Friday, August 6, 2010

Standards-Based Instructional Plans

Standards


English-Language Development Standards for California Public Schools K-12
http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

English-Language Arts Contents Standards for California Public Schools K-12
http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf


Lesson Plans

The Old Man and the Sea by Ernest Hemingway
http://www.sdcoe.k12.ca.us/score/oldman/oldmantg.html

Using Star Trek to Enhance Critical Thinking Skills http://www.eduref.org/Virtual/Lessons/Language_Arts/Writing/WCP0074.html

Intermediate Fiction and Non-Fiction
http://school.discoveryeducation.com/lessonplans/programs/DLA_intermediate_fiction_nonfiction/
(Printable Version in PDF format)
http://school.discoveryeducation.com/lessonplans/pdf/DLA_intermediate_fiction_nonfiction/DLA_intermediate_fiction_nonfiction.pdf




[Language Arts Lesson for Grade 8]

Copyright© 1997 -- San Diego County Office of Education

http://www.sdcoe.k12.ca.us/score/oldman/oldmantg.html
CyberGuide by Barbara Garrison

Introduction

This supplemental CyberGuide to The Old Man and The Sea was developed as part of the Schools of California Online Resources for Educators (SCORE) Project, funded by the California Technology Assistance Project (CTAP) and the California County Superintendents Educational Services Association (CCSESA).

The story takes place in the early 1950s before sea turtles were recognized as an endangered species. Santiago, the old fisherman in The Old Man and The Sea, loved the green sea turtles and the hawks bill turtles. He thought of them as friends on the ocean and felt a kinship with them.

When Santiago was young, he worked on the boats that caught and sold turtles for profit. He also ate turtle eggs for strength, as did many of the other fishermen. Today, destruction of nesting beaches and marine pollution are the primary reasons all eight species of sea turtles are threatened with extinction.

The first three activities relate to sea turtle conservation. Activities 4 and 5 are about Joe DiMaggio, Santiago's hero.

As the students do these activities, they focus on the following questions:

  • Why is it a true statement that adult sea turtles face only two enemies, sharks and man?

  • What is my personal stance on the issue of endangered animals?

  • What can still be done to preserve endangered species?

  • Why is it important to have heroes and role models in my life?

  • Why did Santiago admire Joe DiMaggio?

Language Arts Content Standards

During this unit students will:

  • Plan and conduct multiple-step information searches using computer networks and modem-delivered services [Writing Strategies Standard 1.4].

  • Write research reports that organize information on charts, maps, and graphs [Writing Applications Standard 2.3.4].

  • Write persuasive compositions that include a well-defined thesis that makes a clear and knowledgeable judgment and support arguments with detailed evidence, examples, and reasoning [Writing Applications Standard 2.4.2].

  • Work cooperatively to create a poster visually communicating the need for turtle conservation. [Listening and Speaking Standard 2.3]

Implementation Overview

The following activities are extensions related to The Old Man and the Sea. Activities 1, 2 and 3 are based on Santiago's love of the giant sea turtles. Activities 4 and 5 are based on Joe DiMaggio, Santiago's hero.


Description of Materials, Activities and Web sites

  • Class set of The Old Man and The Sea, by Ernest Hemingway

  • At least one computer with Internet access and e-mail
    Note: The readability for all sites listed is suitable for average readers in grades 6-12.

Student Activity 1: Research Information and create a Sea Turtle Graphic Organizer

Students become aware of the problems facing sea turtles today and record information on a graphic organizer.


Student Activity 2: Making a Persuasive Conservation Poster

Students use information from Activity 1 to create a conservation poster.


Student Activity 3: Writing a Persuasive E-Mail Letter

Students write an e-mail letter expressing support for increased protection of sea turtles. Note: you may prefer students not send e-mail. In that case, students can write the letter and hand it in.
  • Caribbean Conservation Corps

  • URL: http://www.cccturtle.org

  • Comments: This site provides general sea turtle conservation information and an e-mail address for comments.

Student Activity 4: Research a Famous Person and Create a Joe Dimaggio Graphic Organizer
Students create a cluster of facts about Joe DiMaggio's life and career that could be used to write a nominating speech for his induction in the Baseball Hall of Fame.


Student Activity 5: Writing a Persuasive Letter of Nomination

Students write a letter nominating Joe DiMaggio to the Baseball Hall of Fame.

Performance Standards

If you use a number scale, divide the number of points earned by number of traits

0=not evident
1=minimal evidence of mastery
2=adequate evidence of mastery
3=strong evidence of mastery
4=outstanding evidence of mastery

Writing Standard 2.1
Fictional/Nonfictional Narrative

Write biographies, autobiographies, short stories, and/or narratives that(1) relate a clear, coherent incident, event, or situation by using well-chosen details(2) reveal the significance of, or the writer's attitude about, the subject(3) employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters)

Writing Standard 2.2
Response to Literature

Write responses to literature that(1) develop interpretations which exhibit careful reading and insight(2) connect the student's own responses to the writer's techniques and to specific textual references(3) draw supported inferences about the effects of a literary work on its audience(4) support judgments through references to the text, other works, other authors, or to personal knowledge

Writing Standard 2.3
Research Report

Write research reports that(1) define a thesis(2) record important ideas, concepts, and direct quotations from significant information sources, paraphrasing and summarizing all perspectives on the topic, as appropriate(3) use a variety of primary and secondary sources, distinguishing the nature and value of each(4) organize and record information on charts, maps, and graphs


Writing Standard 2.4
Persuasive

Write persuasive compositions that(1) include a well-defined thesis that makes a clear and knowledgeable judgment(2) support arguments with detailed evidence, examples, and reasoning, differentiating between evidence and opinion(3) arrange details, reasons, and examples, effectively anticipating and answering reader concerns and counter-arguments

Writing Standard 2.5
Career Development

Write documents related to career development, including simple business letters and job applications, that(1) are purposeful and reflect the intended audience(2) meet the needs of the audience efficiently(3) follow the conventional style for the type of document (e.g., letter of inquiry, memorandum)

Writing Standard 2.6
Technical Documents

Write technical documents that explain a complex operation or situation (e.g., design a system, operate a tool, or bylaws of an organization) that(1) identify the sequence of activities needed to create the product, service, or system(2) include all the factors and variables that need to be considered(3) use formatting techniques (e.g., headings, differing fonts) to aid comprehension

Notes From the Teacher/Writer of This CyberGuide:
This unit was field tested by members of my 8th grade class. My students found the activities easy to do and interesting.

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