Date post: | 04-Apr-2018 |
Category: |
Documents |
Upload: | kaitlin-hartman |
View: | 227 times |
Download: | 0 times |
of 31
7/30/2019 Cross Curricular Lesson Activities
1/31
Cross Curricular Lesson 1
I. Title of Strategy Travel BrochureII. What disciplines does this strategy bring together?
Geography and English
Does this strategy support the intellectual/skill development of students? Yes
No
Does this strategy support the social development of students? Yes No
Does this strategy support the personal development of students? Yes
No
III. Explanation of Strategy and How It Connects to a Different Discipline:Students will create a travel brochure for a foreign country of theirchoosing. They will be required to include a map on their brochure, as
well as interesting cultural facts.
IV. Source:Kaitlin Hartman
V. Specific lesson example of use of strategy:Students will do research on a foreign country of their choosing; they
will then create a brochure (which will include a map), and give a sort
of sales pitch to their class.
VI. Handouts? Yes No (circle one)VII. Materials Needed: Paper, pens, access to a computer and printerVIII. Assessment for the above example: X Written ___ Observation___ Other
Specify:
IX. Explanation of above assessment:Students will receive a rubric on which they will be assessed. It willgive them specific expectations and guidelines to follow.
X. Accommodations/Modifications for the above examplea. Identify your specific population (state specific disability, ethnic group,
interest area, etc.): Child with learning disability
7/30/2019 Cross Curricular Lesson Activities
2/31
b. Identify the accommodation/modification:Peer partner
c. How will this accommodation/modification increase learning?Peer partner can help keep the student on task, and help the student
with the project if he/she needs it
Brochure Project
CATEGORY 4 3 2 1
Graphics/Pictures
*dont forget yourmap!
Graphics go
well with the
text and there isa good mix of
text and
graphics.
Graphics go
well with the
text, but thereare so many
that they
distract from
the text.
Graphics go
well with the
text, but thereare too few and
the brochure
seems \"text-
heavy\".
Graphics do not
go with the
accompanyingtext or appear to
be randomly
chosen.
Writing -
Organization
Each section in
the brochure
has a clear
beginning,
middle, and
end.
Almost all
sections of the
brochure have a
clear beginning,
middle and end.
Most sections
of the brochure
have a clear
beginning,
middle and
end.
Less than half of
the sections of
the brochure
have a clear
beginning,
middle and end.
Writing - Mechanics Capitalizationand
punctuation are
correct
throughout the
brochure.
Capitalizationand
punctuation are
correct
throughout the
brochure after
feedback from
an adult.
There are 1-2capitalization
and/or
punctuation
errors in the
brochure even
after feedback
from an adult.
There areseveral
capitalization or
punctuation
errors in the
brochure even
after feedback
from an adult.
Attractiveness &
Organization
The brochure
has
exceptionallyattractive
formatting and
well-organized
information.
The brochure
has attractive
formatting andwell-organized
information.
The brochure
has well-
organizedinformation.
The brochure\'s
formatting and
organization ofmaterial are
confusing to the
reader.
7/30/2019 Cross Curricular Lesson Activities
3/31
Content - Accuracy All facts in the
brochure are
accurate.
99-90% of the
facts in the
brochure are
accurate.
89-80% of the
facts in the
brochure are
accurate.
Fewer than 80%
of the facts in
the brochure are
accurate.
Cross Curricular Lesson 2
I. Title of Strategy: Presidential ElectionII. What disciplines does this strategy bring together?
Government and English
Does this strategy support the intellectual/skill development of students? Yes
No
Does this strategy support the social development of students? Yes No
Does this strategy support the personal development of students? YesNo
III. Explanation of Strategy and How It Connects to a Different Discipline:Students will imitate a political debate in the classroom.
IV. Source: adapted fromjupiter.plymouth.edu/~davidl/bu342/Debates.DOCV. Specific lesson example of use of strategy:
The class will be divided in halfsome students will be assigned
Democrats, others, Republican. Students will research and debate
for the Democratic and Republican parties; they will follow
instructions and be assessed via a rubric. The goal of the debate is to
convince me, the teacher, to vote for their party.
VI. Handouts? Yes No (circle one)VII. Materials Needed: computer accessVIII. Assessment for the above example: X Written ___ Observation___ OtherIX.
Explanation of above assessment:Students will receive a team evaluation at the end of their debate
X. Accommodations/Modifications for the above examplea. Identify your specific population (state specific disability, ethnic group,
interest area, etc.): Student in a wheelchair
7/30/2019 Cross Curricular Lesson Activities
4/31
b. Identify the accommodation/modification:Classroom layout
c. How will this accommodation/modification increase learning?Student will be able to navigate to and from the computer workstation
and fully participate in the debate.Classroom Debates1
Introduction
The classroom debates are exercises designed to allow you to strengthen your skills
in the areas of leadership, interpersonal influence, teambuilding, group problem
solving, and oral presentation. Debate topics and position statements are outlined
below. Groups may sign up on a first come, first served basis, by specifying both the
debate topic and the position desired (i.e., Pro or Con). Note that all groups must
have signed up for the debate by the date denoted in the class schedule. All group
members are expected to participate in the research, development, and
presentation of your debate position. Preparation will require substantial libraryresearch. Each participating member will receive the same group grade.
Debate Format
6 minute Position Presentation - Democrats
6 minute Position Presentation - Republicans
5 minute Work Period
4 minute Rebuttal - Democrats
4 minute Rebuttal - Republicans
3 minute Work Period
2 minute Response - Democrats
2 minute Response - Republicans
1 minute Work Period
2 minute Position Summary - Democrats
2 minute Position Summary - Republicans
5 minute Tallying of Ballots/Announcement of Winner
Debate Procedure
12003, David M. Leuser, Ph.D. Plymouth State University. All rights reserved.
7/30/2019 Cross Curricular Lesson Activities
5/31
The debate will take the form of timed individual and/or group presentations and
responses separated by timed group work periods. The rules applied may deviate
from the formal rules of debating. When questions arise, the judgment of the
instructor will provide the definitive ruling.
Prior to the beginning of the class period, both teams are to position their desksfacing each other at the front of the room. Each team is to write its team name,
debate position, and debate position statement on the blackboard behind their
desks. Note that absolutely no changes may be made to the position statements
presented below. You must argue them exactly as written!
Team members may speak either from their desks or from the podium, as they
desire. Audiovisuals may be used at any time, including, but not limited to,
handouts, flipcharts, transparencies, slides, audio and videotapes, etc. While a team
is not required to use all of the time allocated to each debate component, speakers
must stop immediately when the allocated time runs out. Team members are
prohibited from speaking to the audience or opposing team except at the timesspecifically allocated to them. Thus, there can be no immediate, reciprocal
interchange of comments between the teams. The sequence of the position
summaries will be determined by a random procedure at the conclusion of the final
work period. Note that no new information may be introduced during the summary.
Doing so may result in disqualification of the offending group. If either team feels
that their opponents are introducing new information during the summary, they
may challenge them immediately and request a ruling from the instructor.
Selection of Winner(s) and Allocation of Points
The instructor reserves the right to allocate fewer than the default or class votedpoints to a group, if, in his opinion, the quality of preparation and/or presentation
was inadequate. Debate "losers" who prepare and present adequately will receive
30 points for their efforts.
Debate "Winners" will be selected in two ways, as follows:
Audience Vote: Class members in the audience will vote by secret ballot for a debate
winner. Votes are to be based upon presentation quality only and not upon
personal agreement or disagreement with the position espoused. At the conclusion
of each component of the debate, class members will be asked to assign a point
rating along with explanatory comments to each team for their performance duringthat component. When the debate is over, the point ratings will be summed.
Whichever team has the higher sum will be the winner on that ballot. After all
ballots are collected, the number of votes for each team will be announced.
Whichever team has more votes will be the winner, and the team will receive 10
bonus points in addition to the 30 for basic preparation. In the event of a tie, the
instructors vote will decide the winner.
7/30/2019 Cross Curricular Lesson Activities
6/31
7/30/2019 Cross Curricular Lesson Activities
7/31
DEBATE BALLOT
Debate ______________________________________________ Class _____________
Name of Evaluator ____________________________________ Date _____________
1 2 3 4 5
Poor Fair Average Good Excellent
Democrat Republican
6 Minute Position Presentation
Rating = ____ Comments: Rating = ____ Comments:
***** 5 Minute Work Period*****
4 Minute Rebuttal
Rating = ____ Comments: Rating = ____ Comments:
Continued on Reverse ---------->
***** 3 Minute Work Period*****
7/30/2019 Cross Curricular Lesson Activities
8/31
2 Minute Response
Rating = ____ Comments: Rating = ____ Comments:
***** 1 Minute Work Period*****
2 Minute Position Summary
Rating = ____ Comments: Rating = ____ Comments:
[ ] Total Points [ ] Total Points
Circle Winner Below:
Democrat Republican
General Comments:
Signature of Evaluator:
______________________
7/30/2019 Cross Curricular Lesson Activities
9/31
Team Presentation Evaluation2
Team Name ____________________________________________ Grade _______
Case _________________________________ Date___________ Duration _______
CONTENT
1 2 3 4 5 Overview (Review/posting of agenda; Summary of case)
1 2 3 4 5 Diagnosis/Analysis (Review of chapter content;
Issues/Problems in case)
1 2 3 4 5 Quality of Recommendations/Explanations (Recs for what
should be/
have been done differently, OR, Expls for why current
situation successful)
1 2 3 4 5 Summary/Conclusion (Review of major points; Statement of
relevance to
practice of management)PROCESS
1 2 3 4 5 Quality of Professional Attire/Grooming
1 2 3 4 5 Verbal Behavior (clarity/choice of words/voice level)
1 2 3 4 5 Nonverbal Behavior (posture; gestures/movement; eye
contact; presence;
use of notes/reading)
1 2 3 4 5 Variety in Style (lecture; discussion; game; activity; skit; roleplay; quiz)
1 2 3 4 5 Audiovisual Support(Transparencies; PowerPoint;
blackboard; video)
2 1999, David M. Leuser, Ph.D. Plymouth State College of the University System of New Hampshire.
7/30/2019 Cross Curricular Lesson Activities
10/31
1 2 3 4 5 Level of Audience Involvement(Stimulation/structuring of
activity/disc)
1 2 3 4 5 Timing (Within limit; coordination; use of time)
1 2 3 4 5 General Coherence (Ability to follow points; quality oftransitions)
1 2 3 4 5 Creativity/Psychological Impact
Strengths
Weaknesses
Improvements
General Comments
Signature of Evaluator:
__________________________________
Ms. Hartman
Cross Curricular Lesson 3
7/30/2019 Cross Curricular Lesson Activities
11/31
I. Title of Strategy: Play PerformanceII. What disciplines does this strategy bring together?
Theatre/Drama and English
Does this strategy support the intellectual/skill development of students? Yes
No
Does this strategy support the social development of students? Yes No
Does this strategy support the personal development of students? Yes
No
III. Explanation of Strategy and How It Connects to a Different Discipline:The class will read and perform scenes from a play
IV. Source: Kaitlin HartmanV. Specific lesson example of use of strategy:
Students will be assigned character roles for Hamlet, and then
read/perform selections of the play for their peers.
VI. Handouts? Yes No (circle one)VII. Materials Needed: HamletVIII. Assessment for the above example: X Written Observation___ Other
Specify: Students will receive a rubric over which they will be assessed
IX. Explanation of above assessment:Assessment will be completed via observation; as long as the student
is actively engaged and makes a visible effort to participate, he or she
will receive credit.
X. Accommodations/Modifications for the above examplea. Identify your specific population (state specific disability, ethnic group,
interest area, etc.): Student with Dyslexia
b. Identify the accommodation/modification:Audio tapes or a side-by-side
c. How will this accommodation/modification increase learning?
7/30/2019 Cross Curricular Lesson Activities
12/31
The student will be able to listen to audio tapes as he reads through the
play, and will have a side-by-side version of the text to help him/her
comprehend the text.
CATEGORY 4 3 2 1
Historical
Accuracy
All historical
informationappeared to be
accurate and in
chronological
order.
Almost all
historicalinformation
appeared to be
accurate and in
chronological
order.
Most of the
historicalinformation was
accurate and in
chronological
order.
Very little of the
historicalinformation was
accurate and/or
in chronological
order.
Role Point-of-view,
arguments, and
solutions
proposed were
consistently incharacter.
Point-of-view,
arguments, and
solutions
proposed were
often incharacter.
Point-of-view,
arguments, and
solutions
proposed were
sometimes incharacter.
Point-of-view,
arguments, and
solutions
proposed were
rarely incharacter.
Required
Elements
Student included
more information
than was
required.
Student
included all
information that
was required.
Student
included most
information that
was required.
Student
included less
information
than was
required.
Props/Costume Student uses
several props
(could include
costume) that
accurately fit the
period, show
considerable
work/creativity
and make the
presentation
better.
Student uses 1-2
props that
accurately fit
the period, and
make the
presentation
better.
Student uses 1-2
props which
make the
presentation
better.
The student
uses no props
OR the props
chosen detract
from the
presentation.
Knowledge
Gained
Can clearly
explain several
ways in which his
character \"saw\"things differently
than other
characters and
can clearly explain
why.
Can clearly
explain several
ways in which
his character\"saw\" things
differently than
other
characters.
Can clearly
explain one way
in which his
character\"saw\" things
differently than
other
characters.
Cannot explain
one way in
which his
character\"saw\" things
differently than
other
characters.
7/30/2019 Cross Curricular Lesson Activities
13/31
7/30/2019 Cross Curricular Lesson Activities
14/31
Cross Curricular Lesson 4
I. Title of Strategy: Biography StudyII. What disciplines does this strategy bring together?
History and English
Does this strategy support the intellectual/skill development of students? Yes
No
Does this strategy support the social development of students? Yes No
Does this strategy support the personal development of students? Yes
No
III. Explanation of Strategy and How It Connects to a Different Discipline:Students will look at people from history and research their lives,
creating a report/presentation that they will then give to the class.
IV. Source: Kaitlin HartmanV. Specific lesson example of use of strategy:
Students will research important people from history (they may refer
to textbooks, encyclopedias, etc.) and examine their lives. They will
then write a report on their person, and present it to the class.
VI. Handouts? Yes No (circle one)VII. Materials Needed: internet access, library accessVIII. Assessment for the above example: X Written ___ Observation___ Other
Specify:
IX. Explanation of above assessment:The student will be assessed via a written rubric.
X. Accommodations/Modifications for the above examplea. Identify your specific population (state specific disability, ethnic group,
interest area, etc.): Student with poor eyesight
b. Identify the accommodation/modification:The student will receive the rubric in a larger font.
c. How will this accommodation/modification increase learning?The student will better be able to see the requirements of the project, as
well as the key factors over which he or she will be assessed.
7/30/2019 Cross Curricular Lesson Activities
15/31
Biography Project
CATEGORY 4 3 2 1
Introduction(Organization)
The introduction isinviting, states the
main topic and
previews the
structure of the
paper.
Theintroduction
clearly states
the main topic
and previews
the structure of
the paper, but
is not
particularly
inviting to the
reader.
Theintroduction
states the
main topic,
but does not
adequately
preview the
structure of
the paper
nor is it
inviting to
the reader.
There is no clearintroduction of the
main topic or
structure of the paper.
Grammar &
Spelling
(Conventions)
Writer makes no
errors in grammar
or spelling that
distracts the reader
from the content.
Writer makes
1-2 errors in
grammar or
spelling that
distract the
reader from the
content.
Writer
makes 3-4
errors in
grammar or
spelling that
distract the
reader from
the content.
Writer makes more
than 4 errors in
grammar or spelling
that distracts the
reader from the
content.
Flow &
Rhythm(Sentence
Fluency)
All sentences sound
natural and areeasy-on-the-ear
when read aloud.
Each sentence is
clear and has an
obvious emphasis.
Almost all
sentencessound natural
and are easy-
on-the-ear
when read
aloud, but 1 or
2 are stiff and
awkward or
difficult to
understand.
Most
sentencessound
natural
when read
aloud, but
several are
stiff and
awkward or
are difficult
to
understand.
The sentences are
difficult to read aloudbecause they sound
awkward, are
distractingly
repetitive, or difficult
to understand.
Accuracy of
Facts
(Content)
All supportive facts
are reported
accurately.
Almost all
supportive
facts are
reported
accurately.
Most
supportive
facts are
reported
accurately.
NO facts are reported
OR most are
inaccurately reported.
7/30/2019 Cross Curricular Lesson Activities
16/31
Conclusion
(Organization)
The conclusion is
strong and leaves
the reader with a
feeling that they
understand what the
writers purpose.
The conclusion
is recognizable
and ties up
almost all the
loose ends.
The
conclusion is
recognizable,
but does not
tie up loose
ends.
There is no clear
conclusion, the paper
just ends.
*Cross Curricular Lesson 5
I. Title of Strategy: Etymology ProjectII. What disciplines does this strategy bring together?
Foreign Language and English
Does this strategy support the intellectual/skill development of students? Yes
No
Does this strategy support the social development of students? Yes No
Does this strategy support the personal development of students? Yes
No
III. Explanation of Strategy and How It Connects to a Different Discipline:Students will do an etymology paper on a foreign word.
IV. Source: Kaitlin HartmanV. Specific lesson example of use of strategy:
While reading The Odyssey, students will pick a Greek word of their choosing
and research it.
VI. Handouts? Yes No (circle one)VII. Materials Needed: computer accessVIII. Assessment for the above example: X Written ___ Observation___ Other
Specify:
IX. Explanation of above assessment:The student will be assessed via a rubric
X. Accommodations/Modifications for the above examplea. Identify your specific population (state specific disability, ethnic group,
interest area, etc.): Student with ADD
b. Identify the accommodation/modification:
7/30/2019 Cross Curricular Lesson Activities
17/31
Peer partner
c. How will this accommodation/modification increase learning?A peer partner will help keep the student on task and give assistance if
any is needed.
Name: _______________________________________
Etymology Paper
CATEGORY 4 3 2 1
Introduction
(Organization)
The introduction
is inviting, statesthe main topic
and previews the
structure of the
paper.
The introduction
clearly states themain topic and
previews the
structure of the
paper, but is not
particularly
inviting to the
reader.
The introduction
states the maintopic, but does
not adequately
preview the
structure of the
paper nor is it
particularly
inviting to the
reader.
There is no clear
introduction of themain topic or
structure of the
paper.
Grammar &
Spelling
(Conventions)
Writer makes no
errors in
grammar or
spelling that
distracts the
reader from the
content.
Writer makes 1-2
errors in
grammar or
spelling that
distract the
reader from the
content.
Writer makes 3-4
errors in
grammar or
spelling that
distract the
reader from the
content.
Writer makes
more than 4 errors
in grammar or
spelling that
distracts the
reader from the
content.
Sentence
Structure
(Sentence
Fluency)
All sentences are
well-constructed
with varied
structure.
Most sentences
are well-
constructed with
varied structure.
Most sentences
are well-
constructed but
have a similar
structure.
Sentences lack
structure and
appear incomplete
or rambling.
Conclusion(Organization)
The conclusion isstrong and
leaves the reader
with a feeling
that they
understand what
the writer is
The conclusion isrecognizable and
ties up almost all
the loose ends.
The conclusion isrecognizable, but
does not tie up
several loose
ends.
There is no clearconclusion, the
paper just ends.
7/30/2019 Cross Curricular Lesson Activities
18/31
\"getting at.\"
Sources(Content) All sources usedfor quotes and
facts are credible
and cited
correctly.
All sources usedfor quotes and
facts are credible
and most are
cited correctly.
Most sourcesused for quotes
and facts are
credible and
cited correctly.
Many sources usedfor quotes and
facts are less than
credible (suspect)
and/or are not
cited correctly.
7/30/2019 Cross Curricular Lesson Activities
19/31
*Cross Curricular Lesson 6
I. Title of Strategy Descriptive WritingII. What disciplines does this strategy bring together?
Physical Education and English
Does this strategy support the intellectual/skill development of students? Yes
No
Does this strategy support the social development of students? Yes No
Does this strategy support the personal development of students? Yes
No
III. Explanation of Strategy and How It Connects to a Different Discipline:Students will practice writing descriptively using motions or activities they
experience in P.E. class.
IV. Source: Kaitlin HartmanV. Specific lesson example of use of strategy:
Students will visit the gym. While in the gym, they will participate in various
activities or motions, focusing on the five senses (what they taste, touch,
smell, hear, and see) and what they experience as theyre doing those
activities/actions. They will then return to their classroom and write about
their experiences.
VI. Handouts? Yes No (circle one)VII. Materials Needed: gym access, pens and paperVIII. Assessment for the above example: X Written X Observation__ Other
Specify:
IX. Explanation of above assessment:As long as the student participates fully and makes a visible effort to
participate, he or she will receive credit for the writing activity. Student will
also be assessed via a writing rubric.
X. Accommodations/Modifications for the above examplea. Identify your specific population (state specific disability, ethnic group,
interest area, etc.): Student with a hearing impairment
b. Identify the accommodation/modification:
7/30/2019 Cross Curricular Lesson Activities
20/31
The assignment will be modified so the student will write about four
senses
c. How will this accommodation/modification increase learning?The student will be unable to write about a sense he or she cannot
experience, but he or she can write about the absence of that sense.
CATEGORY 4 3 2 1
Introduction
(Organization)
The introduction
is inviting, states
the main topic
and previews the
structure of the
paper.
The introduction
clearly states the
main topic and
previews the
structure of the
paper, but is not
particularly
inviting to the
reader.
The introduction
states the main
topic, but does
not adequately
preview the
structure of the
paper nor is it
particularly
inviting to the
reader.
There is no clear
introduction of the
main topic or
structure of the
paper.
Grammar &
Spelling
(Conventions)
Writer makes no
errors in
grammar or
spelling that
distracts the
reader from the
content.
Writer makes 1-2
errors in
grammar or
spelling that
distract the
reader from the
content.
Writer makes 3-4
errors in
grammar or
spelling that
distract the
reader from the
content.
Writer makes
more than 4 errors
in grammar or
spelling that
distracts the
reader from the
content.Sentence
Structure
(Sentence
Fluency)
All sentences are
well-constructed
with varied
structure.
Most sentences
are well-
constructed with
varied structure.
Most sentences
are well-
constructed but
have a similar
structure.
Sentences lack
structure and
appear incomplete
or rambling.
Conclusion
(Organization)
The conclusion is
strong and
leaves the reader
with a feeling
that they
understand what
the writer is
\"getting at.\"
The conclusion is
recognizable and
ties up almost all
the loose ends.
The conclusion is
recognizable, but
does not tie up
several loose
ends.
There is no clear
conclusion, the
paper just ends.
7/30/2019 Cross Curricular Lesson Activities
21/31
*Cross Curricular Lesson 7
I. Title of Strategy: Book ReviewII. What disciplines does this strategy bring together?
Journalism and English
Does this strategy support the intellectual/skill development of students? Yes
No
Does this strategy support the social development of students? Yes No
Does this strategy support the personal development of students? Yes
No
III. Explanation of Strategy and How It Connects to a Different Discipline:The student will write a review over a book of their choosing as if they
were a newspaper journalist.
IV. Source: Kaitlin HartmanV. Specific lesson example of use of strategy:
A student writes a book review on The Hunger Games, focusing on
writing style, content, theme, flow, and other literary devices.
VI. Handouts? Yes No (circle one)VII. Materials Needed: book, computer accessVIII. Assessment for the above example: X Written ___ Observation___ Other
Specify:
IX. Explanation of above assessment:The student will receive a rubric showing over what they will be assessed.
X. Accommodations/Modifications for the above examplea. Identify your specific population (state specific disability, ethnic group,
interest area, etc.): Student with Dysgraphia
b. Identify the accommodation/modification:Student will receive one-on-one time with the teacher
c. How will this accommodation/modification increase learning?The teacher will be able to assist the student in the physical process of
writing his or her book review.
7/30/2019 Cross Curricular Lesson Activities
22/31
7/30/2019 Cross Curricular Lesson Activities
23/31
*Cross Curricular Lesson 8
I. Title of Strategy: Character AccountII. What disciplines does this strategy bring together?
Web Design and English
Does this strategy support the intellectual/skill development of students? Yes
No
Does this strategy support the social development of students? Yes No
Does this strategy support the personal development of students? Yes
No
III. Explanation of Strategy and How It Connects to a Different Discipline:Students will create websites (i.e. Facebook accounts or blogs) for a
literary character.
IV. Source: Kaitlin HartmanV. Specific lesson example of use of strategy:
When readingA Streetcar Named Desire, students will create
character accounts for Blanche, her sister, Stanley, and other
characters from the play.
VI. Handouts? Yes No (circle one)VII. Materials Needed: internet/computer access.VIII. Assessment for the above example: X Written X Observation___ Other
Specify:
IX. Explanation of above assessment:Assessment will be done via the attached rubric.
X. Accommodations/Modifications for the above examplea. Identify your specific population (state specific disability, ethnic group,
interest area, etc.): Student with impaired vision
b. Identify the accommodation/modification:Speech-to-text program such as Dragon
c. How will this accommodation/modification increase learning?Student will be able to complete the assignment independently.
7/30/2019 Cross Curricular Lesson Activities
24/31
7/30/2019 Cross Curricular Lesson Activities
25/31
Advanced
Proficient
5 pts
Proficient
4 pts
Basic
3 pts
Below Basic
2 pts
Profile Nameand Picture
Caption
AdvancedProficient
Profile name is
visible and picture
caption is
unique,thoughtful
and creative.
Proficient
Profile name
is visible and
picture
caption is
appropriate.
Basic
Profile name is
difficult to find,
and/or picture
caption is very
basic.
Below Basic
Profile name is
not there at all
and/or picture
caption is
inappropriate or
missing.
"Wall" Advanced
Proficient
In first person;includes 5 "Status
updates", "Recent
Activity" and more
than 5 posts; posts
are made by
characters from
the story; posts
relate to the story
Proficient
In first
person;includes 4
"Status
updates",
"Recent
Activity" and
4 posts; posts
are made by
characters
from the
story; posts
relate to thestory
Basic
In first person;
One of thefollowing
elements is
missing:
"Status",
"Recent
Activity". There
are between 2-
3 posts; posts
are made by
characters
from the story;posts relate to
the story.
Below Basic
Not in first
person; one ormore of the
following is
missing:
"Status", "Recent
Activity". There
are less than 2
posts; OR: posts
are not made by
characters from
the story; OR:
posts do notrelate to the
story.
"About Me" Advanced
Proficient
Provides examples
or quotes that
accurately and
clearly describe
character.
Proficient
Describes
character
briefly and
accurately.
Basic
Describes
character;
however, is not
completely
accurate or is
difficult to
understand.
Below Basic
Not clear or
accurate. Few or
no examples
given.
"Basic
Information"
Advanced
Proficient
Profile and
information are
accurate, easy to
Proficient
Profile and
information
are accurate
and clearly
Basic
Profile and
information are
sketchy and
unclear. Details
Below Basic
Profile and
information is
incomplete,
and/or has
7/30/2019 Cross Curricular Lesson Activities
26/31
understand, and
creatively
presented.
described. are not
consistent.
inaccurate
details.
"Favorite
Quotations"
Advanced
Proficient
Uses more than 2
quotes from the
text that
accurately
illustrate
character's beliefs
and personality.
Proficient
Uses 2 quotesfrom the text
that
accurately
illustrate
character's
beliefs and
personality.
Basic
Uses 1 quotefrom the text
that illustrate
character's
beliefs and
personality.
Below Basic
Uses no quotesand/or quotes
do not reflect
character's
beliefs and
personality.
"Interests" Advanced
Proficient
Chooses morethan 3 interests
that reflect a depth
of understanding
of character.
Proficient
Chooses 3
interests thatreflect a depth
of
understanding
of character.
Basic
Chooses 2
interests thatreflect some
understanding
of character.
Below Basic
Chooses less
than 2 interestsand/or those
activities do not
relate to
character.
Organization Advanced
Proficient
Profile is
outstanding in its
organization, and
looks as if it couldhave been made
by the character.
Proficient
Profile is easy
to read, and in
order.
Basic
Profile is
readable,
however is not
easy to follow.
Below Basic
Profile is not
neat, and is hard
to understand or
incomplete.
Grammar
and Spelling
Advanced
Proficient
Perfect, no
spelling or
grammatical
errors.
Proficient
Very few
mistakes. It is
clear that it
was revised
and edited.
Overall
meaning and
intent is clear.
Basic
Several
mistakes, little
or no evidence
of revision,
sometimes
meaning is
unclear
because of
errors.
Below Basic
Many mistakes,
may be difficult
to read or
understand.
*Cross Curricular Lesson 9
I. Title of Strategy Business Letters and Resume
7/30/2019 Cross Curricular Lesson Activities
27/31
II. What disciplines does this strategy bring together?Business and Career and English
Does this strategy support the intellectual/skill development of students? Yes
NoDoes this strategy support the social development of students? Yes No
Does this strategy support the personal development of students? Yes
No
III. Explanation of Strategy and How It Connects to a Different Discipline:The student will write a business letter and resume for a prospective
employer.
IV. Source: Mr. Jacobsons Business and Career classV. Specific lesson example of use of strategy:Students will write business letters and resumes for a prospective
employer of their choosing.
VI. Handouts? Yes No (circle one)VII. Materials Needed: computer accessVIII. Assessment for the above example: X Written X Observation___ Other
Specify:
IX. Explanation of above assessment:The student will receive a Business letter rubric over which they will be
assessed; resumes will be assessed visually.
X. Accommodations/Modifications for the above examplea. Identify your specific population (state specific disability, ethnic group,
interest area, etc.): Student with Dyslexia
b. Identify the accommodation/modification:Peer partner
c. How will this accommodation/modification increase learning?Peer partner will help to keep the student on track and help him or her
with any questions or issues they have with the assignment.
Name: ___________________________
7/30/2019 Cross Curricular Lesson Activities
28/31
Business Letters
CATEGORY 4 3 2 1
Salutation and
Closing
Salutation and
closing have no
errors incapitalization
and punctuation.
Salutation and
closing have 1-2
errors incapitalization
and punctuation.
Salutation and
closing have 3 or
more errors incapitalization
and punctuation.
Salutation
and/or closing
are missing.
Sentences &
Paragraphs
Sentences and
paragraphs are
complete, well-
constructed and
of varied
structure.
All sentences are
complete and
well-constructed
(no fragments, no
run-ons).
Paragraphing is
generally done
well.
Most sentences
are complete and
well-constructed.
Paragraphing
needs some
work.
Many sentence
fragments or
run-on sentences
OR paragraphing
needs lots of
work.
Grammar &
spelling
(conventions)
Writer makes no
errors in
grammar or
spelling.
Writer makes 1-2
errors in
grammar and/or
spelling.
Writer makes 3-4
errors in
grammar and/or
spelling
Writer makes
more than 4
errors in
grammar and/or
spelling.
Neatness Letter is typed,
clean, not
wrinkled, and is
easy to read with
no distracting
error corrections.
It was done with
pride.
Letter is neatly
hand-written,
clean, not
wrinkled, and is
easy to read with
no distracting
error corrections.
It was done with
care.
Letter is typed
and is crumpled
or slightly
stained. It may
have 1-2
distracting error
corrections. It
was done with
some care.
Letter is typed
and looks like it
had been shoved
in a pocket or
locker. It may
have several
distracting error
corrections. It
looks like it was
done in a hurry
or stored
improperly.
Format Complies with all
the requirements
for a friendly
letter.
Complies with
almost all the
requirements for
a friendly letter.
Complies with
several of the
requirements for
a friendly letter.
Complies with
less than 75% of
the requirements
for a friendlyletter.
7/30/2019 Cross Curricular Lesson Activities
29/31
*Cross Curricular Lesson 10
I. Title of Strategy Famous ScientistsII. What disciplines does this strategy bring together?
Science and English
Does this strategy support the intellectual/skill development of students? Yes
No
Does this strategy support the social development of students? Yes No
Does this strategy support the personal development of students? Yes
No
III. Explanation of Strategy and How It Connects to a Different Discipline:The student will write a short informational essay on a famous
scientist of their choosing.
IV. Source: Kaitlin HartmanV. Specific lesson example of use of strategy:
Students will write informational essays on famous scientists from the
19th century.
VI. Handouts? Yes No (circle one)VII. Materials Needed: computer accessVIII. Assessment for the above example: X Written Observation___ Other
Specify:
IX. Explanation of above assessment:The student will receive a rubric over which they will be assessed.
X. Accommodations/Modifications for the above examplea. Identify your specific population (state specific disability, ethnic group,
interest area, etc.): Student with Poor Eyesight
b. Identify the accommodation/modification:Enlarged font on handout/rubric
c. How will this accommodation/modification increase learning?Student will be able to read the handout with ease.
7/30/2019 Cross Curricular Lesson Activities
30/31
CATEGORY 4 3 2 1
Introduction
(Organization)
The introduction
is inviting, states
the main topic
and previews thestructure of the
paper.
The introduction
clearly states the
main topic and
previews thestructure of the
paper, but is not
particularly
inviting to the
reader.
The introduction
states the main
topic, but does
not adequatelypreview the
structure of the
paper nor is it
particularly
inviting to the
reader.
There is no clear
introduction of the
main topic or
structure of thepaper.
Grammar &
Spelling
(Conventions)
Writer makes no
errors in
grammar or
spelling that
distracts thereader from the
content.
Writer makes 1-2
errors in
grammar or
spelling that
distract thereader from the
content.
Writer makes 3-4
errors in
grammar or
spelling that
distract thereader from the
content.
Writer makes
more than 4 errors
in grammar or
spelling that
distracts thereader from the
content.
Sentence
Structure
(Sentence
Fluency)
All sentences are
well-constructed
with varied
structure.
Most sentences
are well-
constructed with
varied structure.
Most sentences
are well-
constructed but
have a similar
structure.
Sentences lack
structure and
appear incomplete
or rambling.
Conclusion
(Organization)
The conclusion is
strong and
leaves the readerwith a feeling
that they
understand what
the writer is
\"getting at.\"
The conclusion is
recognizable and
ties up almost allthe loose ends.
The conclusion is
recognizable, but
does not tie upseveral loose
ends.
There is no clear
conclusion, the
paper just ends.
7/30/2019 Cross Curricular Lesson Activities
31/31