The document discusses the New York State P-12 Common Core Learning Standards (CCLS). It provides an overview of what the CCLS are, including that they are aligned with college and career expectations, include rigorous content and application of knowledge, and are informed by top-performing countries. It also outlines the CCLS shifts in English Language Arts and Literacy, and in Mathematics. Finally, it discusses New York State's implementation timeline and transition of assessments to become aligned with the CCLS.
Helping Parents Prepare African-American Children for STEM CareersRex Fortune
STEM = Science, Technology, Engineering, Math
These are the skills that employers are looking for, and our schools need to prepare students to meet these demands. African American and Latino students statistically perform much lower than their white and Asian counterparts in these areas, and we are on track to a US population of more than 50% minorities by 2042. Dr. Rex Fortune outlines a program that solves this problem. Helping Parents Prepare African American Children for STEM Careers provides in-depth analysis of one program, called SMASH, that is meeting this challenge. He explores ideas for restructuring our educational system to make sure all students can learn and become successful contributing members to an increasingly high-tech society. This process specifically includes support for parents, who play an essential role in their children's academic success.
Dr. Rex Fortune received his bachelors of science from North Carolina A&T State University; his master of arts from the University of California, Berkeley; and his doctorate in education from Stanford University. In 2002, Fortune co-authored the book, Leadership on Purpose: Promising Practices for African-American and Hispanic Students, published by Corwin Press.
In his 40 years as an educator, Fortune was a high school teacher, a school site administrator, an associate superintendent of public instruction in the California State Department of Education for 11 years, superintendent of Inglewood Unified School District (USD) for five years, and superintendent of Center USD for 15 years before he retired from there in 2003.
Rex Fortune is a father of three middle-aged adults, Gwen Fortune-Blakely, Rex Fortune III and Margaret G. Fortune; father-in-law to Shaun Blakely; grandfather of two elementary school children, Lenora Blakely and Evan Blakely; and husband for the past 50 years to Margaret S. Fortune.
Helping Parents Prepare African-American Children for STEM CareersRex Fortune
STEM = Science, Technology, Engineering, Math
These are the skills that employers are looking for, and our schools need to prepare students to meet these demands. African American and Latino students statistically perform much lower than their white and Asian counterparts in these areas, and we are on track to a US population of more than 50% minorities by 2042. Dr. Rex Fortune outlines a program that solves this problem. Helping Parents Prepare African American Children for STEM Careers provides in-depth analysis of one program, called SMASH, that is meeting this challenge. He explores ideas for restructuring our educational system to make sure all students can learn and become successful contributing members to an increasingly high-tech society. This process specifically includes support for parents, who play an essential role in their children's academic success.
Dr. Rex Fortune received his bachelors of science from North Carolina A&T State University; his master of arts from the University of California, Berkeley; and his doctorate in education from Stanford University. In 2002, Fortune co-authored the book, Leadership on Purpose: Promising Practices for African-American and Hispanic Students, published by Corwin Press.
In his 40 years as an educator, Fortune was a high school teacher, a school site administrator, an associate superintendent of public instruction in the California State Department of Education for 11 years, superintendent of Inglewood Unified School District (USD) for five years, and superintendent of Center USD for 15 years before he retired from there in 2003.
Rex Fortune is a father of three middle-aged adults, Gwen Fortune-Blakely, Rex Fortune III and Margaret G. Fortune; father-in-law to Shaun Blakely; grandfather of two elementary school children, Lenora Blakely and Evan Blakely; and husband for the past 50 years to Margaret S. Fortune.
Assignment Rubric Given an assignment, the student .docxrock73
Assignment Rubric
Given an assignment, the student:
5 • Responds to the assignment in an exemplary fashion.
• Maintains a strong sense of purpose and organization throughout.
• Provides relevant, specific, and convincing supporting details.
• Uses correct, varied sentences with few, if any, errors in mechanics, grammar,
syntax, or spelling.
• Employs a rich vocabulary appropriate to the audience and task.
4 • Follows directions adequately.
• Is primarily presented in a purposeful and well-organized manner.
• Contains mostly relevant supporting details.
• Uses generally correct, ordinary sentence patterns; contains some errors in
mechanics, grammar, syntax, or spelling that do not severely hinder reader
understanding.
• Employs competent vocabulary.
3 • Follows directions at a minimum.
• Purpose and organization are existent but weak.
• Elaboration and explication are minimal where necessary.
• Uses sentences that are basically formed, repetitious in structure, lacking in
transitions, syntax, or spelling.
• Employs basic vocabulary.
2 • Follows directions unevenly.
• Strays in terms of purpose and organization to the point of distraction.
• Makes very general statements or repeats ideas; lacks elaboration and
explication where necessary.
• Uses sentences that are poorly formed, repetitious in structure, lacking in
transitions, and/or occasionally incoherent; contains serious errors in mechanics,
grammar, syntax, or spelling.
• Employs vocabulary that is vague, unclear, or inappropriate.
1 • Responds barely to the assignment.
• Drifts completely in terms of purpose and organization to the point of disarray.
• Rambles disconnectedly from one idea to the next.
• Uses incomplete and/or incoherent sentences; exhibits incompetence in regards
to mechanics, grammar, syntax, and/or spelling.
• Employs vocabulary that is vague, unclear, or inappropriate to a completely
unacceptable degree.
0 Did not attempt.
2
Common Core
State StandardS for
english Language arts
&
Literacy in History/Social Studies,
Science, and technical Subjects
Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS
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Introduction 3
Standards for english Language arts & Literacy in History/
Social Studies, Science, and technical Subjects K–5 9
College and Career Readiness Anchor Standards for Reading 10
Reading Standards for Literature K–5 11
Reading Standards for Informational Text K–5 13
Reading Standards: Foundational Skills K–5 15
College and Career Readiness Anchor Standards for Writing 18
Writing Standards K–5 19
College and Career Readiness Anchor Standards for Speaking and Listening 22
Speaking and Listening Standards K–5 23
College and Career Readiness Anchor Standards for ...
This is a basic overview about common core state standards. The presenter is Dr. Wu who is QD Learning's academic consultant. For more information about common core and QD Learning's courses, please visit our website www.qdlearning.net
Wildlife atlas maps available online provide opportunities to reinforce geography skills while learning about New York wildlife. Steve Stanne (NYS DEC's Hudson River Estuary Program) shares bird, reptile, and amphibian maps to show where different species live and how their distributions changed over time. Grades 4-8.
Assignment Rubric Given an assignment, the student .docxrock73
Assignment Rubric
Given an assignment, the student:
5 • Responds to the assignment in an exemplary fashion.
• Maintains a strong sense of purpose and organization throughout.
• Provides relevant, specific, and convincing supporting details.
• Uses correct, varied sentences with few, if any, errors in mechanics, grammar,
syntax, or spelling.
• Employs a rich vocabulary appropriate to the audience and task.
4 • Follows directions adequately.
• Is primarily presented in a purposeful and well-organized manner.
• Contains mostly relevant supporting details.
• Uses generally correct, ordinary sentence patterns; contains some errors in
mechanics, grammar, syntax, or spelling that do not severely hinder reader
understanding.
• Employs competent vocabulary.
3 • Follows directions at a minimum.
• Purpose and organization are existent but weak.
• Elaboration and explication are minimal where necessary.
• Uses sentences that are basically formed, repetitious in structure, lacking in
transitions, syntax, or spelling.
• Employs basic vocabulary.
2 • Follows directions unevenly.
• Strays in terms of purpose and organization to the point of distraction.
• Makes very general statements or repeats ideas; lacks elaboration and
explication where necessary.
• Uses sentences that are poorly formed, repetitious in structure, lacking in
transitions, and/or occasionally incoherent; contains serious errors in mechanics,
grammar, syntax, or spelling.
• Employs vocabulary that is vague, unclear, or inappropriate.
1 • Responds barely to the assignment.
• Drifts completely in terms of purpose and organization to the point of disarray.
• Rambles disconnectedly from one idea to the next.
• Uses incomplete and/or incoherent sentences; exhibits incompetence in regards
to mechanics, grammar, syntax, and/or spelling.
• Employs vocabulary that is vague, unclear, or inappropriate to a completely
unacceptable degree.
0 Did not attempt.
2
Common Core
State StandardS for
english Language arts
&
Literacy in History/Social Studies,
Science, and technical Subjects
Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS
2
|
T
A
B
L
E
O
F
C
O
N
T
E
N
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S
Introduction 3
Standards for english Language arts & Literacy in History/
Social Studies, Science, and technical Subjects K–5 9
College and Career Readiness Anchor Standards for Reading 10
Reading Standards for Literature K–5 11
Reading Standards for Informational Text K–5 13
Reading Standards: Foundational Skills K–5 15
College and Career Readiness Anchor Standards for Writing 18
Writing Standards K–5 19
College and Career Readiness Anchor Standards for Speaking and Listening 22
Speaking and Listening Standards K–5 23
College and Career Readiness Anchor Standards for ...
This is a basic overview about common core state standards. The presenter is Dr. Wu who is QD Learning's academic consultant. For more information about common core and QD Learning's courses, please visit our website www.qdlearning.net
Wildlife atlas maps available online provide opportunities to reinforce geography skills while learning about New York wildlife. Steve Stanne (NYS DEC's Hudson River Estuary Program) shares bird, reptile, and amphibian maps to show where different species live and how their distributions changed over time. Grades 4-8.
Guided notes for PowerPoint presentation of the same name. Created by Kate Brill, Scenic Hudson, and presented at Teaching the Hudson Valley's 2015 summer institute.
Guided notes for PowerPoint presentation of the same name. Presented by Kate Brill, Scenic Hudson, at Teaching the Hudson Valley's 2015 summer institute.
Kristin Marcell, special projects coordinator, NYS DEC Hudson River Estuary Program and Cornell University discusses how communities are adapting to changing conditions such as flooding. She highlights New York's new program, Climate Smart Communities, designed to help municipalities reduce emissions, save money, and reduce their vulnerability to extreme weather.
Elizabeth Murphy, climate outreach specialist, NYS DEC Hudson River Estuary Program and Cornell University explains the basics of climate science and climate projections for New York State. She also introduces mitigation and adaptation techniques.
The Hudson during & after extreme weather events. What do they tell us about ...Teaching the Hudson Valley
Dan Miller, habitat restoration coordinator, NYS DEC, Hudson River Estuary Program Climate models predict that our region will experience increased precipitation in more episodic and intense events. Irene, Lee, and Sandy have given us a taste of what that might mean for the Hudson. Dan describes the impacts of these storms on the estuary and describes efforts to improve the Hudson’s resiliency in the face of big storms.
Helping Youth Eat Real: Classroom Lessons to Transform Youth & their CommunitiesTeaching the Hudson Valley
Pam Koch, co-author of this program from the Laurie M. Tisch Center for Food, Education & Policy, Teachers College, Columbia University, was a keynote presenter at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org.
"Helping Youth Eat Real: Classroom Lessons to Transform Youth & their Communities" inlcudes materials for printing and projecting. An 88-page curriculum book can be downloaded from THV's website.
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Recycling and Composting at Your School or Site." Recycling is now mandatory throughout New York State; composting food scraps is on the radar for the not-too-distant future. Get the scoop on how to convince colleagues to set a good example and learn how "walking-the-talk" can help prepare students for a future in which natural resource conservation will be increasingly critical. Terry Laibach, New York State Dept. of Environmental Conservation, and Anne Jaffe-Holmes, Greenburgh Nature Center
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Recycling and Composting at Your School or Site." Recycling is now mandatory throughout New York State; composting food scraps is on the radar for the not-too-distant future. Get the scoop on how to convince colleagues to set a good example and learn how "walking-the-talk" can help prepare students for a future in which natural resource conservation will be increasingly critical. Terry Laibach, New York State Dept. of Environmental Conservation, and Anne Jaffe-Holmes, Greenburgh Nature Center
Nutrition Education DESIGN Procedure: Pam Koch, Tisch Center for Food, Educa...Teaching the Hudson Valley
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Empowered Eaters: Making Connections through Food & Nutrition Education." Let’s think broadly about food and nutrition education for the next generation. Explore ways to inspire youth to care about how choices influence their health, that of the planet, and the lives of everyone working with food from farm to plate. We’ll also review how to empower students to create practical action plans to successfully make real changes in their day-to-day food choices. Pam Koch, professor of nutrition education and executive director, Laurie M. Tisch Center for Food, Education & Policy, Teachers College, Columbia University
Conventional vs organic agriculture: Cornelia Harris, Cary Institute of Ecosy...Teaching the Hudson Valley
Part of THV's July 2014 institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." From a full-day field experience, "Our Ecosystem, Our Health: Exploring the Benefits of School & Community Gardens," in Poughkeepsie, NY. Particpiants visited gardens at Krieger ES, Poughkeepsie HS, and the Poughkeepsie Farm Project with Cornelia Harris, Cary Institute of Ecosystem Studies, and Jamie Levato, education coordinator for the Poughkeepsie Farm Project.
Part of THV's July 2014 institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." From a full-day field experience, "Our Ecosystem, Our Health: Exploring the Benefits of School & Community Gardens," in Poughkeepsie, NY. Particpiants visited gardens at Krieger ES, Poughkeepsie HS, and the Poughkeepsie Farm Project with Cornelia Harris, Cary Institute of Ecosystem Studies, and Jamie Levato, education coordinator for the Poughkeepsie Farm Project.
From a panel discussion, "Growing Curriculum: Creating School Gardens," held as part of the 2014 THV institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." More information at www.TeachingtheHudsonValley.
Cathy Law has been teaching since 1995. Passionate about her work she teaches a wide range of science classes at New Paltz HS. She started the Courtyard Gardens in 2008 to create an outdoor learning center dedicated to understanding and improving the environment and enable learning that is problem based and interdisciplinary.
The gardens now feature 200+ species of perennials and grasses chosen for hardiness, adaptability, seasonal variation, and attractiveness to birds, bees, and butterflies. Protected by the school’s inner courtyard, the 15 gardens are a sanctuary for wildlife, serve as an outdoor lab for students, and feature themes including Zen, culinary, medicinal, scented, native, silver, and a stone garden featuring specimen boulders.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. NYS P-12 COMMON CORE
LEARNING STANDARDS
ELA and Literacy/ ELA and Literacy in
History/Social Studies, Science, and
Technical Subjects
Mathematics
3. WHAT ARE NYS P-12 COMMON
CORE LEARNING STANDARDS
(CCLS)?
Aligned with college and work expectations;
Clear, understandable and consistent;
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Include rigorous content and application of
knowledge through high-order skills;
Build upon strengths and lessons of current state
standards;
Are informed by other top performing countries,
so that all students are prepared to succeed in
our global economy and society; and
Are evidence-based.
3
4. NYS P-12 CCLS
College and Career Readiness
Aspirational Performance Measures Regents Diploma
with Advanced Designation
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Regents Diploma with Credit-Bearing Course-Ready English
Language Arts and Math Scores
Other College and Career Readiness Indicators
International Baccalaureate Diplomas
Advanced Placement Courses
Earning College Credits in High School
4
(taken from http://www.corestandards.org/about-the-standards)
5. NYS COMMON CORE STANDARDS
SHIFTS IMPACT NYS
ASSESSMENTS
6 Shifts in ELA Literacy
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1. Balancing informational and Literary Text 1 & 2: Non-fiction Texts
2. Building Knowledge in the disciplines Authentic Texts
3. Staircase of Complexity 3: Higher Level of Text
4. Text-based Answers Complexity
5. Writing from Services
4 & 5: Focus on command of evidence
6. Academic Vocabulary
from text: rubrics and prompts
6: Academic Vocabulary
5
6. CCLS-ELA GRADE K-5; 6-12
College and Career Readiness Anchor Standards
(CCRAS)
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Reading – literature, informational text,
(foundational skills, k-5 only)
Writing
Speaking and Listening
Language – progressive skills by grade
Range, qualtiy and complexity of student reading
6
7. CCLS FOR LITERACY IN
HISTORY/SS, SCIENCE AND
TECHNICAL SUBJECTS
CCRAS – Grades 6-12
Reading
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Writing
7
9. CCLS FOR MATHEMATICS,
GRADES K-5
Counting and Cardinality: K
Operations and Algebraic Thinking: K, 1, 2, 3, 4,
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5
Numbers and operations in Base 10: K, 1, 2, 3, 4,
5
Numbers and Operations: Fractions 3, 4, 5
Measurement and Data – K 1, 2, 3, 4, 5
Geometry: k, 1, 2, 3, 4, 5
9
10. CCLS FOR MATHEMATICS,
GRADES 6-8
Ratios and Proportional Relationships: 6, 7
The number system: 6, 7, 8
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Expressions and Equations: 6, 7, 8
Functions: 8
Geometry: 6, 7, 8
Statistics and probability: 6, 7, 8
10
11. CCLS FOR MATHEMATICS, HIGH
SCHOOL
Number and Quantity
Algebra
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Functions
Modeling
Geometry
Statistics and probability
11
12. TIME LINE
RFP for modules (units) released
2011- Recommend teachers deliver at least one CCLS
2012 aligned unit per semester
Math and ELA tests aligned with 2005 ELA and Math
standards
Vendors chosen for curricular modules
First 50% of ELA, Math, and The Arts exemplary modules
Summer available
2012 Additional training on CCLS
Intensive training on the nature of transitional tests
2012- On-going rollout in schools via Network Teams
Transitional tests align with CCLS for grades 3 – 8 ELA
2013 and Math
NYSESLAT aligned with CCLS
Summer Full menu of ELA, Math, and The Arts exemplars
available
2013 Ongoing training on curriculum and testing
12
13. TIME LINE
2013- Full implementation of CCLS in all
schools
2014 Regents Algebra and Geometry aligned
to CCLS
NYSAA Alignment with CCLS
Summe Ongoing training on CCLS implementation
Intensive training on PARCC (if Regents
r 2014 adopt)
2014- Full implementation of CCLS
PARCC assessments (if Regents adopt)
2015 Algebra II aligned to CCLS
13
14. NYS PARTICIPATION IN
NATIONAL WORK
The Arts: Dance, Music, Theater, Visual Arts
Development of new, national arts education
standards in fall 2012
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Impact NYS Arts education – develop
exemplars aligned with CCLS
Science
NYS is a lead State Partner in writing Next
Generation Science standards
Draft will be released in November 2012
14
16. School Transition of State Assessments
Year (as of 3/1/12, subject to change)
2012- • Grades 3-8 ELA Test aligned to Common
Core
13 • Grades 3-8 Math Testes aligned to Common
Core
• NYSESLAT aligned to Common Core
• Regents Exam in English aligned to
2013- Common Core
14 • Regents Exam in Algebra I aligned to
Common Core
• Regents Exam in Geometry aligned to
Common Core
• NYSAA in ELA and Math aligned to
Common Core 16
17. School Transition of State Assessments
Year (as of 3/1/12, subject to change)
2014- • PARCC Assessments are scheduled to be operational
and are subject to adoption by the Board of Regents
2015
• Regents Exam in Algebra II aligned to Common Core
• Regents Exams in Living Environment, Earth Science,
Chemistry, & Physics aligned to Next Generation
Science Standards
• Grades 4, 6*, 7* & 8 Science aligned to Next
Generation Science Standards
*
• Regents Exams in Global (Possible split. If so, Global
I – 2015 and Global I in 2016), & Regents Exam in US
History & Government aligned with the 2012 CC
aligned SS Standards
*
• Grades 6-8 Social Studies aligned with the 2012 CC
aligned SS standards
• NYSAA in SS and Science aligned to Common Core 17
* Pending the availability of funding
19. UNITS
Unit I – Overview
Unit II – The Progressive Era
Unit III – Home & Personal Sanctuary
Unit IV – Val-Kill Industries, Arthurdale, and
National Youth Administration/Woodstock
Resident Work Center
Unit V – Passport to the World
Unit VI – The Journalist
Unit VII – Human Rights
Unit VIII – Social Justice
20. UNITS
• All units are aligned to the New York State
Learning Standards:
– P-12 Common Core for ELA/Literacy
– Social Studies
• Some units are also aligned with:
– The Arts,
– Health, Physical Education, and Family and
Consumer Sciences
– P-12 Common Core for Mathematics
– Science
21. UNIT PLANS
• Title • Vocabulary
• Lesson grade level • Technology required
• Time requirement • Materials needed
• Essential question(s) • Background information
• Objectives of the lesson • Student activities
• Alignment with human – Anticipatory set
rights issue(s) – Activity
• Student skills • Culminating activity
• Concepts • Resources
• NYS Learning
Standards
22. UNIT VI – THE JOURNALIST
STANDARDS ALIGNMENT
• Social Studies Standard 1: History of the
United States and New York
• Elementary: KI 1 PI 1, 3; KI 2 PI 1, 2; KI 3 PI 2, 3; KI 4 PI 1, 2, 3
• Intermediate: KI 1 PI 1; KI 2 PI 3; KI 3 PI 2, 3; KI 4 PI 1, 2, 4
• Commencement: KI 1 PI 2; KI 2 PI 2, 4; KI 3 PI 1, 3; KI 4 PI 1, 2, 3
•
• Social Studies Standard 2: World History
• Elementary: KI 1 PI 1, 2; KI 2 PI 1; KI 3, PI 1, 2, 3; KI 4 PI 1, 2, 3
• Intermediate: KI 1 PI 1, 3; KI 2 PI 1; KI 3 PI 1, 2, 3; KI 4 PI 1, 2, 3
• Commencement: KI 1 PI 3, 4, 5; KI 2 PI 3, 4, 5; KI 3 PI 1; KI 4 PI 2, 4
24. EXAMPLE OF AN ACTIVITY
• Activity 1: Reading “My Day”
• Hand out the guiding questions sheet for the “My Day”
articles.
• Hand out the June 7, 1944 “My Day” article. Read the excerpt
about women and math out loud.
• Facilitate a brief discussion about the theme(s) addressed in
the excerpt, student reaction to Mrs. Roosevelt's opinion, and
speculation about what the response of her readers might
have been at the time. Use the guiding questions in the
teacher’s guide to assist you in leading the discussion.
• Separate the class into pairs. There are 16 “My Day” articles
that have been preselected.
• Assign one article per pair. Instruct the students to read the
article and answer the questions from the guiding questions
sheet.
• After completing the activity, ask the students to share their
responses to the article with the class.
25. Student Worksheet II: to be used with “My Day” columns and other
writings
Eleanor Roosevelt in Words, Deeds, and Pictures
Directions: Use the “My Day” column, article, and/or photo you’ve
chosen to answer the following questions.
Why did you choose the article you did?
What specifically is Mrs. Roosevelt doing in your article or photo?
What issue does that address?
Do you agree that the issue is important? Why or why not?
Do you think the issue is still important today? Why or why not?
Have things changed or improved on this particular issue since Mrs. Roosevelt
wrote her column? How? (If they haven’t, explain why you think so.)
How should this issue be addressed today?
26. EXAMPLE:
MY DAY, JUNE 7, 1944
This is the beginning of a • In Mrs. Roosevelt’s view, D
long, hard fight, a fight for Day was the beginning of a
ports where heavy materials long hard fight. Highlight
of war must be landed, a the sentence that supports
fight for airfields in the this view.
countries in which we must • The boys over there must
operate. Day by day, miles of have been preparing for
country may be taken, lost A. The beginning of a long
and retaken. That is what we hard fight
have to face, what the boys B. The day of victory
who are over there have been which will be a happy
preparing for and what must and glorious day
be done before the day of C. Day by day, miles of
victory. That day is coming country must be taken,
surely. It will be a happy and lost, and retaken
glorious day. How can we
hasten it?
27. THANK YOU
ElizabethSheffer
NYSUT Educational Services
1-800-342-9810 x 6642
esheffer@nysutmail.org
www.nysut.org