skill 2: DESCRIPTIVE ESSAY Revise. Clear and coherent paragraphs, Punctuation and mechanics
Reading Skill 3: 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 3: Choose among simple, compound, complex, and compound-complex sentences to
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.
• Simple, compound, complex, and compound-complex sentences
• Descriptive Writing
Inquiry Bridge, © 2023 meta24.org
107
GP 13 - Comprehension and
Collaboration NONFICTION
LEVEL 2
Reading Skill 1: Cite strong and thorough textual evidence to support 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: 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.
Grammar Skill 2: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous
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).
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
• Theme, Central Idea, Evidence, Supporting Details, Summary
• Textual development, supporting detail, relationships
• Inappropriate shifts in pronoun number and person, vague pronouns
• Persuasive/Argumentative Writing
Inquiry Bridge, © 2023 meta24.org
108
GP 14 - Presentation of
Knowledge NONFICTION
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.
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 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.
Grammar Skill 2: Demonstrate command of the conventions of standard English grammar and usage
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
distinguishes his or her position from that of others and that point of view is conveyed in the text.
Grammar Skill 3: Demonstrate command of the conventions of standard English grammar and usage
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.
• Text Structure and Development of Ideas.
• Point of View, Author’s Purpose.
• Adjectives (positive, comparative, superlative).
• Persuasive/Argumentative Writing
Inquiry Bridge, © 2023 meta24.org
109
GP 15 - Integration of
Knowledge NONFICTION
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.
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: 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.
Grammar Skill 2: 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.
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.
Grammar Skill 3: 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 (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
Inquiry Bridge, © 2023 meta24.org
110
GP 16 - Range of Reading
and Level NONFICTION
LEVEL 2
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 historical nonfiction, primary and secondary sources.
Grammar Skill 1: Use parallel structure.
Writing Skill 1: EXPOSITORY Revise. Establish and maintain a formal style and objective tone.
Reading Skill 2: 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 biography, author’s purpose, point of view.
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; Use technology to produce and publish writing.
Reading Skill 3: 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 difference between a technical document and an historical document.
Grammar Skill 3: Place phrases and clauses within a sentence, recognizing and correcting misplaced
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; 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.
• Misplaced and dangling modifiers
• Parallel structure
• Expository Writing
Inquiry Bridge, © 2023 meta24.org
111
GP 17 - Key Ideas
and Details FICTION
LEVEL 3
Reading Skill 1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
Grammar Skill 1: Explain the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
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.
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 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).
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
• Textual Evidence, Inference, Summary
• Theme, Characterization, Plot Development
• Verbals & Verbal Phrases
• Narrative Writing
Inquiry Bridge, © 2023 meta24.org
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.
Grammar Skill 2: Form and use verbs in the active and passive voice.
Writing Skill 2: Check punctuation and mechanics.
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).
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
• Figurative language and word choice
• Point of view, cultures, satire, sarcasm, irony, or understatement)
• Verb Shifts & Moods
• Personal Narrative Writing
Inquiry Bridge, © 2023 meta24.org
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).
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: 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)
• Theme, tone, mood
• Subject Verb Agreement (number, compound subject, Indefinite pronoun
• Descriptive Writing
Inquiry Bridge, © 2023 meta24.org
114
GP 20 - Range of
Reading and Text FICTION
LEVEL 3
Reading Skill 1: By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, in the grades 9-12 text complexity band proficiently, with scaffolding as needed at the high end
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.
Grammar Skill 1: Choose among simple, compound, complex, and compound-complex sentences to
signal differing relationships among ideas. Conjunctions (coordinating).
Writing Skill 1: DESCRIPTIVE ESSAY Revise. Organization specific to task, purpose, audience.
Reading Skill 2: By the end of the year, read and comprehend literature, including stories, dramas, and
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.
Grammar Skill 2: Choose among simple, compound, complex, and compound-complex sentences to
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.
Reading Skill 3: By the end of the year, read and comprehend literature, including stories, dramas, and
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.
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
• 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.
• Simple, compound, complex, and compound-complex sentences
• Descriptive Writing
Inquiry Bridge, © 2023 meta24.org
115
GP 21 - Comprehension and
Collaboration NONFICTION
LEVEL 3
Reading Skill 1: Cite strong and thorough textual evidence to support analysis of what the text says
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.
Grammar Skill 2: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous
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.
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
• Theme, Central Idea, Evidence, Supporting Details, Summary
• Textual development, supporting detail, relationships
• Inappropriate shifts in pronoun number and person, vague pronouns
• Persuasive/Argumentative Writing
Inquiry Bridge, © 2023 meta24.org
116
GP 22 - Presentation of
Knowledge NONFICTION
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.
Grammar Skill 2: Demonstrate command of the conventions of standard English grammar and usage 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 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. Adjectives (positive, comparative, superlative)
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.
• Text Structure and Development of Ideas.
• Point of View, Author’s Purpose.
• Adjectives (positive, comparative, superlative).
• Persuasive/Argumentative Writing
Inquiry Bridge, © 2023 meta24.org
117
GP 23 - Integration of
Knowledge NONFICTION
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.
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: 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).
Grammar Skill 2: 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 (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.
Grammar Skill 3: 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 (simple, compound, complex).
Writing Skill 3: EXPOSITORY Draft, Use technology to produce, publish, and update individual or shared writing
products.
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
Inquiry Bridge, © 2023 meta24.org
118
GP 24 - Range of Reading
and Level NONFICTION
LEVEL 3
Reading Skill 1: Students will be able to read and comprehend a range of level appropriate text,
specifically historical documents.
Grammar Skill 1: Use parallel structure.
Writing Skill 1: EXPOSITORY Revise. Conduct research projects to answer a question (including a
self-generated question) or solve a problem.
Reading Skill 2: Students will be able to read and comprehend a range of level appropriate text,
specifically scientific documents.
Grammar Skill 2: Place phrases and clauses within a sentence, recognizing and correcting misplaced
and dangling modifiers. Modifiers (misplaced).
Writing Skill 2: EXPOSITORY Revise. Gather relevant information from multiple authoritative print and
digital sources.
Reading Skill 3: Students will be able to read and comprehend a range of level appropriate text,
specifically technical documents.
Grammar Skill 3: Place phrases and clauses within a sentence, recognizing and correcting misplaced
and dangling modifiers. Modifiers (dangling).
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
• Misplaced and dangling modifiers
• Parallel structure
• Expository Writing
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
120
GP 2 Narrative Writing
HIGH SCHOOL WRITING: LEVEL 1
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
Inquiry Bridge, © 2023 meta24.org
121
GP3 Writing
Descriptive Research
HIGH SCHOOL WRITING: LEVEL 1
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
Inquiry Bridge, © 2023 meta24.org
122
GP4 Revising
Descriptive Research
HIGH SCHOOL WRITING: LEVEL 1
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
Inquiry Bridge, © 2023 meta24.org
123
GP 5 Persuasive
Argument
HIGH SCHOOL WRITING: LEVEL 1
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
Inquiry Bridge, © 2023 meta24.org
124
GP 9 Narrative Writing
LEVEL 2
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.
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)
• Noun Phrases
• Subject verb agreement
• Theme
• Diction
Inquiry Bridge, © 2023 meta24.org
125
GP 10 Narrative
Writing
LEVEL 2
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
Inquiry Bridge, © 2023 meta24.org
126
GP 11 Writing
Descriptive Research
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.
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
• Themes through literature
(Ovid, Shakespeare, Bible)
Inquiry Bridge, © 2023 meta24.org
127
GP 12 Revising
Descriptive Research
LEVEL 2
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
• Transitions
• Diction (formal, casual, slang)
• Parallelism
Inquiry Bridge, © 2023 meta24.org
128
GP 13 Persuasive
Argument
LEVEL 2
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
• 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
Inquiry Bridge, © 2023 meta24.org
129
GP 17 Narrative Writing
LEVEL 3
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 your narrative.
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)
• Author’s purpose, plot line, conflict
• Style, tone, mood
• Clauses & phrases
Inquiry Bridge, © 2023 meta24.org
130
GP 18 Narrative Writing
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.
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
Inquiry Bridge, © 2023 meta24.org
131
GP 19 Writing
Descriptive Research
LEVEL 3
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.
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
• Generating research questions
• Sources
• Outlining
• Plagiarism
• Shifts in pronoun
• Vague/precise
• Figures of speech
• Allusions
• Themes through literature
(Ovid, Shakespeare, Bible)
• MLA format
Inquiry Bridge, © 2023 meta24.org
132
GP 20 Revising
Descriptive Research
LEVEL 3
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
• Transitions
• Diction (formal, casual, slang)
• Parallelism
Inquiry Bridge, © 2023 meta24.org
133
GP 21 Persuasive
Argument
LEVEL 3
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
• 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
Inquiry Bridge, © 2023 meta24.org
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.
Grammar Skill 1: Demonstrate command of the conventions of standard English grammar and usage
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
Inquiry Bridge, © 2023 meta24.org
135
GP 02 - Craft
and Structure
MIDDLE SCHOOL READING: LEVEL 1
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;
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.
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: Demonstrate command of the conventions of standard English grammar and usage
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
• Narrative Writing
• Purpose and Audience
Inquiry Bridge, © 2023 meta24.org
136
GP 03 - Integration
of Knowledge
MIDDLE SCHOOL READING: LEVEL 1
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
• Descriptive Writing
Inquiry Bridge, © 2023 meta24.org
137
GP 04 - Range of
Reading and Text
MIDDLE SCHOOL READING: LEVEL 1
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. Writing Skill 1: Revise.
Introduce and organize a topic.
Reading Skill 2: By the end of the year, read and comprehend literature, including stories, dramas, and
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.
Reading Skill 3: By the end of the year, read and comprehend literature, including stories, dramas, and
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
• Descriptive Writing
• Coordinating Conjunctions, Subordinating Conjunctions
Inquiry Bridge, © 2023 meta24.org
138
GP 05 - Comprehension
and Collaboration
MIDDLE SCHOOL READING: LEVEL 1
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
Inquiry Bridge, © 2023 meta24.org
139
GP 06 - Presentation
of Knowledge
MIDDLE SCHOOL READING: LEVEL 1
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.
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.
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
Inquiry Bridge, © 2023 meta24.org
140
GP 07 - Integration
of Knowledge
MIDDLE SCHOOL READING: LEVEL 1
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
• Expository Writing
• Integrating Information from Different Formats, organize complex
ideas, Informal and formal diction
Inquiry Bridge, © 2023 meta24.org
141
GP 08 - Range of
Reading and Level
MIDDLE SCHOOL READING: LEVEL 1
Reading Skill 1: Read and comprehend literary nonfiction, and fiction, including stories, dramas and
poems, in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of
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.
Reading Skill 2: Read and comprehend literary nonfiction, and fiction, including stories, dramas and
poems, in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of
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.
Reading Skill 3: Read and comprehend literary nonfiction, and fiction, including stories, dramas and
poems, in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of
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
Inquiry Bridge, © 2023 meta24.org
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
• Main Idea/Central Idea
• Theme, Summary, Plot
• Inference
• Phrases and Clauses, Adjectives and Adverbs, Prepositional Phrases
• Narrative Writing
Inquiry Bridge, © 2023 meta24.org
143
GP 10 - Craft and
Structure
LEVEL 2
Reading Skill 1: Determine the meaning of words and phrases as they are used in a text, including
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.
Reading Skill 3: Analyze how an author develops and contrasts the points of view of different characters
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
• Figurative Language
• Word Choice
• Tone
• Active and Passive Voice
• Narrative Writing
• Purpose and Audience
Inquiry Bridge, © 2023 meta24.org
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.
Reading Skill 2: 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.
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.
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
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
• Descriptive Writing
Inquiry Bridge, © 2023 meta24.org
145
GP 12 - Range
of Reading and Text
LEVEL 2
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. Conjunctions
(coordinating). Writing Skill 1: Revise Organization specific to task, purpose, audience.
Reading Skill 2: 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 2: Choose among simple, compound, complex, and
compound-complex sentences to signal differing relationships among ideas. Writing Skill 2: Revise
Clear and coherent paragraphs.
Reading Skill 3: 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 3: Choose among simple, compound, complex, and
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
• Descriptive Writing
• Punctuation and mechanics
Inquiry Bridge, © 2023 meta24.org
146
GP 13 - Comprehension
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
• Historical, Technical and Scientific text
• Main idea/Central Idea
• Inference
• Shifts in Pronoun, Vague Pronouns
• Persuasive/Argumentative Writing:
Topic sentence/Thesis statement
• Claim(s), counterclaims, reasons,
and evidence
Inquiry Bridge, © 2023 meta24.org
147
GP 14 - Presentation
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).
Reading Skill 3: Determine an author’s point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others and that point of view is conveyed in the text.
Grammar Skill 3: Demonstrate command of the conventions of standard English grammar and usage
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
• Figurative Language, Word Choice, Tone, Analogy, Allusion
• Structure: chronology, comparison, cause/effect, problem/solution
• Author’s point of view and Purpose
• Adjectives (positive, comparative, superlative)
• Persuasive/Argumentative writing: Claims and Counterclaims, Bias, Using Technology
• Writing habits: Editing
Inquiry Bridge, © 2023 meta24.org
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
• Expository Writing
• Analyze how different authors present same arguments
• Integrating Information from Different Formats, organize complex ideas, Informal and formal diction
• Use technology to produce, publish, and update individual or shared writing products
Inquiry Bridge, © 2023 meta24.org
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.
Reading Skill 2: read and comprehend literary nonfiction, and fiction, including stories, dramas and
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.
Reading Skill 3: read and comprehend literary nonfiction, and fiction, including stories, dramas and
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
• Memoir, Autobiography and Biography
• Technical and Scientific Writing
• Modifiers (misplaced and dangling)
• Expository Writing: researching
Inquiry Bridge, © 2023 meta24.org
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
• Main Idea/Central Idea
• Theme, Summary, Plot
• Inference
• Verbals: gerunds, participles, infinitives
• Narrative Writing
Inquiry Bridge, © 2023 meta24.org
151
GP 18 - Craft
and Structure
LEVEL 3
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 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
• Figurative Language
• Word Choice
• Tone
• Active and Passive Voice, Verb Moods, Verb Shifts
• Narrative Writing
• Purpose and Audience
Inquiry Bridge, © 2023 meta24.org
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
• Descriptive Writing
Inquiry Bridge, © 2023 meta24.org
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
• Descriptive Writing
• Coordinating Conjunctions, Subordinating Conjunctions
Inquiry Bridge, © 2023 meta24.org
154
GP 21 - Comprehension
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
• Historical, Technical and Scientific text
• Main idea/Central Idea
• Inference
• Intensive Pronouns, Shifts in Pronoun, Vague Pronouns
• Persuasive/Argumentative Writing: Topic sentence/Thesis statement
• Claim(s), counterclaims, reasons, and evidence
Inquiry Bridge, © 2023 meta24.org
155
GP 22 - Presentation
of Knowledge
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. 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
• Figurative Language, Word Choice, Tone, Analogy, Allusion
• Structure: chronology, comparison, cause/effect, problem/solution
• Author’s point of view and Purpose
• Adjectives (positive, comparative, superlative)
• Persuasive/Argumentative writing: Claims and Counterclaims, Bias, Using Technology
• Writing habits: Timed writings
Inquiry Bridge, © 2023 meta24.org
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
• Expository Writing
• Analyze how different authors present same arguments
• Integrating Information from Different Formats, organize complex ideas, Informal and formal diction
• Use technology to produce, publish, and update individual or shared writing products
Inquiry Bridge, © 2023 meta24.org
157
GP 24 - Range of
Reading and Level
LEVEL 3
Reading Skill 1: read and comprehend literary nonfiction, and fiction, including stories, dramas and
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.
Reading Skill 2: read and comprehend literary nonfiction, and fiction, including stories, dramas and
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.
Reading Skill 3: read and comprehend literary nonfiction, and fiction, including stories, dramas and
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
• Memoir, Autobiography and Biography
• Technical and Scientific Writing
• Modifiers (misplaced and dangling)
• Expository Writing: researching
Inquiry Bridge, © 2023 meta24.org
158
GP 1 Narrative Writing
MIDDLE 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 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).
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. 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
Inquiry Bridge, © 2023 meta24.org
159
GP 2 Revising
Narrative Writing
MIDDLE SCHOOL WRITING: LEVEL 1
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.
• Subject/verb agreement
• 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).
• 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.
• Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
Inquiry Bridge, © 2023 meta24.org
160
GP3 Descriptive
Research
MIDDLE SCHOOL WRITING: LEVEL 1
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.
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. They will be able to draft an effective introduction and conclusion.
MATERIALS
• Write narratives to develop real or imagined
experiences or events using effective technique,
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.
• Use a variety of transition words, phrases, and
clauses to convey sequence and signal shifts from
one time frame or setting to another.
• 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
Inquiry Bridge, © 2023 meta24.org
161
GP4 Revising
Descriptive Research
MIDDLE SCHOOL WRITING: LEVEL 1
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.
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.
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
• Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
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
• 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.
• 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
Inquiry Bridge, © 2023 meta24.org
162
GP 9 Narrative Writing
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.
Skills 2: Students will be able to explain how transitional words, phrases, and clauses help to shape
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.
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 be able to
correctly identify and use Pronoun-Antecedent Agreement, Singular pronoun, singular indefinite
pronoun, collective nouns & their 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.
• Use a variety of transition words, phrases, and
clauses to convey sequence and signal shifts from
one time frame or setting to another.
• FANBOYS as coordinating conjunctions,
Subordinating conjunctions
(while, although, despite)
• Use precise words and phrases, relevant
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
Inquiry Bridge, © 2023 meta24.org
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
• 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.
• Sub/Verb agreement, Pron/Antecedent agreement,
relative pronouns, Phrases and clauses, Modals,
and Titles
• 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, focusing on how well the purpose
and audience have been addressed.
• Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
Inquiry Bridge, © 2023 meta24.org
164
GP 11 Descriptive
Research
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.
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
• Write narratives to develop real or imagined
experiences or events using effective technique,
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.
• Use a variety of transition words, phrases, and
clauses to convey sequence and signal shifts from
one time frame or setting to another.
• Choose among simple, compound, complex, and
compound-complex sentences to signal differing
relationships among ideas.
• Flashback, foreshadow, flash forward, dialogue
and pacing,
• Use precise words and phrases, relevant
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.
Inquiry Bridge, © 2023 meta24.org
165
GP 12 Revising
Descriptive Research
LEVEL 2
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
• Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
• Distinguish among the connotations (associations)
of words with similar denotations (definitions)
• 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, 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
Inquiry Bridge, © 2023 meta24.org
166
GP 17 Narrative Writing
LEVEL 3
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 your narrative.
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
• Narrative Fiction
• FANBOYS as coordinating conjunctions
• Subordinating conjunctions (because, although, however)
• Author’s purpose, plot line, conflict
• Point of view
• Conclusions
• Gerunds and Infinitives
Inquiry Bridge, © 2023 meta24.org
167
GP 18 Revising
Narrative Writing
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.
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
• 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
Inquiry Bridge, © 2023 meta24.org
168
GP 19 Descriptive
Research
LEVEL 3
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.
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
• Generating research questions
• Sources
• Outlining
• Plagiarism
• Shifts in pronoun
• Vague/precise
• Figures of speech
• Allusions
Inquiry Bridge, © 2023 meta24.org
169
GP 20 Revising
Descriptive Research
LEVEL 3
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
• Transitions
• Diction (formal, casual, slang)
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
173
GP2 Ratios, Probability
ALGEBRA 1 TO GEOMETRY
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
Inquiry Bridge, © 2023 meta24.org
174
GP3 Introduction
to Polynomials
ALGEBRA 1 TO GEOMETRY
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
Inquiry Bridge, © 2023 meta24.org
175
GP4 Introduction
to Graphing
ALGEBRA 1 TO GEOMETRY
1 Students will be able to
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
Inquiry Bridge, © 2023 meta24.org
176
GP5 Applications
of Fractions
ALGEBRA 1 TO GEOMETRY
1 Students will be able to
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
Inquiry Bridge, © 2023 meta24.org
177
GP6 Number
Theory and Factoring
ALGEBRA 1 TO GEOMETRY
1 Students will be able to
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
Inquiry Bridge, © 2023 meta24.org
178
GP7 Negative Exponents
and More on Factoring
ALGEBRA 1 TO GEOMETRY
1 Students will be able to
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
Inquiry Bridge, © 2023 meta24.org
179
GP9 Functions
GEOMETRY TO ALGEBRA II
1 Students will be able to
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.
Inquiry Bridge, © 2023 meta24.org
180
GP10 Ratio, Rates,
Proportions, Probability
GEOMETRY TO ALGEBRA II
1 Students will be able to
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
Inquiry Bridge, © 2023 meta24.org
181
GP11 Lines,
Angles, Planes
GEOMETRY TO ALGEBRA II
1 Students will be able to
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
Inquiry Bridge, © 2023 meta24.org
182
GP12 Systems
of Equations
GEOMETRY TO ALGEBRA II
1 Students will be able to
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
Inquiry Bridge, © 2023 meta24.org
183
GP13 Geometry
Introduction
GEOMETRY TO ALGEBRA II
1 Students will be able to
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
Inquiry Bridge, © 2023 meta24.org
184
GP14 Quadratics
GEOMETRY TO ALGEBRA II
1 Students will be able to
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)
Inquiry Bridge, © 2023 meta24.org
185
GP15 Exponential/
Logarithmic Functions
GEOMETRY TO ALGEBRA II
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
Inquiry Bridge, © 2023 meta24.org
186
GP 17 Solving Quadratics
ALGEBRA II TO TRIGONOMETRY
1 Students will be able to
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
Inquiry Bridge, © 2023 meta24.org
187
GP 18 Applications of Quadratics
ALGEBRA II TO TRIGONOMETRY
1 Students will be able to
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
Inquiry Bridge, © 2023 meta24.org
188
GP19 Rational Expressions
ALGEBRA II TO TRIGONOMETRY
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
Inquiry Bridge, © 2023 meta24.org
189
GP 20 More Rational Expressions
ALGEBRA II TO TRIGONOMETRY
1 Students will be able to
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
Inquiry Bridge, © 2023 meta24.org
190
GP 21 Sequences
ALGEBRA II TO TRIGONOMETRY
1 Students will be able to
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
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
194
MIDDLE SCHOOL MATH
MATH LEVEL 1
5 EXPRESSIONS AND EQUATIONS
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.
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
200
MIDDLE SCHOOL MATH
MATH LEVEL 2
12 EXPRESSIONS AND EQUATIONS
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.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.
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.
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
202
MIDDLE SCHOOL MATH
MATH LEVEL 2
15 STATISTICS & PROBABILITY
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.
16 STATISTICS & PROBABILITY
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.
Inquiry Bridge, © 2023 meta24.org
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?
Inquiry Bridge, © 2023 meta24.org
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.”
Inquiry Bridge, © 2023 meta24.org
205
MIDDLE SCHOOL MATH
MATH LEVEL 3
19 EXPRESSIONS AND EQUATIONS
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.”
Inquiry Bridge, © 2023 meta24.org
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.
Inquiry Bridge, © 2023 meta24.org
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.”
Inquiry Bridge, © 2023 meta24.org
208
MIDDLE SCHOOL MATH
MATH LEVEL 3
23 STATISTICS & PROBABILITY
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?”
Inquiry Bridge, © 2023 meta24.org
209
META24 ENTREPRENEURSHIP
MATH CURRICULUM
5TH - 12TH GRADE MATH, RESEARCH,
EXPOSITORY AND MATH RELATED WRITING
Inquiry Bridge, © 2023 meta24.org
210
17 Costing Materials
WEEK 1 COSTING MATERIALS
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.
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
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 3 COSTING SCALING BOOKS - MEDIA
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).
Inquiry Bridge, © 2023 meta24.org
211
18 - Pricing Points
WEEK 1 COSTING TO PRICING
WEEK 2 COSTING PRODUCTION BOOKS
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 3 COSTING TO VARIANTS
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).
Inquiry Bridge, © 2023 meta24.org
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.
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 HOW DO I ADD VALUE
Inquiry Bridge, © 2023 meta24.org
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
Inquiry Bridge, © 2023 meta24.org
214
22 -Gross Profit
WEEK 1 HIRING TO PROFIT
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 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
Inquiry Bridge, © 2023 meta24.org
215
24 - Investment
WEEK 1 DO I SCALE
WEEK 2 MULTIPLE PLATFORMS OF INCOME
WEEK 3 WHAT DO I DO WITH MY SKILLS
Inquiry Bridge, © 2023 meta24.org
216