This document provides an overview of a presentation on how to create Common Core aligned curriculum using problem-based learning and the example of teaching haiku poetry. The presentation discusses the key elements and shifts of the Common Core standards, explores problem-based learning as a teaching approach, and shares ideas for lessons that develop skills like close reading, writing arguments based on evidence, and using technology strategically. Examples of performance tasks and problem-based scenarios are provided for both math and English language arts lessons focused on developing skills outlined in the Common Core.

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““HOW TO HAIKU”HOW TO HAIKU”
CREATING CURRICULUMCREATING CURRICULUM
TO MEET THE COMMON CORE CHALLENGETO MEET THE COMMON CORE CHALLENGE
Presented by
Dr. Marilyn Brouette
Briones School
Martinez Unified School District
California Consortium of Independent Study
November 18, 2013

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PURPOSE OF PRESENTATIONPURPOSE OF PRESENTATION
Present Brief Overview of Common CorePresent Brief Overview of Common Core
Explore Problem Based LearningExplore Problem Based Learning
““How to Haiku”How to Haiku”
Share Common Core Lesson IdeasShare Common Core Lesson Ideas

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COMMON CORECOMMON CORE
THE ESSENTIALSTHE ESSENTIALS
The Common Core standards are designed toThe Common Core standards are designed to
bebe relevant to the real worldrelevant to the real world, reflecting the, reflecting the
knowledge and skills that our young peopleknowledge and skills that our young people
need for success. We will explore whatneed for success. We will explore what
technology tools and resources can help youtechnology tools and resources can help you
beginbegin addressing these new standards inaddressing these new standards in
real and relevant waysreal and relevant ways..
Adapted from Common Core Standards InitiativeAdapted from Common Core Standards Initiative

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Intent of Common CoreIntent of Common Core
The Standards guide schools to provide shared
instruction in reading, writing, speaking, listening,
and language. The K–5 standards include
expectations for reading, writing, speaking, listening,
and language applicable to a range of subjects,
including but not limited to ELA. The grades 6–12
standards are divided into two sections, one for ELA
and the other for history/social studies, science, and
technical subjects. This division reflects the place of
ELA teachers in developing students’ literacy skills
while at the same time recognizing that teachers in
other areas must have a role in this development as
well.

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Meet the Common Core ChallengeMeet the Common Core Challenge
Make disciplinary knowledge, practice, and cultureMake disciplinary knowledge, practice, and culture
visible to students throughvisible to students through autonomous learningautonomous learning
activitiesactivities that includethat include linking ideaslinking ideas, comparing, comparing
alternatives,alternatives, reflecting on progressreflecting on progress,, critiquing ideascritiquing ideas withwith
guidance and support.guidance and support.
Structure courses to take advantage of theStructure courses to take advantage of the social naturesocial nature
of learningof learning andand social contributions to learningsocial contributions to learning byby
engaging studentsengaging students inin collaborative practicescollaborative practices andand
providing for their mutual support as a helpingproviding for their mutual support as a helping
community.community.
CreateCreate autonomous lifelong learnersautonomous lifelong learners who arewho are collegecollege
and/or career readyand/or career ready..

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STUDENTS WHO ARE COLLEGESTUDENTS WHO ARE COLLEGE
AND CAREER READY…AND CAREER READY…
inin mathematicsmathematics::
– care about being precise.care about being precise.
– construct viable argumentsconstruct viable arguments..
– make sense of complex problems andmake sense of complex problems and
persevere in solving them.persevere in solving them.
– look for structurelook for structure..
– look for and express regularity in repeatedlook for and express regularity in repeated
reasoning.reasoning.
– make strategic decisions about themake strategic decisions about the use ofuse of
technological toolstechnological tools..

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STUDENTS WHO ARE COLLEGESTUDENTS WHO ARE COLLEGE
AND CAREER READY…AND CAREER READY…
in reading, writing, speaking and language:in reading, writing, speaking and language:
– demonstrate independencedemonstrate independence
– build strong content knowledgebuild strong content knowledge
– respond to the varying demands of audience,respond to the varying demands of audience,
task, purpose, and disciplinetask, purpose, and discipline
– comprehend as well as critiquecomprehend as well as critique
– value evidencevalue evidence
– use technology and digital media strategically anduse technology and digital media strategically and
capablycapably
– come to understand other perspectives andcome to understand other perspectives and
culturescultures

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Creating Rigor and RelevanceCreating Rigor and Relevance
The standard is the expectationThe standard is the expectation
The rigor comes from the skills studentsThe rigor comes from the skills students
learn.learn.
Technology provides a means for studentsTechnology provides a means for students
to express deeper levels ofto express deeper levels of cognitioncognition

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Key Concepts:Key Concepts: MathMath
Make sense of problems and persevere inMake sense of problems and persevere in
solving.solving.
Reason abstractly and quantitatively.Reason abstractly and quantitatively.
Construct viable arguments and critique theConstruct viable arguments and critique the
reasoning of others.reasoning of others.
Model with mathematics.Model with mathematics.
Use appropriate tools strategically.Use appropriate tools strategically.
Attend to precision.Attend to precision.
Look for and make use of structure.Look for and make use of structure.
Look for and express regularity in repeatedLook for and express regularity in repeated
reasoning.reasoning.

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SHIFTS IN MATHEMATICSSHIFTS IN MATHEMATICS
Shifts in Mathematics
– Focus: 2-3 topics focused on deeply in each
grade
– Coherence: Concepts logically connected
from one grade to the next and linked to other
major topics within the grade
– Rigor: Fluency with arithmetic, application of
knowledge to real world situations, and deep
understanding of mathematical concepts

11. ORGANIZATIONORGANIZATION
Domains:Domains: overarching ideas that connect topics across the gradesoverarching ideas that connect topics across the grades
Clusters:Clusters: illustrate progression of increasing complexity from grade to gradeillustrate progression of increasing complexity from grade to grade
Standards:Standards: define what students should know and be able to do at each gradedefine what students should know and be able to do at each grade
levellevel
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What do we teach?What do we teach?
Do we teach standards?Do we teach standards?
No, we teach content!No, we teach content!
We create habits of mind!We create habits of mind!
Standards are the expectation of studentStandards are the expectation of student
achievement.achievement.
Curriculum is the sequence of learningCurriculum is the sequence of learning
progressions we want students to have.progressions we want students to have. 1212

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MATH:MATH: What is a performance task?What is a performance task?
A task is a problem or set of problems
that focus student’s attention or set of
problems that focuses student’s attention
on a particular mathematical idea (content
standard) and/or provides an opportunity
to develop or use a particular math habit
of mind.
www.illustrativemathproject.org
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Habits of MindHabits of Mind
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Sample Performance TaskSample Performance Task
Algebra 1Algebra 1 DomainDomain SSE: Seeing Structure in ExpressionsSSE: Seeing Structure in Expressions
ClusterCluster:: Write expressions in equivalent forms to solve problems.Write expressions in equivalent forms to solve problems.
Judy is working at a retail store over summer
break. A customer buys a $50 shirt that is on
sale for 20% off. Judy computes the discount,
then adds sales tax of 10%, and tells the
customer how much he owes. The customer
insists that Judy first add the sales tax and then
apply the discount. He is convinced that this way
he will save more money because the discount
amount will be larger.
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THINK DEEP (RIGOR)THINK DEEP (RIGOR)
Is the customer right?
Does your answer to part (a) depend on
the numbers used or would it work for any
percentage discount and any sales tax
percentage? Find a convincing argument
using algebraic expressions and/or
diagrams for this more general scenario.
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What’s the Purpose?What’s the Purpose?
This task is not about computing the final
price of the shirt but about using the
structure in the computation to make a
general argument.
Using a real world application, the key
underlying idea is that multiplication is
commutative.
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Real PurposeReal Purpose
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To make students ready for life in
a technological society.
To enable students to
gather, comprehend, evaluate
and synthesize information
To inspire students to use digital
media strategically and capably.

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Key Concepts:Key Concepts: ELAELA
ReadingReading: Text complexity and the growth: Text complexity and the growth
of comprehensionof comprehension
WritingWriting: Text types, responding to reading,: Text types, responding to reading,
and researchand research
Speaking and ListeningSpeaking and Listening: Flexible: Flexible
communication and collaborationcommunication and collaboration
LanguageLanguage: Conventions, effective use,: Conventions, effective use,
and vocabularyand vocabulary

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ELA SHIFTSELA SHIFTS
Shifts in ELA
– Building knowledge through content-rich
nonfiction and informational texts in
addition to literature
– Reading and writing grounded in evidence
from the text
– Regular practice with complex text and its
academic vocabulary
– These apply to content area (social studies,
science, and technical subject) teachers as
well as to English teachers.

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Vocabulary to Deepen CognitionVocabulary to Deepen Cognition
KNOWLEDGEKNOWLEDGE REASONINGREASONING DEMONSTRATIONDEMONSTRATION PRODUCTPRODUCT
ExplainExplain PredictPredict ObserveObserve DesignDesign
DescribeDescribe InferInfer PerformPerform ProduceProduce
IdentifyIdentify ClassifyClassify ComposeCompose MakeMake
DefineDefine CompareCompare ConductConduct WriteWrite
RecallRecall SummarizeSummarize SpeakSpeak DrawDraw
RecognizeRecognize AnalyzeAnalyze OperateOperate RepresentRepresent
SelectSelect EvaluateEvaluate InvestigateInvestigate DisplayDisplay
ListList GeneralizeGeneralize CollectCollect ModelModel

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ELA: WHAT IS PROBLEM BASED LEARNING?ELA: WHAT IS PROBLEM BASED LEARNING?
P.B.L. engages students by the design ofP.B.L. engages students by the design of
real world problemsreal world problems. The process of. The process of
problem solving stimulatesproblem solving stimulates meaningfulmeaningful
experiencesexperiences that build knowledge,that build knowledge,
collaboration,collaboration, shared resourcesshared resources andand highhigh
levels of engagementlevels of engagement..

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Creating a Problem Based ScenarioCreating a Problem Based Scenario
Most ImportantMost Important
Knowledge/skillsKnowledge/skills
to address in thisto address in this
problem/scenarioproblem/scenario
SpecificSpecific
KnowledgeKnowledge
and skills youand skills you
want studentswant students
to learnto learn
ObservableObservable
BehaviorsBehaviors
Describe qualityDescribe quality
and performance ofand performance of
student academicstudent academic
behaviorsbehaviors
WorkWork
DescribeDescribe
productproduct
student willstudent will
produceproduce
DocumentingDocumenting
ProcessProcess
How willHow will
studentsstudents
document theirdocument their
learning andlearning and
how will youhow will you
assess theirassess their
progress?progress?

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Creating a Problem Based ScenarioCreating a Problem Based Scenario
Place/RolePlace/Role
Where does theWhere does the
action take placeaction take place
and what roleand what role
does the studentdoes the student
play?play?
TasksTasks
What tasks orWhat tasks or
skills will theskills will the
studentstudent
demonstrate?demonstrate?
ToolsTools
WhatWhat
technology,technology,
software, apps,software, apps,
etc., will theetc., will the
student use?student use?
ProcessProcess
What researchWhat research
and investigationand investigation
does thisdoes this
problem require?problem require?
ProductProduct
What do youWhat do you
expect the finalexpect the final
outcome to be?outcome to be?

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CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when possible.
SCENARIO: Minerals in the CongoSCENARIO: Minerals in the Congo
Armed groups earn hundreds of millions of dollars every year by tradingArmed groups earn hundreds of millions of dollars every year by trading
conflict minerals. These minerals are in all our electronics devices.conflict minerals. These minerals are in all our electronics devices.
Government troops and militias fight to control the mines.Government troops and militias fight to control the mines.
What Are Conflict Minerals?What Are Conflict Minerals?
Gold, tin, tantalum, tungsten (the "3 T's"), are mined in eastern Congo andGold, tin, tantalum, tungsten (the "3 T's"), are mined in eastern Congo and
are in all consumer electronics products.are in all consumer electronics products.
Locals in mining communities are forced to take part in the illicit miningLocals in mining communities are forced to take part in the illicit mining
economy. Money earned from the sale of conflict minerals is used foreconomy. Money earned from the sale of conflict minerals is used for
personal profit and to further violent causes.personal profit and to further violent causes.
Minerals are smuggled out of Congo through neighboring countries, thenMinerals are smuggled out of Congo through neighboring countries, then
shipped to smelters around the world for refinement. Once minerals areshipped to smelters around the world for refinement. Once minerals are
processed in this way, it’s difficult to trace their origin. Conflict mineralsprocessed in this way, it’s difficult to trace their origin. Conflict minerals
easily make their way to the U.S. and all over the world in consumereasily make their way to the U.S. and all over the world in consumer
products.products.
Create a presentation to inform a group of concerned citizens aboutCreate a presentation to inform a group of concerned citizens about
conflict minerals. Your presentation must be based on research andconflict minerals. Your presentation must be based on research and
include a plan of action to raise awareness of this issue.include a plan of action to raise awareness of this issue.
Problem Based Scenario: Content Focus - Earth Science/World History

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CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the specific results based
on explanations in the text.
Scenario:Scenario:
There has been a volcanic eruption of Mt. Diablo. From aerialThere has been a volcanic eruption of Mt. Diablo. From aerial
photos scientists can tell that there is still some wildlife left. Thephotos scientists can tell that there is still some wildlife left. The
island was home to many species, and scientists fear that many ofisland was home to many species, and scientists fear that many of
these species have died out.these species have died out.
It is important to find out what organisms are left. As a field scientistIt is important to find out what organisms are left. As a field scientist
with the Environmental Protection Agency, it is your job to plan thewith the Environmental Protection Agency, it is your job to plan the
search from Briones. You will need to produce resources for thesearch from Briones. You will need to produce resources for the
field scientists on Mt. Diablo. You will be in charge of finding outfield scientists on Mt. Diablo. You will be in charge of finding out
which species of tree are left.which species of tree are left.
Create simple identification charts to distinguish between similarCreate simple identification charts to distinguish between similar
organisms as a quick reference guide. Characteristics of organismsorganisms as a quick reference guide. Characteristics of organisms
which indicate the possible evolution of the organism must be usedwhich indicate the possible evolution of the organism must be used
to establish the correct identity of an organism.to establish the correct identity of an organism.
Problem Based Scenario: Content Focus - Biology

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Technology is integral to Common CoreTechnology is integral to Common Core
StudentsStudents employ technology thoughtfullyemploy technology thoughtfully toto
enhance their readingenhance their reading,, writingwriting,, speakingspeaking,,
listeninglistening, and, and languagelanguage use. They tailor theiruse. They tailor their
searches online tosearches online to acquire useful informationacquire useful information
efficientlyefficiently, and they, and they integrate what they learnintegrate what they learn
using technology with what they learn offlineusing technology with what they learn offline..
They are familiar with the strengths andThey are familiar with the strengths and
limitations of various technological tools andlimitations of various technological tools and
mediums and can select and use those bestmediums and can select and use those best
suited to their communication goals.suited to their communication goals.
C.D.E.C.D.E.

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TEACH IN A DIGITAL FORMATTEACH IN A DIGITAL FORMAT
Make instruction
relevant to
students by
presenting it in
their digital idiom.

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Teachers use technology as a tool toTeachers use technology as a tool to
Help students make effective decisionsHelp students make effective decisions
and create new ideasand create new ideas
Help learners recognize when, how, andHelp learners recognize when, how, and
why they learn new materialwhy they learn new material
Help students diagnose personal goals,Help students diagnose personal goals,
strengths, and limitations, and selectstrengths, and limitations, and select
activities compatible with their goalsactivities compatible with their goals..

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Teachers use technology toTeachers use technology to
Provide students with opportunities forProvide students with opportunities for
independent projects tailored to personal goalsindependent projects tailored to personal goals
within an academic discipline.within an academic discipline.
Encourage students to take responsibility forEncourage students to take responsibility for
their own learning -- set realistic goals fortheir own learning -- set realistic goals for
themselves, monitor their own progress, reflectthemselves, monitor their own progress, reflect
on their understanding, and seek guidance fromon their understanding, and seek guidance from
peers as well as instructors.peers as well as instructors.
Create activities that permit students to practiceCreate activities that permit students to practice
these skills.these skills.

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TECHNOLOGY BENEFITSTECHNOLOGY BENEFITS
Increase Student EngagementIncrease Student Engagement
Increase ParticipationIncrease Participation
Provide Access to ResourcesProvide Access to Resources
Improve Recall and ConfidenceImprove Recall and Confidence
Employ Higher Order Thinking SkillsEmploy Higher Order Thinking Skills
Improve CollaborationImprove Collaboration
Connect Students to Peers and ExpertsConnect Students to Peers and Experts

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What is Haiku?What is Haiku?
Haiku is a learning management system.Haiku is a learning management system.
Haiku can be purchased by your districtHaiku can be purchased by your district
Haiku can be used free by individualHaiku can be used free by individual
teachers (2 GB and up to five classes)teachers (2 GB and up to five classes)
Haiku organizes online material andHaiku organizes online material and
meets the common core challenge!meets the common core challenge!
www.haikulms.comwww.haikulms.com

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MEET THE CHALLENGEMEET THE CHALLENGE
The Haiku Discussion Forum provides aThe Haiku Discussion Forum provides a
highly effective avenue for social learninghighly effective avenue for social learning
where students can synthesize andwhere students can synthesize and
analyze informational text in an interactiveanalyze informational text in an interactive
environment.environment.
l
•CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives;
synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information or
research is required to deepen the investigation or complete the task.

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HAIKUHAIKU DISCUSSION FORUMDISCUSSION FORUM
RESPONDING TO INFORMATIONAL TEXTRESPONDING TO INFORMATIONAL TEXT

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CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and
responding to questions that relate the current discussion to broader themes
or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions

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CCSS.ELA-Literacy.RI.11-12.4CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words andDetermine the meaning of words and
phrases as they are used in a text, including figurative, connotative,phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze how an author uses and refines theand technical meanings; analyze how an author uses and refines the
meaning of a key term or terms over the course of a text.meaning of a key term or terms over the course of a text.

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CCSS.ELA-Literacy.SL.11-12.1aCCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having readCome to discussions prepared, having read
and researched material under study; explicitly draw on that preparation byand researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue toreferring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.stimulate a thoughtful, well-reasoned exchange of ideas.
HAIKU DISCUSSION FORUMHAIKU DISCUSSION FORUM
How has the "Race for Space"How has the "Race for Space"
transformed the USA, Russia and Chinatransformed the USA, Russia and China
from competitors to partners in thefrom competitors to partners in the
development of communication anddevelopment of communication and
technology?technology?
DiscussDiscuss:: From Competition to CooperationFrom Competition to Cooperation
Content Focus – U.S. History

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HAIKU BASICSHAIKU BASICS
How to Create a ClassHow to Create a Class
How to Roster StudentsHow to Roster Students
How to Create SectionsHow to Create Sections
How to Add ContentHow to Add Content

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My classes
shows all
active and
inactive
classes. A
new class is
created in
this screen
only. The
class is
active only
after it is
published.

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Students are added to
classes by clicking on
roster and searching
for students with their
district log-in _LNFN
_smithjoan

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Click on Add
Student to
roster a
student into a
class.
Create sections
prior to clicking
roster if you teach
different periods of
the same subject.

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HOW TO ADD MY OWN CONTENTHOW TO ADD MY OWN CONTENT
1) Go to Classes1) Go to Classes
2) Click on Name of Class e.g. Modern World2) Click on Name of Class e.g. Modern World
3) Click on Manage Page3) Click on Manage Page
4) Click on Page Lay-out4) Click on Page Lay-out
5) Choose a Lay-out5) Choose a Lay-out
6) Click on Add Content Box6) Click on Add Content Box
7)7) Pick a content format (e.g. You Tube,Pick a content format (e.g. You Tube,
Image, Text, file, etc.)Image, Text, file, etc.)

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1) Go to My Classes
2) Click on Name of Class

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3) Click on Manage Page
4) Click on Page Layout

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4)Click on Page Lay-out
5) Choose a Page Lay-out

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6) Click on Add
Content Block

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7) Pick a Content Format

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How to Embed a VideoHow to Embed a Video
On the web, go to You TubeOn the web, go to You Tube
Click on ShareClick on Share
Copy LinkCopy Link
On Haiku, go to Add Content BlockOn Haiku, go to Add Content Block
Pick You Tube formatPick You Tube format
Paste Link in Dialog BoxPaste Link in Dialog Box

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You Tube: Click Share/ Copy LinkYou Tube: Click Share/ Copy Link

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Paste You Tube Link
in Box Below

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Haiku Interactive: “Connect”Haiku Interactive: “Connect”
Click connect to:Click connect to:
Make an announcementMake an announcement
Check assignments in the drop boxCheck assignments in the drop box
Create a Discussion ForumCreate a Discussion Forum
Check for messages in your inboxCheck for messages in your inbox
Create a wikiCreate a wiki
View a wiki that has been createdView a wiki that has been created

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How to Create an AnnouncementHow to Create an Announcement
Click on connectClick on connect
Click on “create announcement”Click on “create announcement”
Type your textType your text
Click saveClick save
Announcements may be used to informAnnouncements may be used to inform
the class of a new assignment, discussionthe class of a new assignment, discussion
forum or any other topic.forum or any other topic.

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Click “always on top” if the
announcement will appear at
the top of the page.
Type in a date for the
announcement to expire.

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How to Use Drop BoxHow to Use Drop Box
ClickClick ConnectConnect
ClickClick Drop boxDrop box
Click onClick on AssignmentAssignment to open, downloadto open, download
and gradeand grade
Click onClick on Manage AssignmentManage Assignment to maketo make
comments to students.comments to students.

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Click on Connect
to access the
drop box.
Download
assignments
students have
“handed-in” to
grade and
comments can be
emailed to
students.

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How to Create a DiscussionHow to Create a Discussion
ClickClick ConnectConnect
ClickClick Add DiscussionAdd Discussion
Create a Discussion TitleCreate a Discussion Title
Select dates for the time the discussion forum isSelect dates for the time the discussion forum is
open.open.
ClickClick grade book entrygrade book entry only if the discussiononly if the discussion
participation will be graded and appear in theparticipation will be graded and appear in the
grade book.grade book.
Choose the page the discussion will appear.Choose the page the discussion will appear.

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Click Connect to create a discussion
forum. Students can post a thread and
respond to the comments of others.

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Create a discussion title and choose the
type of discussion. A group discussion
includes all members of the class.

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Click on anytime
if discussion is
“forever” or
select dates to
limit the time the
discussion
forum is open.
Click create a
grade book entry
only if you want
the grade in the
grade book.
Choose the page
the discussion
will appear.

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How to Send MessagesHow to Send Messages
Click on ConnectClick on Connect
Click on inboxClick on inbox
Click write or replyClick write or reply
Type subject of emailType subject of email
Add name of recipientAdd name of recipient
Attach google document or fileAttach google document or file
Click sendClick send

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How to useHow to use
Check messages from your
students or send them an email
and attach files, if necessary.

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WIKI PROJECTSWIKI PROJECTS
Wiki projects are a tool for students toWiki projects are a tool for students to
collaborate and share content they havecollaborate and share content they have
created.created.
Wiki projects can also be used by you as theWiki projects can also be used by you as the
teacher to share activities, forums andteacher to share activities, forums and
content.content.

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How to Create a WikiHow to Create a Wiki
Click on ConnectClick on Connect
Click on Wiki ProjectClick on Wiki Project
Click on Add Wiki ProjectClick on Add Wiki Project
Create Project TitleCreate Project Title
Type description of ProjectType description of Project
Click on class project, group project orClick on class project, group project or
individual projectindividual project

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HOW TO CREATE A WIKIHOW TO CREATE A WIKI
Click ConnectClick Connect
Click Wiki ProjectsClick Wiki Projects
Click connect and then, click wiki
projects. Click on Add Wiki project to
create a web space that can be used to
hold video, images, text, etc. Student
can collaborate in one wiki or interact
with one another in individual wikis
also.

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Create a title for the
wiki and type a
description of the
project. A personal
project sets up
individual wikis for
each student that
can be viewed and/or
commented on by
other students.

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Choose a due
date for your
wiki project
and choose a
page from the
list of web
pages you
have created.

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Haiku Interactive: “Assess”Haiku Interactive: “Assess”
Click Assess to:Click Assess to:
Create an activityCreate an activity
Create an assessmentCreate an assessment
Create an assignmentCreate an assignment
Add an attendance bookAdd an attendance book
Add a grade bookAdd a grade book

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THE ASSESSMENTS TABTHE ASSESSMENTS TAB
Click assessments to createClick assessments to create

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How to Create AssessmentsHow to Create Assessments
Click on AssessClick on Assess
Click on Add AssessmentClick on Add Assessment
Click on ExamClick on Exam
Create Exam TitleCreate Exam Title
Click on Add to Grade bookClick on Add to Grade book
Click FinishClick Finish
Click Add QuestionClick Add Question
Select type of question (multiple choice, etc)Select type of question (multiple choice, etc)
Type question and answersType question and answers
Click on correct answerClick on correct answer
Click FinishClick Finish
Click publishClick publish

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Click assessments
to create a test.

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Click exam for a test or
practice for an exercise.

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Create a title for the exam and click
box to create a grade book entry.

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Add question to make a test question.

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Click on type of
test question

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Type question and answers
below. Click button of correct
answer.

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Click Finish when done or
Finish and Add Another to add
more questions to the test.

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Click on Manage
Assessment and
then, click Publish for
your exam to be
added to your class
and to be available to
students.

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How to Create an AssignmentHow to Create an Assignment
Click AssessClick Assess
Click Add AssignmentClick Add Assignment
Create a title for the assignment and typeCreate a title for the assignment and type
in dialog boxin dialog box
Type in a due dateType in a due date
Click add to drop boxClick add to drop box
Click add to gradebookClick add to gradebook

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Click Assess and Add
Assignment to create the
content of your choice.

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Haiku and GoogleHaiku and Google

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Find the Embed CodeFind the Embed Code
Open your Google calendar.Open your Google calendar.
In the calendar list on the left, click the down-In the calendar list on the left, click the down-
arrow next to the calendar you want to embed,arrow next to the calendar you want to embed,
and selectand select Calendar settingsCalendar settings. (Alternatively,. (Alternatively,
click theclick the SettingsSettings link at the bottom of thelink at the bottom of the
calendar list, then click the name of thecalendar list, then click the name of the
calendar.)calendar.)
Copy the iframe code displayed in theCopy the iframe code displayed in the EmbedEmbed
This CalendarThis Calendar section.section.
Paste this code into your website to embed yourPaste this code into your website to embed your
calendar.calendar.

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ADD A GOOGLE CALENDARADD A GOOGLE CALENDAR
Once you have the embed code fromOnce you have the embed code from
youryour Google Calendar:Google Calendar:
1) On the1) On the PagesPages tab, click on the buttontab, click on the button
labeledlabeled Add Content Block.Add Content Block.
2) Click on2) Click on Embed the WebEmbed the Web
3) Paste the embed code into the text box3) Paste the embed code into the text box
at the top of the window and click onat the top of the window and click on NextNext
4) Give the block a title and click on4) Give the block a title and click on SaveSave..

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REVIEWREVIEW
 Shared a Brief Overview of Common CoreShared a Brief Overview of Common Core
 Explored Problem Based LearningExplored Problem Based Learning
 Described “Haiku Interactive”Described “Haiku Interactive”
 Shared Common Core Lesson IdeasShared Common Core Lesson Ideas

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Contact Information
Thank you for your kind attention.
No curriculum replaces the effectiveness
fostered by building caring relationships
with students. We, who teach independent
study, know that is the most powerful
strategy for fostering the desire to learn.
mbrouette@martinez.k12.ca.us