IP+English+(Math)+T4

=Instructional Plan/Learning Activities= Hook: [|Dirty Jobs] Learning Activity (Graphic Organizer, [|Cooperative Learning], Technology):
 * Content:**
 * Instructional Plan || Understanding || Know students will know || Skills || MLR ||
 * 1.

DAY ONE

* Play life. Have check points during the game where you stop and fill out a GO. Music Playing in background.
 * [[file:LineGameQuestions.pdf]] / Pre-assessment for their thoughts about jobs.


 * Make a list of [|every occupation] they can think of.
 * What would be their dream job? Write on their GO
 * Give letter/Assignment sheet? [[file:LetterToParentsHANDOUT.pdf]]
 * Write to someone in their family? About how they came to be at the job they currently have, and if they would change anything about it, how did they know that's what they wanted to do? Brainstorm questions for parents. [[file:parentscareerletterquestions.pdf]]Questions will be typed in the front of the class, on screen.

DAY TWO
 * Create letter to send to parents
 * Take the career quiz and write down results ([|LINK])
 * HW is to to send the[| letter] to their parents.

DAY THREE DAY FOUR
 * Use GO to compare each job based on certain criteria. [[file:dreamjobGOcomparison.pdf]]
 * [[file:CareerCriteria.pdf]]
 * Discussion in small groups and as a class. [[file:DiscussionQuestionsCareer.pdf]]
 * [|Blog] about 1) two things they learned, were interested to know, two things they want to learn more about.
 * Work on projects the whole day. Music playing in background.

Artifact: [|Job Comparison] Need GO for project/must have a link/explanation or picture for every word || Students will understand that research is important, adds to their understanding, and it can sway their opinion. || collect information for research projects including primary and secondary sources (c1) (letter writing b5) || compare occupational risk vs. reward || B5 - Write to convey specific requests for detailed information.

C1 - Students propose and revise research questions, collect information from a wide variety of primary and/or secondary sources, and follow the conventions of documentation to communicate findings. || Hook: [|Storm Troopers] Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Artifact: [|Graph Results](Scribblar) DAY ONE Hook: [|Who Wants To Be A Millionaire] Learning Activity (Graphic Organizer, Cooperative Learning, Technology): DAY ONE Artifact: [|PicLit] || Students will understand that research is important, adds to their understanding, and it can sway their opinion. || make comparisons and draw conclusions based on informational texts (a3) || predict quality of life based on various employment scenarios ||  || Hook: [|Chaos Theory] Learning Activity (Graphic Organizer, Cooperative Learning, Technology): DAY ONE Artifact: [|TimeLine(OurStory)] || Students will understand that research is important, adds to their understanding, and it can sway their opinion. || **write a logical argument (e2)** || consider how their daily choices affect their immediate and long term future || A2 (career) - Students analyze how positive and negative personal traits, choices about behaviors, and the belief that one can successfully complete tasks/goals affect success in school. || Hook: Learning Activity (Graphic Organizer, Cooperative Learning, Technology): DAY ONE
 * 2.
 * Preassess? Relate to them. Gossip/rumors/facts/opinions. Give them a scenario and have them tell what's going on. Discuss as class.
 * Read a (misleading) newspaper article about current employment[|(School Cuts)] [|(TWEET)][| (JobsInME) >]
 * Data scavenger hunt. GO for stats from the site. (a different group?) 1990-2010 (in 5 groups, stats for every two years) Predict for ten years from now. ([|graph]) And discuss in TUMBLR if they think any differently about the article. Who represents the article in the beginning scenario? Graph full time line || Students will understand that charts and graphs are their own form of information, not unlike text. || use graphs and charts to represent, organize, interpret, draw inferences, and recognize manipulation from data (data math) || make sense of tables, graphs, and charts displaying statistics regarding employment || Data Math - Students make measurements and collect, display, evaluate, analyze, and compute with data to describe or model phenomena and to make decisions based on data. ||
 * 3.
 * Play game, if anyone wins the million, than the whole class gets to play with a million, otherwise they play with the average lifetime wage, make connection to the lottery?
 * [|Mash] Find out statistics for students who graduate from college
 * [|Budgets] Fill out and print (GO?)
 * 4.
 * Positive/Negative Outlook (walking around the room)
 * Line Game about something?
 * External Factors for success in school (informal groups)
 * What does confidence do to a person?
 * Students will choose one thing, just like the butterflies wings, and create two stories around it, one positive, one negative [[file:causeandeffect.pdf]]
 * 5.
 * Review what we've been learning (fill out first survey thing again, see if there are any differences (GO))
 * A list of things that we still want to know (letters from beginning lesson)
 * A list of questions(GO) for a High School Guidance Counselor, College Representative, and High school Student.
 * Who is our audience and why does it matter?

Three groups of students. Each groups interviews on person and together will present to the class the answers all questions and video reflection.

Artifact: iMovie/GarageBand - Interview || Students will understand that research is important, adds to their understanding, and it can sway their opinion. || organize and present information logically either verbally or written || reflect on their own thoughts about education || B1 - Students use a writing process to communicate for a variety of audiences and purposes. E2 - Adjust volume, tone, eye contact, and gestures to suit the audience. || Hook: Bring in Posters/pamphlets etc. Learning Activity (Graphic Organizer, Cooperative Learning, Technology): DAY ONE Artifact: Everyone in the class will create one poster to put up. Must us technology. Must be creative. Offer one fact about their grade, and one general fact. One personal opinion. One website/phone number. (Glogster) || Students will understand that research is important, adds to their understanding, and it can sway their opinion. || utilize relevant web programs or software in order to showcase information for multimedial learning || design informational media to theoretical dropouts || B5? - Write information purposefully and succinctly to meet the needs of the audience.
 * 6.
 * Go over persuasion a little, what makes a good poster.
 * Audience (in 3 groups, each groups discusses 6th, 7th, and 8th grade audiences) Share with class.
 * Students create their posters. Go over different programs in class.
 * Publish, they will be posted around school and presented to classmates

E2 - Adjust volume, tone, eye contact, and gestures to suit the audience. || [|(For Cassie)]

Formative
Q - Quizzes WS - Work Sample SA - Self Assessment P - Prompts O - Observation D - Dialogues

**Product - Summative**
CL- Comic Life IM - Imovie B - Blog PC - Podcast W - Wikispace G - Glogster