Curriculum Action Plan for Implementation Unified Unit Plan August 2011 Academic and Social Support For Beginning Junior High School Students
Hokkaido International School Pre-K-12 International School Based in Sapporo, Japan Large percentage of non-native English speakers QuickTimeª and a decompressor are needed to see this picture. QuickTimeª and a decompressor are needed to see this picture.
Factors in Junior High Transition Multi-age classrooms Different school structure Many different teachers Higher expectations Soft skills/Life skills
Peer- editing Note- Curriculum Map skills ML A taking Library/ form online 6+1 at resources writing Multi-age traits classrooms Study skills Soft skill s Grade 7There are many Support Lifeareas in which Higher skillbeginning junior expectations shigh schoolstudents have Differen t schooldifficulty in structurtransitioning to Many esecondary school Different teachers
Study SkillsThis unit attempts to introduce the following study skills: 6+1 Writing Traits Note-taking QuickTimeª and a decompressor are needed to see this picture. Self/Peer Editing MLA Format Research
Purpose Introduce beginning Junior High School students to the new procedures and rules of Junior High School Assist them through the transition of both social and academic roles in Junior High School Explicitly explain the MLA writing process used at HIS
Daily Junior High Schedule Rotating A-day/ 8:30-9:50 Block 1 B-day schedule 9:50-10:20 Homeroom/Assembly All classes are 10:30-11:50 Block 2 multi-age 11:55-12:30 Lunch (Gr. 7-12) 12:35-1:55 Block 3 2:05-3:30 Block 4
Initial Two Days of School Thursday, August 18th Friday, August 19th8:30-9:50 First Homeroom 8:30-9:50 B-day rotation (20 mins/class)9:50-10:20 First Assembly 9:50-10:20 Homeroom10:30-11:50 A-day rotation 10:30-11:50 Session 3 (20 mins/class)11:55-12:30 Lunch 11:55-12:30 Lunch12:35-1:55 Session 1 12:35-1:55 Session 42:05-3:30 Session 2 2:05-3:30 Session 5
Specifics In Homeroom At Assembly be introduced to their introduce all new students homeroom teacher begin the year as a consolidated policies and procedures with group explicit instructions common to all secondary students recognize that beginning be given lockers and an students may feel opportunity to settle in. uncomfortable in this large Give ample time for beginning group and will need reassurance student to adjust and offer as well as explicit instruction. opportunities for new students Instruction should be repeated to learn more about school and during homeroom sessions. classmates.
QuickTimeª and a decompressor are needed to see this picture. Students are separated into five heterogeneous groups of grades seven to twelve, and rotate to five different topics supporting their learning in junior and high school. This year’s humanities is based in Japanese (JH) and European (SH) History, and the chosen genre of writing is persuasive writing. This is the first opportunity for many students to work with students older (or younger) than themselves. Opportunities for exemplar group work and explicit instruction should be taken up.
Session BreakdownNote-taking 6+1 Writing Traits Research Skills Taught by:Taught by: Taught by: Dan, Kathleen,Megan, Kris, Naoko, Colleen Derek, EthanSophie MLA Format Peer-editing Taught by: Taught by: David, Owain Shannon, Yutaka, Makoto
Note-taking (Megan, Kris & Sophie) Present note taking skills according to Cornell notes Introduce content Introduce the essay topic: JH“In your opinion, who was one of the most influential Japanese in the field of science, literature or government. Explain why and how his or her work affected the world.” SH “In your opinion who was one of the most influential Europeans in the field of science mathematics, music, or art? Explain why and how his or her work affected the world. Present each group with a list of appropriate personalities to choose from (others may be chosen with approval)
MLA Format (David, Owain, Yuya) Present techniques in Word and Pages format to format MLA documents Clarify citation, headers, pagination
6+1 Writing Traits (Dan, Naoko, Colleen) stress the importance of a strong thesis statement, paragraph structure and clarity of thought show through examples and exemplar how the conclusion restates and supports the thesis statement by clarifying the supporting information Introduce persuasive writing
Self/Peer-Editing (Shannon, Yutaka, Makoto) Introduce the markings for editing based on 6+1 Stress correct grammar usage Use UNE PowerPoint on peer feedback to promote positive editing
Research (Kathleen, Derek, Ethan) Demonstrate library research process for books and new online database Reinforce different types of research modems and reliability issues
Goals Teachers should at all times remember that the goal of this unified unit plan is to accommodate and introduce beginning junior high students to the social and academic expectations of HIS. At all times, explicit instruction is needed for each session, regardless of age or grade of the students.
Language Arts Curriculum Standards Being Addressed Standard 1 Standard 2 Use the General Skills and Demonstrate Writing Applications Strategies of the Writing Process (Different Types of Writing and Benchmark 1: Prewriting: Generate, Gather and organize ideas for writing Their Characteristics). through discussions with peers and teachers Benchmark 1: write for a variety of purposes and audiences with a Benchmark 2: Thesis statement: Formulate a thesis statement and particular emphasis on cycle essays distinct topic sentence Benchmark 3:Write drafts of various genres using the six writing traits Benchmark 4: Plan and organize writing to address a specific audience and purpose.
In your opinion, who was one of the most Essay Topic influential Japanese in the field of Science, Literature or Government? Explain why and how his or her work affected the world. QuickTimeª and a decompressor Some choices available: are needed to see this picture. Science Literature Government Hiroshi Ishiguro Haruki Murakami ItagakiTaisuke QuickTimeª and a decompressor are needed to see this picture. Leo Esaki Natume Souseki Sadako Ogata Shushiro Hayashi Yukio Mishima Akio Morita Kotaro Honda Akutagawa Ryunosuke Koizumi Junichiro QuickTimeª and a decompressor (Atsushi) Jun Ishiwara Endo Shuusaku Makiko Tanakaare needed to see this picture. Noguchi Hideo Miyamoto Musashi Tojou Hideki Bolded names are personalities shown to the left.
Teacher Schedule and Student Due Dates Wed June 15 Carry-over Teacher CollaborationMon Aug 15 Tues Aug 16 Wed Aug 17 Thurs Aug 18th Fri Aug 19th (B) (A) Day 1 Day 2New Teacher Session teacher Opening Ceremony Introduction (A) (B) rotationPrep collaboration rotationMon Aug 22nd Tues Aug 23rd Wed Aug 24th (A) Thurs Aug 25th Fri Aug 26th (A)(A) Day 3 (B) Day 4 Day 5 (B) Day 6 Day 7 History Class: Research History Class: Outline Literature Class: +ELL Class +ELL Class Peer Editing +ELL ClassMon Aug 29th Tues Aug 30 Wed Aug 31 (B) Thurs Sept 1st Fri Sept 2nd (B)(B) Day 8 (A) (A)Literature Class: Personal Work Days Completed Essay DuePeer Editing+ELL Class
Assessment Areas Using the HIS General Writing Rubric, each final essay will be assessed according to: 1. Introduction and Conclusion 2. Content 3. MLA format 4. Organization 5. Word Choice
Assessment Practice Teachers will assess areas in which they focused instruction i.e. teachers who taught MLA format will assess that. Teachers of each session will divide up the essays among themselves Students will be graded in history class for their total essay grade.
HIS General Writing RubricBeginning = 1 Developing = 2 Accomplished = 3 Exemplary = 4 Introduction/ You do not encourage You encourage some You heighten You creatively Conclusion. interest in the topic interest in the topic interest in the introduce the topic to (The first and last through your through your topic, and have an heighten interest, and paragraphs of introduction. The introduction. The effective the conclusion is what you write) writing ends without a conclusion would concluding clear. real conclusion. benefit from statement. rewriting. Organization. You use little You use some Your writing is Your writing is well (This is how the organization and your organization and organized and organized with fluid sentences and writing is not fluid. write somewhat fluid. Things fit transitions. paragraphs fit Things do not fit fluidly. Things fit together in a fairly Everything about the together in a way together in a logical together and make logical, organized structure is consistent that flows and way. some sense, but not way. and logical. makes sense) consistently. Everything makes sense. Style and Word You display little or no You display some You display a You display a strong Choice. (This is sense of audience. sense of audience. sense of audience. sense of audience. how readable, Your writing does not Your writing makes Your writing Your writing makes appropriate and make the topic sound the topic somewhat makes the topic the topic truly engaging your interesting. You use interesting. Your interesting and interesting and your writing is to only basic or word choices are your word choices vocabulary is mature those who read inappropriate somewhat interesting are good, although and appropriate. it) vocabulary. and appropriate. not exemplary. Content. (This is You provide little or You provide some You provide You provide the topic and no detail to support the details to support the sufficient details interesting details how well you topic. No concrete topic. There are few to support the that clearly support explore it or examples are used in concrete details and topic. Concrete the topic. You use discuss it) your writing. examples in your examples and details and concrete writing. details are used in examples. your writing. MLA format. You make numerous You make several You make few You make few (This means that errors in layout, errors in layout, errors in layout, layout, citations, your paper citations, works cited citations, works cited citations, work work cited, etc. Your follows MLA You have little use of etc. You have some cited, etc, and you paragraphs are well rules for writing paragraphs. use of paragraphs. use paragraph constructed. papers) form.