Living in a Global Society Rubric

Living in a Global Society Integrated Unit Assignment and Rubric/Feedback Sheet Description: Teacher candidates will develop an instructional unit based on a realistic fiction trade book. Additional information: 1. The selected trade book will have part or all of its setting in a country other than the United States of America. 2. The unit will display integration of language arts (English usage, writing/composition, and spelling), reading (comprehension and fluency), math, science, social studies, the arts, physical education, and student use of technology. . The arts, physical education, and technology will need to be integrated into only one lesson each somewhere within your unit. These do not need to be done on a daily basis. b. Language arts, reading, math, science, social studies will need to be integrated into each day’s instructional planning. 3. Learning activities need to incorporate at least three of the five following items: a. Culture and cultural diversity b. Tim e, continuity, and change c. Economic, scientific, and technological development d. Individuals, groups, and institutions . Civic ideals and practice of the country that is the setting of the book 4. The integrated unit will cover three complete days’ instruction. Local pacing guides are not to be taken into account. The three days of instruction will be done on Plan Book Sheets. Please indicate content areas that are being integrated. 5. All appropriate standards for each integrated lesson are to be listed. 6. Template for submitting on following page. 7. One full day’s instruction will also be developed using the Blueprint Lesson Plan format.Candidates will pick any one of the three days developed on Plan Book Sheets as the day that also gets Lesson Plans. 8. Candidates will have an individual checkpoint meeting with their instructor to ensure appropriate progress is being made towards completion of this assignment. 9. Candidates will bring a copy of their Rubric/Res ponse Sheet for Individual Unit Meetings to their unit meeting with starred items completed before meeting 10. Completed unit assignments will be submitted in a zip bag on a flash drive with rubric.After any editing, the candidate will upload finalized version to Task Stream. 11. Please email questions to me at emily. [email  protected] edu ELE 4030: Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Introduction of Story – Vocabulary, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and MathReado ELE 4030: Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Continuation of Story – Comprehension, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and Math Reado ELE 4030: Living in a Global Society Plan Book Sheet for Unit AssignmentTrade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Conclusion of Story – Comprehension, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and Math Reado The University of North Carolina at Pembroke School of Education – Teacher Education ELE 4030: Living in a Global Society Integrated Unit Assignment and Rubric/Feedback Sheet Candidate: | |Aspect of Assignment | Possible points | |Cover sheet (Candidate’s name, course, semester & year, Integrated Unit based on †¦ (na me of trade book), level of |-10 if missing or | |instruction |incomplete | |Plan book sheet completeness & clarity |10 | |Lesson plans in Elementary Lesson Plan Format, completeness, and clarity |10 | |Curriculum integration |10 | |Language arts strategies |10 | |Reading strategies |10 | |Math strategies |10 | |Science strategies |10 |Social studies strategies |10 | |Arts strategies |5 | |Physical education strategies |5 | |Student use of technology |5 | |Developmental appropriateness |5 | |Total points earned out of 100 & Instructor comments | | | |/100 | | | | University of North Carolina at Pembroke School of Education – Elementary Education Department Rubric/Response Sheet for Individual Unit Meetings **Candidate: Cristy Prince | |**Book used & author: Snow Treasure by Marie McSwigan | |**Appointment day & time: Tuesday, October 11, 2011 at 4:00 p. m. | |Aspect of Assignment |Possible Points | |On time for appointment |10 | |One day’s Plan Book Sheets | 20 | |Three Lesson Plans in Elementary Lesson Plan Format |20 | |Curriculum Integration 20 | |Meshing of activities with appropriate standards |20 | |Clarity/precise language |10 | | |100 | |Subtotal | | |Rubric not provided by candidate |-15 | |Rubric provided but starred items not completed |-15 | | | | |Total | | Comments: ———————– Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively. Social Studies – Goal 2: The learn er will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 1: Number and Operations – The learner will read, write, model, and compute with non-negative rational numbers. Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan.The teacher will read aloud the first 10 chapters, stopping along the way to introduce vocabulary (Norway, Norse, kroner, Nazi, etc. ) and geography (Norway, the Arctic Circle, Poland, Germany, Britain, and France). The day’s activities will also include a summary written by the students on what has been read to them thus far. They will be asked to begin to think what role the Norse have played in the development of our country and what, if any, they have p layed in our state. We will also discuss how both humans and animals adapt to such a cold, harsh climate. During math, we will continue talking about Norway and their system of currency. We will work on currency conversions, starting with a basic lesson and then moving on to using the web site www. xe. om to practice further. We will further this concept in the computer lab in the afternoon with www. ixl. com. Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively.Social Studies – Go al 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 1: Number and Operations – The learner will read, write, model, and compute with non-negative rational numbers. Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 11-20, stopping along the way to introduce any new vocabulary and/or geography. The day’s activities will also include a summary written by the students on what has been read to them thus far.They will be asked to revisit our discussion about what role the Norse have played in the development of our country and what, if any, they have played in our state. We will also discuss what animals indigenous to ou r country could survive in Norway. During math, we will continue talking about Norway and how they moved their gold from the cave to the Snake. We will work on word problems that revisit such a conundrum to figure what it would take to move amounts from site to site. We will further this concept in the computer lab in the afternoon with www. ixl. com. Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively. Social Studies – Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 4: Data Analysis and Probability – The learner will understand and use graphs, probability, and data analysis.Healthful Living Education – Goal 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1). Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 21-30, stopping along the way to introduce any new vocabulary and/or geography. The day’s activities will also include a summary written by the students on what has been read to them thus far. They will be asked to revisit our discussion about what role the Norse have played in the development of our country and what, if any, they have played in our state.Students will be asked to draw pictures of what adaptations they believe that we as North Carolinians would need to make to survive in Norway. In this picture, they will also draw a picture of their favorite NC indigenous animal with their adaptations. During math, we will wrap up our discussion on Norway with a Venn diagram comparing and contrasting the Norse with Americans. We will further this with a bar graph of what students believe to be attributes common to both countries. To wrap-up our journey into Norway, we will practice our â€Å"sled-moves† during recess. The students will work both individually as well as in pairs to come up with the most original slalom.

You all are SHEEP, or maybe I am Professor Ramos Blog

You all are SHEEP, or maybe I am â€Å"When Mexico sends its people, they’re not sending the best. They’re not sending you, they’re sending people that have lots of problems and they’re bringing those problems with us. They’re bringing drugs. They’re bring crime. They’re rapists†¦ And some, I assume, are good people.† DonaldTrump â€Å"The point is, you can never be too greedy.† Donal TrumpAppreciate the congrats for being right on radical Islamic terrorism, I dont want congrats, I want toughness vigilance. We must be smart!DonaldTrump I was wrathful, to say the least, and my head was nowhere near sanity. I tried to let my emotions not get the best of me, to thrust them away, and usually, that would be un-challenging for me. But at this very moment where I sat two feet away from my best friends, I couldnt begin to imagine the ignorance that they would say next. It was a junior year in high school, and the sun was glistening on everything its rays could reach, the campus was cacophonous and crawling with high schoolers undoubtedly enjoying their lunch. Well.. every high schooler but me. It was my idiotic idea to bring up politics thinking everyone at our table would agree with what I had to say. But my fault here was being utterly naive and stereotyping that my latina friends would see eye to eye on the presidential climate of the United States like me. As people of color, we agreed on many things, spicy food was always the best, never say the n-word if you’re not black, and two languages was always better t han one. But obviously, you didnt have to be a person of color to agree. But I also knew that we were different from even before, because, they were very Christian, therefore their beliefs were conservative, and they were hardcore Republicans. But because I was Muslim, my beliefs were a lot more liberal than they were conservative, and I was a Democrat. I knew our difference in religions separated us from political boundaries, but what I still didnt expect what was the response I got when I said â€Å"Trump is going to get us all killed,† I announce laughingly with a smug grin my face, and when only one of my friends, Nathalie, laughed back, I knew this wouldnt end well. â€Å"What do you mean? He’s kicking out all the immigrants, hiring black employment rates, and bettering the economy.† My two best friends shot back. I was in utter shock. TRUMP? I wanted to yell, BETTERING THE ECONOMY? I was on the verge of losing it, and maybe because it was the lack of knowledge I expected my friends to know, like that Trump is all over the place lying about numbers and rates, and that the only economic power he gave was to rich white businessmen like himself, and everyone knows to make the rich richer does anything but better the economy, or maybe it was the betrayal I felt. I was of no latin origin, yet the way he demonized them, touched a spot in my heart, because for years thats what america has been doing to me, doing to people with any Arab or Muslim heritage. Because to them a group of extremists who take everything out of context and twist them to fit their own personal demographics, to try and justify what they do, means millions of innocent people doing the same thing, even if they show no signs of harm. And the way they let it happen to their people, and didnt care, just because it wasn’t hap pening to them fueled any ounce rage I had. They thought they knew the facts, but what did I expect? They watched news networks like Fox News. All they did was follow like sheep, blindly into the unknown, thinking everyone was wrong, but them. When they saw my concerned facial expression, one of them asked â€Å"You’re mUZlim, dont you believe in the same things we do?† â€Å"MUSlim. Where do you see the Z in that?† I questioned clearly annoyed. â€Å"And for the record, no. We don’t believe in some things that you do, and vice versa.† Which got me thinking, that were we much more different than I thought we were, which gave me an even better reason to resent them. â€Å"Look I know you probably don’t like him. But how are you not seeing that he’s doing it to protect us? Like it or not you’re safer when the border has a wall, and when the Muslim ban is enforced† I almost spat out my milk. It was one thing to attack her own people, but now she was attacking mine. I tried to calm myself down, it’s okay I reminded myself just educate them, and dont get mad. But then I got mad that everywhere I go I have to explain myself and had to explain my worth, and even with my own friends, it was no different. â€Å"So†¦Ã¢â‚¬  I said as calmly as I could while playing with a fork circling my food. â€Å"What makes you think you’re any better than they are, if you know, they are rapists, drug dealers, and murders. I mean that’s what most of them are, right? But aren’t you them? Don’t you have the same race? And what makes me different from the 1.8 billion ‘terrorists’ who did nothing wrong to earn that name.† They stared back at me. â€Å"Because, it would be pretty privileged of you to say that you are better human beings than them just because you dont live in war and poverty, oh and because of your geographical location.† I laughed humorlessly. â€Å"It sucks that they live in those circumstances, but thats the way it is. Because of that, they cant be trusted. I know all of them arent bad, but we cant take that risk† They responded. â€Å"Sweetheart, there are more than 1.8 billion Muslims in the world, and more than 500 million Latin people, if they were even an ounce as bad as you and your president claim they are, we would probably be dead. You know its funny coming from someone who is pro-life, that they would rather risk the one in a billion chance to be killed by an immigrant, on millions of those immigrants dying because of war.† Silence filled the table, everyone at the table was staring at me and my two friends. I knew I was being a total bitch, I knew I should just be quiet and let them think what they want to think, but I couldn’t bring myself to do it. â€Å"He’s better than Obama† ‘What the literal FUCK does this have to do with Obama† I said smiling through my teeth as my fist clenched under the table. They all laughed. But as I went home that night, I do what I usually do, just before I go to sleep, I stay staring at the ceiling, whispering to God about my day. I refused to believe all Christians thought the way my two friends did, there was no way I kept repeating to myself. We believed in the same God, and the same fundamentals, but its the details that made us so different. Islam encourages us to ask questions about our faith and about our world both secular based and non-secular based, we believe in human rights very deeply, we believe in global warming, we tolerate no amount of discrimination or racism, and we do not believe in closing doors for those who seek a better life, we believe that human nature is good, but its Satan who tries to lead us astray, but we still have consequences for our actions, we believe in respecting all religions, and beliefs and everything that makes us different. We believe in all these things, but ignorance has made people generalize us into conservative, extremist terrorists, and they would never know the truth if they never asked. Yet these girls I called my friends didnt believe in most of them, and whether it was because of culture or religion, I wasnt having it. Explaining how frustrating it was, and asking what I should do. I sighed deeply, it wasnt like he was going to answer me, but it would be nice to get some kind of sign. Then, it hit me like a truck. I was judging them this whole time and debating whether I should still even be friends with them, while it never once crossed their minds. And thats when I realized, I was the one at fault. Why should I stop being friends with them? What made me so superior to them that made me think I was better off. I was the one being ignorant and only accepting one train of thought when I should be open to hearing all of them. Maybe I was the sheep this whole time, doing what everyone does and disliking someone because of their political views, when I should stand up and like someone because of their different political views because the second diversity stops, and we all think the same, the easier it becomes to control, and the easier it becomes to stop thinking, to stop spreading ideas, and beliefs and regulations, and whats humankind without acting like humans?