Hypothetical Heights
By C. Ezekiel Ohan, October 8, 2009
Grade Level
- High School
Category
- Other
Subject Area
- Arts
- Language Arts
- Social Studies
- Technology
Lesson Time
Introduction
National Standards
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes:
CCSS.ELA-LITERACY.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-LITERACY.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Objectives
- design (Artistic & Technical Drawing)
- decorate
- construct (Industrial Design)
- communicate verbally (Public Speaking)
- invite and correspond with corporate liaisons (Etiquette)
- research and analyze using primary sources
- take field trips (Relative to his or her proposal.)
- receive guest speakers
- fundraise to promote selected bid
- establish a documented portfolio regarding his or her proposal
- present his or her bid within a public forum
- engage City Hall (Ideally the Mayor’s office will attend and judge the presentations.)
- invite the community to attend the presentations
- contact media for coverage: newspapers, radio stations, TV
- experience ownership of his or her selection
- sequence their academic day in various content areas
- cultivate a variety of disciplines: e.g. design/tech/speech
- benefit from an interactive approach strategy
Resources
- Internet access
- portfolio – three-ring binder
- slip covers / page protectors
- computer paper
- glossy photo paper
- camera
- 3ft x 5ft plywood board [for ”Master Landscape” model of area]
- pencils
- erasers
- paints
- rulers
- compass
- poster board
- permanent markers
- 2ft x 3ft plywood board: one per group.
- 3mm thick foam construction board: [up to six sheets per group bid]
- transparencies [to simulate glass]
- various kinds of tape (transparent, masking, athletic, etc.)
- Basic cutting and measuring tools
- various glues
- aerosol protective spray
- software: PowerPoint for presentation
- software: Excel software for documentation and logistics
- hardware: streaming and live feed capability [presentational purpose]
- overhead projector
- dictionary and thesaurus
- standing microphone
- podium
- camcorder
- overhead projector
- access to the school stage [In order to practice stage presence and positioning.]
Vocabulary
- demand: the ability and desire to purchase goods and services
- cost: the total spent for goods or services including money and time and labor
- benefit: an advantage, help or aid
- surplus: when the quantity of a good supplied exceeds the quantity demanded at the existing price
- scarcity: the condition of something being scarce or deficient; an inadequate amount of something; a shortage
- supply: an amount of something available for use
- investment: the act of investing; laying out money or capital in an enterprise with the expectation of profit
- expenditure: the cost of goods delivered or services rendered, whether paid or unpaid
- tradition: custom; a specific practice of long standing
- citizen: a native or naturalized member of a state or other political community
- public service: a service that is performed for the benefit of the public or its institutions; employment within a government system
- community standards: the local norms bounding acceptable conduct
- personal standards: how you treat yourself, how you treat others, how you conduct your behavior and perform the tasks that are expected of you
Procedures
- Lobbyist: This group is responsible for the portfolio and its contents that define the bid. They also fundraise, correspond, set up interviews with local business executives, network and assist their client.
- Client: This group is responsible for the design, the construction, anticipated costs of build, guest-speakers, fundraising, interviewing, initiating field trip visits, tracking progress of the group, and deadline management.
- Title Page: Hypothetical Heights
- Table of Contents
- Mission Statement
- Group Bio
- Group shot
- Bid – Short Description
- Photograph of designed model formatted to fit page
- Letter of Inquiry – Sample [lobbyists to respective industries]
- Research and Analysis [bid proposal]
- Correspondence [documented interaction and information]
- Glossary [vocabulary pertaining to communication within the selected industry]
- Index
- Business cards
- product-knowledge
- appropriate “corporate” attire
- Master/Mistress of Ceremony
- Props
- Presentation of model
- Close (Allotted time for proposal is fifteen minutes.)
- behind the scene set ups
- acquisition of necessary props
- equipment
- promotional/informative literature (pamphlets regarding the Client and their bid)
- VIP seating for executive guests
- accommodating the media
- presenting within the allotted time of fifteen minutes
Assessment
- Preparation = three points (One each for being: organized, accountable, and delivering on time.)
- Participation = three points (Each student documented/accredited for their individual workload.)
- Performance = three points (One each for: stage presence; appropriate positioning; vocal projection.)
- Package = three points (One each for correct: promotion, attire, props.)
Diana Godines said on June 25, 2014
I appreciate that there are not limitations to brainstorming during the first part of the lesson. The “lobbyist” and the “client” idea can be used in other subjects, as well. I like this idea of two groups working together on separate tasks for a greater cause. The group-driven instruction and accountability tracking sheet are an innovative approach to instruction. This a lesson that has a college-prep feel to it. I can see myself participating in something like this in my graduate work. I will work on converting this same concept into a math lesson for next year.