Curriculum Project

Normal.dotm 0 0 1 841 4797 EMUHSD 39 9 5891 12.0 0 false 18 pt 18 pt 0 0 false false false /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; mso-bidi-font-size:11.0pt; font-family:"Times New Roman";} Rationale of the curriculum project

This project is designed to prepare students for the performance task in SBAC (Smarter Balanced Assessment). Students will be provided with various sources on Chinese foot binding. They will read and synthesize the information to learn about the topic. Then, students will cite the sources to support their claim. This project will benefit the students by preparing them for the change they are going to experience in this new testing format. Instead of multiple choice questions, students must utilize their learning and findings to support their arguments. The performance task will refine students’ analytical and critical thinking skills that are vital to their success in college, career and life.

Skills and content objectives

CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

CCSS.ELA-Literacy.RI.11-12.10
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

CCSS.ELA-Literacy.W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

CCSS.ELA-Literacy.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

CCSS.ELA-Literacy.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Lesson Plans

Day 1

1) Teacher will start the class with a quickwrite.
2) Teacher will show the first slide of the power point and ask students to write down what they think.
3) Teacher will introduce to student about Chinese foot binding using the power point.
4) Teacher will show student a video of foot binding to increase students’ prior knowledge about the topic.
5) Teacher will provide students with “Marking the Text Toolbox” and “Painful Beauty: How Lotus Feet Are Made.”
6) Teacher will go through the article with the whole class following step 1 – 5 of “Marking the Text Toolbox.”

Day 2
1) Teacher will distribute “One page Report: Poster Activity” and explain the assignment.
2) Teacher will divide the class into groups of three and give each group a poster paper.
3) Student will use “Painful Beauty: How Lotus Feet Are Made,” the article they read the day before, to complete the one pager report poster in groups of three.
4) Students will present their poster if time allows; if not, posters are displayed for reference.

Day 3
1) Teacher will provide students with another article “Painful Memories for China’s Foot Binding Survivors.”
2) Students will apply their skills to mark the text.
3) Students will combine and synthesize all they learn about foot binding to compose a persuasive essay to argue about the detrimental effects caused by foot binding on Chinese women.

A Plan for Assessing Student Achievement

Students will be assessed formally and informally throughout the completion of this performance task. They will demonstrate their reading comprehension and text-marking skills when they go through the articles. They also show their ability to identify main ideas and details. Students will further demonstrate their understanding with the one pager report poster. They will also display their public speaking skills as they present to their peers. Finally, they will show their research skills by quoting and citing sources to support their claim / thesis in a composition.