Project+-+Betty

=Overview=


 * Title**:
 * Grade Level**:
 * Subject Area**:
 * Time Frame**:

=Description=


 * Summer:** Complete the first three sections
 * School Year:** Complete the entire proposal

Language from Bloom's Taxonomy for describing student outcomes may be found at: http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm

//A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.// ||  ||   ||< doubleClickHereAndType || //What will guide student inquiry?// ||  ||   ||< doubleClickHereAndType || //Include technology. Use district standards where applicable, targeting performance objectives you will assess.// ||  ||   ||< ** WORKPLACE SKILLS STANDARDS ** **// STANDARD 1 //** ** 1WP-F1. Describe how the five senses are used in communications ** PO 1. Identify the five senses PO 2. Provide examples of each sense in action  ** 1WP-F2. Respond to oral presentations by formulating relevant questions and opinions ** PO 1. Recognize the content of an oral presentation PO 2. Ask questions relating to content PO 3. State opinions relating to content PO 4. Develop summary of relevant content  ** 1WP-F3. Apply critical listening skills (e.g., listening for content, long-term contexts, ** PO 1. Listen effectively PO 2. Analyze/evaluate orally received information  PO 3. Respond appropriately   ** 1WP-F4. Listen to an oral presentation, evaluate, and express an opinion orally ** PO 1. Recognize the content of an oral presentation  PO 2. Develop summary of relevant content   ** 1WP-F5. Share ideas, opinions and information with a group, choosing vocabulary that ** PO 1. Participate in groups  PO 2. Speak to a group  PO 3. Share writing with a group   ** 1WP-F6. Write communications that have a definite audience and clear purpose, are **  ** 1WP-F7. Determine the main idea or essential message of a text ** PO 1. Identify the main idea and relevant facts in a reading selection  PO 2. Sequence a series of events from a reading selection  PO 3. Compare characters (e.g., traits, roles, similarities, differences) in a reading selection PO 4. Identify the author’s main purpose (e.g., to inform, to entertain, to persuade, to describe) in a reading selection || //What will students learn and do?// ||  ||   ||< doubleClickHereAndType || //Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.// ||  ||   ||< doubleClickHereAndType || //(e.g., content, technology, etc.)// ||  ||   || doubleClickHereAndType || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||< doubleClickHereAndType || //- Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other// ||  ||   ||< doubleClickHereAndType || //- Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable// ||  ||   ||< doubleClickHereAndType || //Special Ed, Gifted, ELL// ||  ||   ||< doubleClickHereAndType ||
 * < **Summary of Unit**
 * < **Essential Questions**
 * < **Academic Standards**
 * FOUNDATIONS **
 * and summarizing accurately **
 * emotional meaning, following directions) **
 * communicates messages clearly, precisely and effectively **
 * well organized, and use appropriate conjunctions and transition words to tie ideas **
 * together **
 * < **Student Outcomes**
 * < **Assessment**
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**