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The following instructional samples include
District 11 Diamond
Units/Lessons.
Enduring Understandings - important ideas that
students should carry with them years beyond the instruction received this
year.
·
Human beings are intrinsically linked to the natural world and
to the animal life that inhabits the natural world.
·
Living things are designed to survive as individuals and as a
species
·
The experience of an endangered species offers a reflection
into the fragile condition/nature of all life including human existence.
·
Effective researchers use critical thinking skills to evaluate
the quality of information and or data they read/employ.
·
Skilled communicators speak/write to a specific audience and
for a specific purpose.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
-
How do we critically analyze the reliability of sources in research?
-
Why should humanity care about endangered creatures?
-
What makes for effective presentation/communication of information
versus ineffective presentation/communication of information.
-
How does nature impact an individual differently from a society?
-
Can common themes be identified between the world of animals and that of
mankind? If so, what common threads?
Standards
 Highest
Frequency Standards
 High
Frequency Standards
 Other
Standards & E-skills
Reading
1c. Using nonfiction literature, locate/paraphrase main ideas and
supporting details.
1g.
Identify the meaning of unfamiliar words in context using word
recognition skills/context clues.
5c. Summarize and organize info about a topic in a variety of ways (graphic
organizers, etc.) from various sources.
6a.Read and respond to a variety of literature (nonfiction).
4c. Differentiate fact from opinion.
5e.
Locate others' ideas, image, or information in a bibliography.
5f. Locate meanings and pronunciations of unfamiliar words.
1b. Summarize and synthesize nonfiction.
Writing
2a. Write in a
variety of modes and genres (expository/paragraph and multi-paragraph essay).
2b. Organize
writing using a logical arrangement of ideas.
2g. Develop ideas
and content with relevant details, examples, and/or reasons.
3a. Identify
subject, verb, pronouns, and adjectives.
3c. Write in
complete sentences.
3d. Use
conventions correctly (end-marks, apostrophes in contractions and
singular possessives).
3e. Identify and
use conventional spelling.
2c. Use language
which supports and enriches the idea.
2e. Use transitions to link ideas.
2f. Use a variety of sentence structures.
3b. Use
subject/verb agreement, nouns, verbs, pronouns, adjectives, adverbs,
homonyms, and homophones.
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