Intel Teach Program Module 1 and 2 Presented by Becky Clarke & Amy Moore Special thanks to Robin McConahey Directions: *Log onto your computer/get on Internet *Click the homepage and click Instructional Technology tab *Click CCPS Intel Teach tab
Jan 24, 2016
Intel Teach ProgramModule 1 and 2
Presented byBecky Clarke & Amy Moore
Special thanks to Robin McConahey
Directions:
*Log onto your computer/get on Internet
*Click the homepage and click Instructional
Technology tab
*Click CCPS Intel Teach tab
Program Overview
• Participating teachers will develop a unit of instruction based upon their content SOL’s.
• Purpose – – Help teachers use the power of technology
to spark student imagination and move students to greater learning
I ntel® Teach Program
Essentials Course
UUnniitt PPllaann TTeemmppllaattee Click on any descriptive text, then type your own.
Unit Author
First and Last Name Amy Moore
School District Charlotte County
School Name Central Middle
School City, State Charlotte Court House, VA
Unit Overview
Unit Title
Who Wants to Live Forever?
Unit Summary Students will read the novel Tuck Everlasting by Natalie Babbitt. They will explore the elements of a narrative and the impact imagery has on a text. Students will participate in journals throughout the reading of the novel and group discussions. Through collaboration, students will use imagery to produce a collection of illustrations for the novel.
Subject Area
Reading Grade Level
6
Approximate Time Needed
About 8 reading class periods of 90 minutes each
Unit Foundation Targeted Content Standards and Benchmarks 6.4 The student will read and demonstrate comprehension of a variety of fiction, narrative
nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict,
and theme. b) Use knowledge of narrative and poetic structures to aid comprehension and predict
outcomes. c) Describe the images created by language.
d) Describe how word choice and imagery contribute to the meaning of a text
Student Objectives/ Learning Outcomes
1. Students will be able to read narrative text and identify:
I ntel® Teach Program Essentials Course
UUnniitt PPllaann TTeemmppllaattee Click on any descriptive text, then type your own.
Unit Author
First and Last Name Becky Clarke
School District Charlotte County
School Name Central Middle School
School City, State Charlotte Court House, VA
Unit Overview
Unit Title
Math SOL 6.22-Exponents, Perfect Squares, Square Roots, and Scientific Notation
Unit Summary
Students learn the importance of knowing how to read, write, and evaluate all forms of exponents and square roots. They are also learning how to write numbers in scientific notation form and identify perfect squares. To help students come to this understanding they are assigned to complete a project. Their task are to research, summarize, draw conclusions, and report on the importance of knowing scientific notation form, perfect squares, and exponents in their assigned work and in their own lives.
Subject Area
Math
Grade Level
6th Grade
Approximate Time Needed
5- 60 minutes classes (30 minutes:maintenance, word problems, & wrap up)
Unit Foundation Targeted Content Standards and Benchmarks
6.22 The student will investigate and describe concepts of positive exponents, perfect squares, square roots, and, for numbers greater than 10, scientific notation. Calculators will be used to develop exponential patterns.
Student Objectives/ Learning Outcomes
*The student will be able to identify and write the base, power, factor form, and evaluate exponents.
*The student will able to illustrate and evaluate perfect squares.
Module 1 Focus Questions
• How can units help my students meet standards and develop 21st Century Skills?
• How can I use units to enhance student learning?
Characteristics of Project-Based Learning (unit)
• Student centered• Objectives aligned with standards• Driven by Curriculum Framing Questions (CFQs)• Ongoing, varying types of assessment• Unit activities will be connected and take place over a period of
time• Real world connections• Students demonstrate mastery through products/performances
that are published, presented, or displayed• Enhances and supports student learning• Thinking skills are integral to unit/project work• Varied instructional strategies
Module 1- Activity 2View Sample Unit Plans
Manual – p. 1.20 From the CCPS Intel Teach Site click
Intel Design Projects (under map) Click Designing Effective Projects Click Unit Plan Index Choose 1 unit plan to browse from your
desired content and grade level
Download Unit Plan TemplateI ntel® Teach Program Essentials Course
UUnniitt PPllaann TTeemmppllaattee Click on any descriptive text, then type your own.
Unit Author
First and Last Name Amy Moore
School District Charlotte County
School Name Central Middle
School City, State Charlotte Court House, VA
Unit Overview
Unit Title
Who Wants to Live Forever?
Unit Summary Students will read the novel Tuck Everlasting by Natalie Babbitt. They will explore the elements of a narrative and the impact imagery has on a text. Students will participate in journals throughout the reading of the novel and group discussions. Through collaboration, students will use imagery to produce a collection of illustrations for the novel.
Subject Area
Reading Grade Level
6
Approximate Time Needed
About 8 reading class periods of 90 minutes each
Unit Foundation Targeted Content Standards and Benchmarks 6.4 The student will read and demonstrate comprehension of a variety of fiction, narrative
nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict,
and theme. b) Use knowledge of narrative and poetic structures to aid comprehension and predict
outcomes. c) Describe the images created by language. d) Describe how word choice and imagery contribute to the meaning of a text
Student Objectives/ Learning Outcomes
1. Students will be able to read narrative text and identify:
Module 2
Focus Questions
How can Curriculum Framing Questions support my students’ learning?
How can I plan ongoing student centered assessment?
Fill Out Standards and Objectives
• On your unit plan list the SOL’s you will be teaching– You can easily cut and paste from the
VDOE website http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml
• Don’t forget to add some 21st Century Skills (refer to print out or CD)
Curriculum Framing Questions - Essential Questions
o Purpose is to connect learning and promote higher order thinking skills
o Essential Questionso Broad, open ended
oHow are numbers important?oWhy is storytelling an important part of our lives?
CFQs – Unit Questions
o Unit Questionso Tied directly to a unit and support
investigationoOpen ended
oWhat can imagery teach us about writing?oHow does narrative structure make a story more
interesting?
CFQs – Content Questions
o Content Questionso Fact-basedoConcrete
o Identify imagery and explain how it effects text.oWhat are the narrative elements of a story?
Assessment
• Activity 3 (p. 2.10)– Browse through sample assessment plans
and timelines (from Intel CCPS Teach)• On your unit plan (paper copy) write
down some assessment strategies for each part of the assessment timeline.– p. 2.13 has some great suggestions and
explanations
Blog
• Go to CCPS Intel Teach page• Under Links, click Intel Module Blog• Click on the module you want to answer• Scroll down and add a comment at the
bottom• Enter the module and number for your title• Fill in body with the answer to the “question”
For November 1
• Complete the following sections of your unit plan:– Unit Author – Unit Overview– Unit Foundation– Assessment Timeline and Summary– Answer blog questions for Module 1 and
Module 2