By C. Ezekiel Ohan, October 8, 2009
- High School
- Language Arts
- Social Studies
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
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:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
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:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
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:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
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:
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.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
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.
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:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Vocabulary Acquisition and Use:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.
- design (Artistic & Technical Drawing)
- 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
- Internet access
- portfolio – three-ring binder
- slip covers / page protectors
- computer paper
- glossy photo paper
- 3ft x 5ft plywood board [for ”Master Landscape” model of area]
- 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
- overhead projector
- access to the school stage [In order to practice stage presence and positioning.]
- 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
- 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]
- Business cards
- appropriate “corporate” attire
- Master/Mistress of Ceremony
- Presentation of model
- Close (Allotted time for proposal is fifteen minutes.)
- behind the scene set ups
- acquisition of necessary props
- 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
- 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.)