Transportation, Distribution, & Logistics Career Bridge ... · 9 ASE Lesson Plan Outline ... Building Success in the Bridge Semester 2 Course 23 Weeks 1 & 2, Lesson 1 ... and public

Transportation, Distribution, & Logistics Career Bridge Semester 2 Lesson Plans for Reading & Writing (For ASE Classrooms)

Developed by Stephanie Sommers

A collaborative project between City Colleges of Chicago and Women Employed

Copyright © 2014 by Women Employed and City Colleges of Chicago and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

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Thanks to those who provided support for the development and distribution of these lesson plans, including:

The Joyce Foundation JPMorgan Chase Foundation Grand Victoria Foundation The Chicago Community Trust Chicago Tribune Charities-Holiday Campaign, a McCormick

Foundation fund Polk Bros Foundation Lloyd A. Fry Foundation The Boeing Company Alphawood Foundation Crown Family Philanthropies The Richard H. Driehaus Foundation Woods Fund of Chicago Circle of Service Foundation

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5 Introduction to ASE Lessons 9 ASE Lesson Plan Outline Theme: Building Success in the Bridge Semester 2 Course 23 Weeks 1 & 2, Lesson 1 29 Handout: TDL Career Bridge Semester 2 Academic and Career Goals 31 Handout: What Makes People Successful 33 Handout: 10 Highly Effective Study Habits 35 Handout: The Ten Study Habits of Successful Students 37 Weeks 1 & 2, Lesson 2 43 Handout: PwC: Supply Chains Threatened by Six-Degree Global Warming 45 Handout: Most Big Companies Hurt by Water Problems, CDP Survey Finds 47 Handout: Global Warming is Real and Has Consequences – Part II Theme: Impacts of Global Warming on Global Supply Chains 49 Weeks 1 & 2, Lesson 3 55 Handout: Bibliography Format Theme: The Science of Global Warming 57 Weeks 3 & 4, Lesson 1 63 Handout: Climate Change – Background Essay and Discussion Questions 65 Handout: Greenland Ice Sheet Project 2: A Record of Climate Change 67 Handout: What is Plagiarism? 69 Weeks 3 & 4, Lesson 2 75 Handout: GED Essay Scoring Rubric 77 Handout: Greenland Ice Sheet Project 2: Analysis 79 Handout: Blank World Map 81 Handout: Natural Climate Change in Djibouti – Background Essay 83 Handout: Natural Climate Change in Djibouti, Africa – Discussion Questions 85 Weeks 3 & 4, Lesson 3 Theme: Answering the Skeptics on Global Warming 93 Weeks 5 & 6, Lesson 1 99 Weeks 5 & 6, Lesson 2 107 Weeks 5 & 6, Lesson 3 113 Handout: Activities for Teaching Writing Skills Theme: Review Writing Projects 123 Weeks 7 & 8, Lesson 1 129 Weeks 7 & 8, Lesson 2 133 Weeks 7 & 8, Lesson 3 Theme: Carbon Footprints 137 Weeks 9 & 10, Lesson 1 145 Weeks 9 & 10, Lesson 2 153 Weeks 9 & 10, Lesson 3 Theme: The Green Supply Chain 157 Weeks 11 & 12, Lesson 1

Table of Contents

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163 Weeks 11 & 12, Lesson 2 167 Weeks 11 & 12, Lesson 3 Theme: Research Ways High-Polluting Industries Can Go Green 173 Weeks 13 & 14, Lesson 1 177 Weeks 13 & 14, Lesson 2 181 Handout: Essay Scoring Rubric 183 Weeks 13 & 14, Lesson 3 Theme: Writing Workshops 187 Weeks 15 & 16, Lessons 1 and 2 Theme: Celebration 191 Weeks 15 & 16, Lesson 3

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Welcome to the Transportation, Distribution, & Logistics (TDL) Bridge Semester 2 Reading and Writing lessons! These lessons are designed to improve the basic reading and writing skills of students at the High Adult Secondary Education (ASE) level who enter City Colleges of Chicago (CCC) with eleventh– to twelfth-grade literacy levels, while exposing those students to key TDL issues that are relevant to their lives and the TDL field. These ASE lesson plans, as well as two lower TDL Bridge levels, were created through a collaborative project between City Colleges of Chicago and Women Employed (WE). This TDL Career Bridge Semester 2 is designed to meet the Illinois Community College Board’s (ICCB) definition of a bridge program. Defining Bridge Programs The ICCB defines bridge programs as programs that prepare adults with limited academic or limited English skills to enter and succeed in credit-bearing post-secondary education and training leading to career-path employment in high-demand middle– and high-skilled occupations. The goal of bridge programs is to sequentially bridge the gap between the initial skills of individuals and those needed to enter and succeed in post-secondary education and career-path employment. Bridge programs must include three core elements:

Contextualized instruction that integrates basic reading, math, and language skills and industry/occupation knowledge.

Career development, including career exploration, career planning, and understanding the world of work.

Transition services, including information and assistance as students move to credit or occupational programs. Services may also include academic advising, tutoring, study skills, coaching, and referrals to individual support services.

Bridge Student Qualifications The TDL Career Bridge Semester 2 is designed for:

ASE students who score between 9.0 and 12.9 on the Tests of Adult Basic English (TABE) in reading and math.

English as a Second Language (ESL) students who score between 9.0 and 12.9 on the TABE.

Highly motivated students, interested in entering or advancing in a TDL career, who are able to devote at least 22 hours per week plus homework for the duration of the program.

CCC transition specialists or other trained staff members should have already talked to students about any life situations that would interfere with their ability to succeed in a bridge program, such as work schedule, lack of child care, or lack of time to study and do homework outside of class. Other potential barriers include the need to discharge current debts to the college before entering this course. Should any of these issues arise after classes begin, students should be referred to a trained staff member who can help. Expectations of Bridge Students Through the recruitment and orientation process, students have been made aware of and have agreed to meet the following expectations:

Attend all classes. If an absence is necessary, notify the instructor to request missed work.

Arrive to class on time and stay until class ends.

Introduction to the Transportation, Distribution, and Logistics Lesson Plans

For Reading and Writing in the Career Bridge Semester 2

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Respect instructor, classmates, and self.

Complete all assigned work; ask questions when not sure.

Meet with a transition specialist and college advisor and prepare to eventually transfer into a credit/career program.

Bridge Semester 2 Program Benefits to Students and to CCC During this TDL Career Bridge Semester 2, students will:

Improve basic reading and writing skills using materials related to the TDL industry.

Learn actively through group activities, peer feedback, and writing workshops. Because these lessons do not call on the instructor to lecture from the front of the class, students may need time to become comfortable with the active and contextualized nature of these lessons.

Gain experience in using computers as some, if not all, classes will take place in a computer lab.

Learn the skills employers want, such as communication, teamwork, dependability, problem solving, and technology skills.

TDL Career Bridge Semester 1 and Semester 2 together should prepare students to pass the GED test with minimal additional test preparation. A GED credential or high school diploma is a requirement for federal financial aid. After TDL Career Bridge Semester 2, students should also be able to score high enough on the CCC entrance exam) to enter college-level courses and earn credit towards degrees or certificates. Additional resources available for bridge program students include:

Free tutoring.

Transition specialists who will meet with students to work through challenges and make future plans.

Academic, financial aid and/or career services advisors who will help students enroll in college occupational programs and learn about available jobs in their chosen occupations.

Bridge Semester 2 Correlation with State and National Standards To ensure that the TDL Career Bridge Semester 2 lessons meet state and national learning standards, curriculum designers compared the Illinois ABE/ASE Content Standards1 in reading, writing and language, and speaking and listening and the National Reporting System (NRS)2 descriptors for the ASE level (sometimes referred to as Levels 5 & 6). This comparison was then condensed into a document called the Condensed Standards for NRS Levels 5 & 6 which is contained within these lessons. These condensed standards can be used to:

Understand the relationship between each lesson and the required standards. To do this, the curriculum writers have begun each lesson with a list of associated standards.

Connect classroom activities and assignments to formal standards that describe the skills students are learning.

Understand the relationship between TDL Career Bridge Semester 2 skill-building standards and 2014 GED skill requirements.

At the end of this introduction is a chart of Condensed Standards for NRS Levels 5 & 6 skills covered in these lessons.

1 The Illinois Common Core Standards for Adult Education were created to ensure that students receive the same level of preparation that high schools are expected to deliver, and that they are ready for both the new GED test and college-level work. 2 As a state and federally funded program, CCC must use the NRS to classify instructional levels and student performance and to demonstrate student progress in its adult education programs.

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Principles for Lesson Plans The principles underlying these lesson plans include:

All work must be grounded on students’ experience, decisions, and goals.

Teachers must ask, not tell. Teachers should avoid having the answers. They should instead set up situations where students can pose questions, find their own answers, and propose ways to discover additional information.

Classrooms must incorporate visual, auditory, and kinesthetic techniques in each activity or set of activities to make sure all students can be tuned in.

Activities must encourage students with varying skill levels to bring their thoughts and experience to the table as equals.

Students must work in pairs and groups to hear, see, and engage material before they present considered answers to the class.

Students can teach and learn from each other through pair and group work.

Writing first drafts must be free of worry. Work on penmanship, spelling, and grammar must be part of the rewriting process, not the initial drafting process.

Grammar is best learned in the context of a writing project in which students are invested in communicating something important to them.

Strategies for Building Contextualized Themes These ASE lessons focus on high-interest contextualized topics that have direct impacts on the TDL field. These include:

4-Weeks 4-Weeks

ASE The Impacts of Global Warming on the

Global Supply Chain Business Solutions to Global Warming

Within each of these high interest topics, we have chosen weekly themes. Please see the ASE Outline that follows this introduction for a list of the themes for this course. The strategies for building out the contextualized themes for these ASE lessons focus on Key 2014 GED requirements. These strategies include:

Selecting Science and Social Studies topics that have been contextualized to Transportation, Distribution and Logistics.

Use of primary and secondary sources as the basis for students’ own thinking and writing.

Use of online articles, videos, graphics, and political cartoons to help students become good readers in Science and Social Studies.

Learning test-taking skills through targeted GED test materials that are relevant to the Science, Social Studies, and Language areas studied.

Writing multiple persuasive and informative essays, both formally and in the 45-minute format.

Use of a variety of reading strategies to help students work with more difficult readings. These include: reading for a purpose, highlighting, utilizing small group and class analysis of readings in a broader context, and developing vocabulary skills through their reading.

Comparing issues and points of view between readings.

Utilizing the internet as a research tool for answering questions and finding information for presentations.

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Working through group presentation preparation, delivery, and evaluation processes to improve team working, problem-solving, and public speaking skills.

Note-taking on class discussions, readings, and on video presentations in preparation for college level courses.

Using clear evaluation tools so that students become good editors and evaluators of each others’ work. Recommendations for Program Delivery The lesson plan activity instructions contain full descriptions of the activities down to what questions teachers can ask and what information should be recorded on the board. These instructions are intended to help the teacher understand the intention and flow of the activity. However, they are not intended to be a script and in fact have more detail than can be brought into the classroom. To adapt the lesson plans to a useable outline, we suggest that teachers use the following process for preparing for each day:

o Familiarize yourself with the materials and issues in whole units before teaching them. o Read all assigned material; view all videos; work through all charts and graphs so that you

understand all that is to be presented. o Go through all the activities to make sure you can answer any study questions or would feel

comfortable leading any of the activities presented there. o Highlight the specific portions of the activity that will help you remember the full flow of the

activity. o Make adjustments to the size or the emphasis of each activity to best fit the needs of your

class. o Bring a highlighted outline or create a separate outline that can remind you of how to

implement the activity and will be simple for you to follow. o Prepare all handouts and projection materials so presentation of each activity can go

smoothly. Although suggested time durations for each activity are included, the time devoted to any given activity in the daily lesson plans could vary. Teachers must decide how to adapt the activities to meet the needs of their actual students. The following guidelines should help teachers decide how to customize the curriculum:

Select and use grammar materials as needed to support student essay editing in the Writing weeks.

Include short vocabulary quizzes as needed to ensure that students learn new words they select from the readings.

Use these materials in the order they are presented. The activities in this curriculum build on one another and lead to subsequent discussions, readings, and writing assignments. Because the lesson plans have a cumulative structure, it is important that teachers familiarize themselves with the materials and issues in whole units before teaching them.

Make decisions to modify, eliminate, or change lessons carefully. While we expect teachers to adapt these lessons for their own students, they should do so with caution because of the cumulative structure of these lessons; decisions to modify one activity could result in students being unprepared for later activities. Therefore, it is important that teachers familiarize themselves with the materials and issues in whole units before modifying a lesson or activity.

This document begins with the Condensed Standards for NRS Level 5 & 6 for reference. Each section that follows presents the full curriculum for each week, including the standards the week covers and daily lesson plans that include activities and worksheets. Teachers should go over the NRS Level 5 & 6 Standards with students periodically, so they can learn to name the skills they are learning. Those with questions about the design of the bridge program or customization of the lessons should contact Christina Warden, Senior Program Manager, Women Employed at (312) 782-3902 ext. 228, [email protected] or Lauren Hooberman, Bridge Director, City Colleges of Chicago, at [email protected].

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ASE Lesson Plan Outline Contextualized for TDL

Topic: Impacts of Global Warming on The Global Supply Chain

PRIMARY ACTIVITIES READING WRITING PRESENTATION

Weeks 1 & 2: Building Success in the Bridge Semester 2 Course / Introduce Impacts of Global Warming on Global Supply Chains

Set course goals.

Create student-centered class management processes around punctuality, attendance, homework completion, and teamwork.

Introduce the relationship between global warming and global supply chains.

Readings about what makes people/students successful.

Readings on how global warming threatens global supply chains.

A proposal on how the class should manage major classroom issues.

Group presentation on how to the class should manage student issues with punctuality, attendance, homework completion, and teamwork.

Weeks 3 & 4: The Science of Global Warming

Cover the basic topics needed to understand why the earth is warming.

Readings, charts, graphs, and study questions that are paired with videos that explore weather, climate, new research findings, the greenhouse effect, and effects of global warming.

Write a summary of current weird weather facts found through student research and the conclusions that can be drawn from these facts.

Write a summary of what causes natural climate change.

Weeks 5 & 6: Answering the Skeptics on Global Warming

Use scientific arguments to answer the global warming skeptics.

Readings from a website that answers skeptics arguments with scientific evidence.

Write an essay that summarizes skeptics’ viewpoints and refutes the viewpoints with scientific evidence.

Presentations on the top ten scientific arguments that disprove the skeptics.

Weeks 7 & 8: Review Writing Projects

Take and evaluate GED test materials on climate change and language.

Evaluate and provide grammar exercises to support editing essays.

Create an essay re-writing plan.

GED tests.

Student essays.

Students re-write their essays after input from the class and their teacher.

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Topic: Business Solutions to Global Warming

PRIMARY ACTIVITIES

READING WRITING PRESENTATION

Weeks 9 & 10: Carbon Footprints

Identify actions that individuals, the international community, and the US can take to slow global warming.

Read interactive maps, charts and graphs, videos; do online research; and read newspaper articles to create a list of things that people can do to slow global warming at the individual, national, and international community level.

An essay that makes specific recommendations to the international community or to the US on how to slow global warming.

Present their findings on what individuals can do to slow global warming and specific actions they intend to take.

Weeks 11 & 12: The Green Supply Chain

Identify the strategies international corporations can use to lower their overall carbon emissions.

Read articles on how international companies can cut their carbon emissions.

Draw global supply chains that include strategies that make them greener.

A 45-minute essay that recommends strategies to a “client” who wants their international corporation to go green.

Present their drawings of their green global supply chains.

Weeks 13 & 14: Research Ways High-Polluting Industries Can Go Green

Identify the highest polluting companies and industries, choose one, and conduct research in order to make recommendations on how to improve them.

Online research on their chosen company/industry.

A final project that provides recommendations to a specific company or industry on how they can become greener and the impact or changes these new processes/practices will have.

The essay is to include a drawing of the supply chain they are proposing to the company or industry.

Weeks 15 & 16: Writing Workshops

Students present their final essays for student feedback.

Students present their final essays for student feedback.

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CONDENSED READING STANDARDS FOR NRS LEVELS 5 & 6

KEY IDEAS AND DETAILS a. 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. a. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text, including determining where the text leaves matters uncertain.

b. Determine central ideas or themes of texts and analyze their development; summarize the key

supporting details and ideas. a. Comprehend explicit details and main ideas in text. b. Summarize details and ideas in text. c. Make sentence level inferences about details that support main ideas. d. Infer implied main ideas in paragraphs or whole texts. e. Determine which detail(s) support(s) a main idea. f. Identify a theme, or identify which element(s) in a text support a theme. g. Make evidence based generalizations or hypotheses based on details in text, including

clarifications, extensions, or applications of main ideas to new situations. h. Draw conclusions or make generalizations that require synthesis of multiple main ideas in text.

c. Analyze how individuals, events, and ideas develop and interact over the course of a text. a. Order sequences of events in texts. b. Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts. c. Analyze relationships within texts, including how events are important in relation to plot or conflict;

how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.

d. Infer relationships between ideas in a text (e.g., an implicit cause and effect, parallel, or contrasting relationship).

e. Analyze the roles that details play in complex literary or informational texts. CRAFT AND STRUCTURE

d. Interpret words and phrases that appear frequently in texts from a wide variety of disciplines, including determining connotative and figurative meanings from context and analyzing how specific word choices shape meaning or tone. a. Determine the meaning of words and phrases as they are used in a text, including determining

connotative and figurative meanings from context. b. Analyze how meaning or tone is affected when one word is replaced with another. c. Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an

author's intent to convey information or construct an argument.

e. Analyze the structure of texts, including how specific sentences or paragraphs relate to each other and the whole. a. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of

a text and contributes to the development of the ideas. b. Analyze the structural relationship between adjacent sections of text (e.g., how one paragraph

develops or refines a key concept or how one idea is distinguished from another). c. Analyze transitional language or signal words (words that indicate structural relationships, such as

“consequently,” “nevertheless,” “otherwise”) and determine how they refine meaning, emphasize

Condensed ASE Content Standards for Reading, Writing, Language, Vocabulary and Usage, and Speaking and Listening

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certain ideas, or reinforce an author's purpose. d. Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key

ideas, or supports an author's purpose.

f. Determine an author’s purpose or point of view in a text and explain how it is conveyed and shapes the content and style of a text. a. Determine an author’s point of view or purpose of a text. b. Analyze how the author distinguishes his or her position from that of others or how an author

acknowledges and responds to conflicting evidence or viewpoints. c. Infer an author's implicit as well as explicit purposes based on details in text. d. Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a

specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).

INTEGRATION OF KNOWLEDGE AND IDEAS g. Integrate and evaluate content presented in diverse formats and media, including visually and

quantitatively, as well as in words. a. Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts

information in text, or determine how data supports an author's argument. b. Compare two passages that present related ideas or themes in different genre or formats (e.g., a

feature article and an online FAQ or fact sheet) in order to evaluate differences in scope, purpose, emphasis, intended audience, or overall impact when comparing.

c. Compare two passages that present related ideas or themes in different genre or formats in order to synthesize details, draw conclusions, or apply information to new situations.

h. 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. a. Delineate the specific steps of an argument the author puts forward, including how the argument’s

claims build on one another. Identify specific pieces of evidence an author uses in support of claims or conclusions.

b. Evaluate the relevance and sufficiency of evidence offered in support of a claim. c. Distinguish claims that are supported by reasons and evidence from claims that are not. d. Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its

impact. e. Identify an underlying premise or assumption in an argument and evaluate the logical support and

evidence provided. i. Analyze how two or more texts address similar themes or topics in order to build knowledge or to

compare the approaches the authors take. a. Draw specific comparisons between two texts that address similar themes or topics or between

information presented in different formats (e.g., between information presented in text and information or data summarized in a table or timeline).

b. Compare two passages in similar or closely related genre that share ideas or themes, focusing on similarities and/or differences in perspective, tone, style, structure, purpose, or overall impact.

c. Compare two argumentative passages on the same topic that present opposing claims (either main or supporting claims) and analyze how each text emphasizes different evidence or advances a different interpretation of facts.

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CONDENSED SOCIAL STUDIES STANDARDS FOR NRS LEVELS 5 & 6 a. Draw conclusions and make inferences.

a. Determine the details of what is explicitly stated in primary and secondary sources and make logical inferences or valid claims based on evidence.

b. Cite or identify specific evidence to support inferences or analyses of primary and secondary sources, attending to the precise details of explanations or descriptions of a process, event, or concept.

b. Analyze events and ideas.

a. Identify the chronological structure of a historical narrative and sequence steps in a process. b. Analyze in detail how events, processes, and ideas develop and interact in a written document;

determine whether earlier events caused later ones or simply preceded them. c. Analyze cause-and-effect relationships and multiple causation, including action by individuals,

natural and societal processes, and the influence of ideas. d. Compare differing sets of ideas related to political, historical, economic, geographic, or societal

contexts; evaluate the assumptions and implications inherent in differing positions. c. Read and interpret graphs, charts, and other data representation.

a. Interpret, use, and create graphs (e.g., scatterplot, line, bar, circle) including proper labeling. Predict reasonable trends based on the data (i.e.., do not extend trend beyond a reasonable limit).

b. Represent data on two variables (dependent and independent) on a graph; analyze and communicate how the variables are related.

c. Distinguish between correlation and causation. d. Measure the center of a statistical dataset.

a. Calculate the mean, median, mode, and range of a dataset. e. Interpret meaning of symbols, words, and phrases.

1. Determine the meaning of words and phrases as they are used in context, including vocabulary that describes historical, political, social, geographic, and economic aspects of social studies.

f. Analyzing Purpose and Point of View

1. Identify aspects of a historical document that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

2. Identify instances of bias or propagandizing. 3. Analyze how a historical context shapes an author's point of view. 4. Evaluate the credibility of an author in historical and contemporary political discourse. 5. Evaluate authors’ differing points of view on the same historical event or issue by assessing the

authors’ claims, reasoning, and evidence.

g. Integrating Content Presented in Different Ways a. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in

print or digital text. b. Analyze information presented in a variety of maps, graphic organizers, tables, and charts; and in

a variety of visual sources such as artifacts, photographs, political cartoons. c. Translate quantitative information expressed in words in a text into visual form (e.g., table or

chart); translate information expressed visually or mathematically into words.

h. Evaluating Reasoning and Evidence a. Distinguish among fact, opinion, and reasoned judgment in a primary or secondary source

document. b. Distinguish between unsupported claims and informed hypotheses grounded in social studies

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evidence.

i. Analyzing Relationships between Texts 1. Compare treatments of the same social studies topic in various primary and secondary sources,

noting discrepancies between and among the sources.

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CONDENSED SCIENCE STANDARDS FOR NRS LEVELS 5 & 6

a. Determining Details and Making Inferences a. Cite specific textual evidence to support inferences, conclusions, or analyses of technical texts,

attending to the precise details of explanations or descriptions of a process, event, phenomenon, or concept.

b. Understand and explain the basic features of a scientific hypothesis or investigation and verify claims made based on evidence provided.

b. Determining Central Ideas, Hypotheses, and Conclusions

a. Determine the central ideas or conclusions of a stimulus. b. Identify the hypotheses, conclusions, and data in a technical text, verifying the evidence and

data when possible and corroborating or challenging conclusions with other sources of information.

c. Provide an accurate summary of the stimulus. d. Develop valid (testable, objective) questions, evaluate whether questions are testable and

objective, and refine hypotheses. e. Make evidence-based generalizations based on data and results. f. Draw conclusions based on scientific evidence and indicate whether further information is

needed to support a specific conclusion or to discriminate among several possible conclusions. c. Analyzing events and ideas

1. Determine which explanation best accords with evidence.

2. Analyze in detail a series of events or results described in a stimulus; determine whether earlier events/results caused later ones or are simply correlated with later events/results.

3. Understand and analyze basic processes, methods, and tools in scientific concepts, theories, and designs of simple scientific experiments and investigations.

4. Analyze key issues and assumptions in scientific models, theories, or experiments. d. Interpreting Meaning of Symbols and Terms

1. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific technical context.

2. Identify and interpret independent and dependent variables in investigations that have controls.

3. Interpret and apply scientific terms and concepts, formulas, and other symbolic representations of data based on research provided.

e. Analyzing Structures

a. Analyze the structure of the relationships among concepts in a stimulus, including relationships among key terms and concepts (e.g. force, friction, reaction force, energy).

b. Determine how the value of one variable changes as the value of another variable changes in a complex data presentation.

c. Predict the results of an additional trial or measurement in an experiment.

f. Integrating Content Presented in Diverse Ways

1. Integrate quantitative or technical information expressed in words in a stimulus with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

2. Translate quantitative or technical information expressed in words in a stimulus into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

3. Use numerical data to describe and compare experimental processes and results that are described in stimulus.

4. Predict the future state of a model or system based on given information.

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5. Record and organize information in tables and graphs to communicate given scientific information, and identify relationships they reveal.

g. Evaluating Reasoning and Evidence 1. Distinguish among facts, reasoned judgment based on research findings, and speculation in a

stimulus. 2. Assess the extent to which the reasoning and evidence in a stimulus support the author’s claim

or recommendation for solving a technical problem. 3. Identify discrepant results and identify possible sources of error or uncontrolled conditions. 4. Evaluate whether information (e.g., data, model) supports or contradicts a hypothesis,

prediction, or conclusion, and why. 5. Design an experiment to test a given hypothesis. 6. Define, predict, analyze, and alter experimental designs to reduce sources of error.

h. Analyzing Relationships Between Sources

1. Compare findings presented in a stimulus to those from other sources, noting when the findings support or contradict other explanations or accounts.

2. Identify strengths and weaknesses among one or more models or experiments. 3. Identify similarities and differences between models and experiments. 4. Determine which models or experiments would be supported or weakened by new data or

evidence. i. Reading and interpreting graphs, charts and other data representations

1. Interpret, use, and create graphs (e.g., scatterplot, line, bar, circle) including proper labeling. Predict reasonable trends based on the data (i.e., do not extend trend beyond a reasonable limit).

2. Represent data on two variables (dependent and independent) on a graph. Analyze and communicate how the variables are related.

3. Describe patterns in a dataset such as clustering, outliers, positive/negative association, and linear/nonlinear association and describe their implications.

4. Distinguish between correlation and causation (i.e., correlation does not imply causation). j. Measuring the center of a statistical dataset

a. Calculate the mean, median, mode, and range of a dataset. b. Calculate the average, given the frequency counts of all the data values. c. Calculate a weighted average and understand the effect of outliers.

k. Determining sample space and using probability models to interpret data

a. Use counting techniques to solve problems and determine combinations and permutations. b. Determine the probability of simple and compound events. c. Recognize and explain probability in context. d. Use data from a random sample to draw inferences about a population with an unknown

characteristic of interest. e. Determine the probability of mutually exclusive, dependent, and independent events. f. Predict changes in probability based on changes in context.

l. Understanding and applying the appropriate tools, techniques, and units in scientific

investigations 1. Identify and use proper measurement tools for each type of measurement. 2. Identify, use, and describe proper units for each type of measurement (e.g., centimeters for

length). 3. Convert between metric units and between metric and non-metric systems of measure given

data and conversion factors.

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CONDENSED WRITING STANDARDS FOR NRS LEVELS 5 & 6 TYPES AND PURPOSES

a. Write arguments from a prompt in a formatted manner of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the

claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

b. Write informative/explanatory texts from a prompt in a formatted manner to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information sothat each new element

builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

c. Write narratives from a prompt in a formatted manner to develop real or imagined experiences or

events using effective techniques, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

PRODUCTION AND DISTRIBUTION OF WRITING

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d. Produce clear, varied, coherent, consistent, and engaging writing in which the development, organization, style, tone, and voice are appropriate to task, purpose, and audience. Write an analysis based on a given prompt. 1. Differentiate between example and reason when given a writing prompt. 2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or evaluating

and trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

e. Write internal and external business correspondence that conveys and/or obtains information

effectively in order to communicate with other employees to clarify objectives and to communicate with customers and employees to foster positive relationships.

f. Use technology, including the Internet, to research, produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

RESEARCH TO BUILD AND PRESENT KNOWLEDGE g. Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem. 1. Narrow or broaden the inquiry when appropriate. 2. Synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. 3. Gather relevant information from multiple authoritative print and digital sources using advanced

searches effectively. 4. Assess the strengths and limitations of each source in terms of task, purpose, and audience. 5. Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism

and overreliance on any one source and following a standard format for citation. 6. Draw evidence from literary or informational texts to support analysis, reflection, and research.

h. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

i. Draw evidence from literary or informational texts to support analysis, reflection, and research.

RANGE OF WRITING

j. 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 discipline-specific purposes and audiences.

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CONDENSED LANGUAGE, VOCABULARY, AND USAGE STANDARDS FOR NRS LEVELS 5 & 6 CONVENTIONS OF STANDARD ENGLISH 1. Demonstrate command of the conventions of Standard English grammar and usage when writing

or speaking. 1. Edit to correct errors involving frequently confused words and homonyms, including contractions

(passed, past; two, too, to; there, their, they're; knew, new; it's, its). 2. Edit to correct errors in straightforward subject-verb agreement. 3. Edit to correct errors in pronoun usage, including pronoun-antecedent agreement, unclear pronoun

references, and pronoun case. 4. Edit to eliminate non-standard or informal usage (e.g., correctly use “try to win the game” instead

of “try and win the game”). 5. Edit to eliminate dangling or misplaced modifiers or illogical word order (e.g., correctly use “to

meet almost all requirements” instead of “to almost meet all requirements”). 6. Edit to ensure parallelism and proper subordination and coordination. 7. Edit to correct errors in subject-verb or pronoun-antecedent agreement in more complicated

situations (e.g., with compound subjects, interceding phrases, or collective nouns). 8. Edit to eliminate wordiness or awkward sentence construction. 9. Edit to ensure effective use of transitional words, conjunctive adverbs, and other words and

phrases that support logic and clarity. 2. Demonstrate command of the conventions of Standard English capitalization and punctuation

when writing. 1. Edit to ensure correct use of capitalization (e.g., proper nouns, titles, and beginnings of sentences). 2. Edit to eliminate run-on sentences, fused sentences, or sentence fragments. 3. Edit to ensure correct use of apostrophes with possessive nouns. 4. Edit to ensure correct use of punctuation (e.g., commas in a series or in appositives and other non-

essential elements, end marks, and appropriate punctuation for clause separation). KNOWLEDGE OF LANGUAGE 3. Apply knowledge of language to understand how language functions in different contexts, to

make effective choices for meaning or style. 1. Vary syntax for effect, consulting references for guidance as needed. 2. Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

VOCABULARY USAGE 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on

grades 11–12 reading and content, choosing flexibly from a range of strategies. 1. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or

function in a sentence) as a clue to the meaning of a word or phrase. 2. Identify and correctly use patterns of word changes that indicate different meanings or parts of

speech (e.g., conceive, conception, conceivable). 3. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses),

both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

4. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word

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meanings. 1. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. 2. Analyze nuances in the meaning of words with similar denotations.

6. Acquire and use accurately 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 considering a word or phrase important to comprehension or expression. 1. Demonstrate use of content, technical concepts, and vocabulary when analyzing information and

following directions.

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CONDENSED SPEAKING AND LISTENING STANDARDS FOR NRS LEVELS 5 & 6 COMPREHENSION AND COLLABORATION a. Initiate and participate effectively in a range of collaborative discussions (one–on-one, in groups,

and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 1. Come to discussions prepared, having read and researched material under study; explicitly draw

on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well–reasoned exchange of ideas.

2. Work with peers to promote civil, democratic discussions and decision–making, set clear goals and deadlines, and establish individual roles as needed.

3. Propel conversations forward by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

b. Integrate multiple sources of information presented in diverse formats and media (e.g., visually,

quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

c. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

d. Demonstrate active listening skills. 1. Interpret verbal and non-verbal cues and behaviors to enhance communication.

e. Comprehend key elements of oral information for:

a. Cause and effect b. Comparison/contrast c. Conclusion d. Context e. Purpose f. Charts, tables, graphs g. Evaluation/critiques h. Mood i. Persuasive text j. Sequence k. Summaries l. Technical subject matter

f. Identify and evaluate oral information for:

a. Conclusions/solutions b. Fact/opinion c. Assumptions d. Propaganda e. Relevancy f. Accuracy/sufficiency g. Appropriateness/clarity h. Validity i. Relationships of ideas

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g. Predict potential outcomes and/or solutions based on oral information regarding trends.

PRESENTATION OF KNOWLEDGE AND IDEAS

h. Present information, findings, and supporting evidence, conveying a clearand distinct

perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

i. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 1. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English

when indicated or appropriate.

2. Present formal and informal speeches including discussion, information requests, interpretation, and persuasion.

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OBJECTIVES STANDARD CATEGORY STANDARDS

Introduce TDL Bridge Semester 2 goals.

Identify skills needed for Bridge Semester 2 success.

Generate classroom management ideas.

SPEAKING AND

LISTENING

6. Initiate and participate effectively in a range of

collaborative discussions (one – on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well – reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision – making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Reading homework. READING 1. 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.

Writing homework. WRITING 1. Write arguments from a prompt in a formatted manner of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone

Transportation, Distribution, and Logistics Career Bridge Semester 2: Reading and Writing

ASE Standards Covered for Weeks 1 & 2, Lesson 1

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while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 4. Produce clear, varied, coherent, consistent, and engaging writing in which the development, organization, style, tone, and voice are appropriate to task, purpose, and audience. Write an analysis based on a given prompt. a. Differentiate between example and reason when given a writing prompt. b. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or evaluating and trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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Theme: Building Success in the Bridge Semester 2 Course OBJECTIVES:

Introduce TDL Bridge Semester 2 goals.

Identify skills needed for Bridge program success.

Generate classroom management ideas in the areas of: punctuality, attendance, homework completion, and teamwork.

MATERIALS: For Activity #2:

Handout (attached): Make one copy for each student. TDL Career Bridge Semester 2 Academic and Career Goals and Additional Course Descriptors

For Homework:

Handout (attached): Make one copy for each student. What Makes People Successful http://sg.jobsdb.com/en-sg/articles/makes-people-successful

Handout (attached): Make one copy for each student. 10 Highly Effective Study Habits http://psychcentral.com/lib/top-10-most-effective-study-habits/000599

Handout (attached): Make one copy for each student. The Ten Study Habits of Successful Students http://www.how-to-study.com/study-skills/en/study-habits-of-successful-students.asp

ACTIVITY #1: Student Introductions and Goals. Activity #1, Part 1: Ice Breaker – 30 minutes.

Welcome students to the TDL Bridge Semester 2 course.

Introduce yourself and state why you will be a strong and supportive teacher.

Ask students who have taken prior Bridge courses: Why did you come back? Put their answers on the board.

Ask new students: Why did you sign up? Compare “new” student answers with “old” student answers.

Ask students: Which are the main reasons people are here? Circle their answers.

Put students in pairs of “old students” and “new students.” Tell them to introduce each other and have: o “Old” students: come up with a shared list of skills they learned in the prior Bridge course(s). o “New” students: come up with a shared list of things they think they need to learn.

Make two columns on the board: skills learned and skills needed.

Go round-robin to have “old” pairs introduce each other and list the skills they have learned. Write these in the “Skills Learned” column and mark each repeat answer with a check.

Repeat this process with the “new” pairs and the “Skills Needed” column.

Tell students to change partners and make a list of why they want to learn the new things that they identified.

Go round-robin from pair to pair to find out their reasons for being in the course.

Weeks 1 & 2, Lesson 1 TDL Career Bridge Semester 2: ASE Reading and Writing Lesson Plans

http://sg.jobsdb.com/en-sg/articles/makes-people-successful

http://psychcentral.com/lib/top-10-most-effective-study-habits/000599

http://www.how-to-study.com/study-skills/en/study-habits-of-successful-students.asp

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Activity #1, Part 2: Student and Course Goals: A Comparison – 30 minutes.

Pass out TDL Career Bridge Semester 2 Academic and Career Goals and Additional Course Descriptors.

Tell two students to stand by the board and circle the goals for the course as you read them or add the ones that are not there. Check their work after reading each goal. Tell students to take notes.

Ask students for their questions.

Ask the class: o How do your goals match the course goals? o How would you summarize all these goals?

ACTIVITY #2: Skills Needed for Bridge Program Success – 30 minutes.

Write on the board: “What makes people successful at reaching their goals?” Ask students this question. Write down students’ initial reactions.

Tell students to think of one thing in their lives at which they have been successful. It could be in any area of their lives.

Go round-robin to have each student declare the success they have chosen.

Put students into new pairs to talk about their successes. Have them answer the following question: What specific things did you do to create this success?

Go round-robin to have pairs each offer these “specific things.” List answers on the board.

Make four columns on the board: punctuality, attendance, homework completion, and teamwork.

Put students into four groups and assign each group one of the topics on the board. Ask: What specific things must you do to succeed at these classroom requirements?

Go round-robin and have group present the skills they think are needed to be successful at each of the four areas. Write these on the board.

Ask the class: Which of these areas do you expect to be easy and which concern you? Why?

Go round-robin to have students answer this question.

ACTIVITY #3: Class Management Ideas – 30 minutes.

Ask: How should this classroom manage these issues?

Tell students to go back to their topic group (punctuality, attendance, homework completion, and teamwork) to:

o Define what they think should be the rules for that topic. o Define how they can help other students who are having difficulty with one of the topics. o Probe students for their opinion on this idea: that students meet regularly as a class with the

teacher to troubleshoot issues students are having in one of the areas and to follow-up to see if their suggestions had an impact. This is a student management idea that would allow them to help each other create success.

Have each group present and tell students to comment on each other’s ideas.

HOMEWORK: PREPARE FOR CLASS: Have students get a notebook and place to keep all course assignments and papers. Students will be responsible for keeping all their work with them for each class. READ: Have students use these readings to gather ideas as they write their essay:

What Makes People Successful.

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10 Highly Effective Study Habits.

The Ten Study Habits of Successful Students.

WRITE: Have students write an essay that answers the following questions:

Why is your topic (punctuality, attendance, homework completion, and teamwork) important to success in the Bridge class?

What kinds of skills do students need to succeed in this topic area?

What do you think the classroom rules on this topic should be?

What is your proposal for how students can help other students who are having difficulty in this area?

Why do you think your proposal will be effective?

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TDL Career Bridge Semester 2 Academic and Career Goals and Additional Course Descriptors

Course Academic Goals:

o Improve your test scores in reading, writing, and language skills for the TABE, the 2014 GED, and, for those going on to college, the COMPASS test.

o Cover some science and social studies GED skills in the context of issues that are relevant to the TDL field.

o Prepare for college with challenging, thought-provoking reading and writing projects that teach strong research, vocabulary, lecture note-taking, and presentation skills.

o Use the internet as a research tool for answering questions and finding information that can inform you on key topics and/or strengthen your own points of view.

o Read, understand, and use primary and secondary sources in your own thinking and writing. o Become good at writing the 45-minute essay. o Learn strong test-taking skills, specifically for GED tests in science, social studies, language,

and the 45-minute essay.

Course Career Goals:

o All topics are directly relevant to any TDL career. They provide background knowledge and context for working in the field.

o Class pair and group work teach teamwork skills that are critical to good performance in the TDL workplace. Good teamwork skills also deepen the amount a class learns and helps develop leadership skills in all who participate.

Additional Course Descriptors:

o There are two units: The Impacts of Global Warming on the Global Supply Chain (4 weeks, science and social studies) and Business Solutions to Global Warming (4 weeks, social studies).

o There are two full writing projects and other writing assignments throughout the course. Be prepared for multiple 45-minute essays.

o All activities will be tied to your experience, questions, and research findings. o This course does not teach the skills needed for the GED literature test, nor does it cover all the

subjects tested by the GED in science and social studies.

All your brilliant ideas, insights, questions, and new answers are welcome! Be prepared to participate!

HINTS: This course requires a lot of reading and writing in class and as homework (plan on at least an hour a night). A lot of practice is required to get comfortable with and be good at both reading and writing. These stronger skills will help you perform on GED and college entrance exams.

HINTS: Reading and writing can be very enjoyable, informative, and provocative, particularly if they are done in a community, like this class, to explore topics that really matter.

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HAVE you often wondered: What drives successful people?

Take a look around and talk to your friends and seniors who are very successful. You will see some commonalties in their behavioral patterns, though they belong to quite diverse fields. HAVE you often wondered: What drives successful people? Take a look around and talk to your friends and seniors who are very successful. You will see some commonalties in their behavioral patterns, though they belong to quite diverse fields. All of them have adopted certain values which have proved vital for their success. They take initiative It is evident that successful people take initiative. When they find that something needs to be done, they just do it, instead of waiting around for someone to tell them what to do. They believe that responsibility is taken, not given. They size up immediately what has to be done, sooner or later, and do it with pleasure, thus enhancing their reputation. They are self-motivated Successful people are passionate about the things that they do, especially when they believe in what they are doing. They are motivated by their own satisfaction and the joy that they get from doing their work, rather than an extrinsic reward. They work hard even when no one is watching and they throw themselves into their assignments. Having “fire in the belly” is a prerequisite for success. They do not fear failure Alexander Graham Bell, inventor of the telephone, once said: “When one door closes, another opens but we often look so long and so regretfully upon the closed door that we do not see the one which has opened for us.” Failures and disappointments in life are inevitable. It is the failure that teaches us much more than the success, and successful people know the lesson so well. They pick themselves up after a fall and try again with more determination and commitment, capitalising on the lessons learned from each failure. They associate with those they can learn from and enjoy the company of those who appreciate their achievement. They give respect to others Daniel Goleman wrote about the importance of emotional intelligence and described successful people as those with high emotional intelligence quotient (EQ), and not just high intelligence quotient (IQ). Having good IQ often gets a person what he wants but it is really the EQ that keeps him there and helps him flourish. People who are successful are polite to everyone and treat others with respect. As respect is mutual, by giving respect to others, they command respect for themselves. They never complain Another important attribute of successful persons is that they never complain. They sincerely believe in the saying that complaints will always discredit you. Complaints provoke insolence and encourage others to behave like those we complain about. It is better to praise others and win favor with them. So instead of complaining about a situation, successful people always find ways to deal with it. In a nutshell, take initiative in doing things and be passionate about them.

Do not be afraid to fail, get up and start again graciously. When you do so, success will come to you.

What Makes People Successful Adapted and paraphrased from original source: http://sg.jobsdb.com/en-sg/articles/makes-people-successful Original author: JobsDB



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Effective study habits -- studying smarter -- can be learned to improve your ability to better retain reading material. These habits include approaching study with the right attitude, choosing the right environment, minimizing distractions, setting a realistic schedule, and employing memory games, among others. Students grapple with many issues in their lives, and because of all of the competing things for your attention, it’s hard to concentrate on studying. And yet if you’re in school, you have to do at least a little studying in order to progress from year to year. The key to effective studying isn’t cramming or studying longer, but studying smarter. You can begin studying smarter with these ten proven and effective study habits. 1. How you approach studying matters Too many people look at studying as a necessary task, not an enjoyment or opportunity to learn. That’s fine, but researchers have found that how you approach something matters almost as much as what you do. Being in the right mindset is important in order to study smarter. Sometimes you can’t “force” yourself to be in the right mindset, and it is during such times you should simply avoid studying. If you’re distracted by a relationship issue, an upcoming game, or finishing an important project, then studying is just going to be an exercise in frustration. Come back to it when you’re not focused (or obsessed!) by something else going on in your life. Way to help improve your study mindset:

Aim to think positively when you study, and remind yourself of your skills and abilities. Avoid catastrophic thinking. Instead of thinking, “I’m a mess, I’ll never have enough time to

study for this exam,” look at it like, “I may be a little late to study as much as I’d like, but since I’m doing it now, I’ll get most of it done.”

Avoid absolute thinking. Instead of thinking “I always mess things up,” the more objective view is, “I didn’t do so well that time, what can I do to improve?”

Avoid comparing yourself with others, because you usually just end up feeling bad about yourself.

2. Where you study is important A lot of people make the mistake of studying in a place that really isn’t conducive to concentrating. A place with a lot of distractions makes for a poor study area. If you try and study in your dorm room, for instance, you may find the computer, TV, or a roommate more interesting than the reading material you’re trying to digest. The library, a nook in a student lounge or study hall, or a quiet coffee house are good places to check out. Make sure to choose the quiet areas in these places, not the loud, central gathering areas. Investigate multiple places on-campus and off-campus, don’t just pick the first one your find as “good enough” for your needs and habits. Finding an ideal study place is important, because it’s one you can reliably count on for the next few years. 3. Bring everything you need, nothing you don’t Unfortunately, when you find an ideal place to study, sometimes people bring things they don’t need. For instance, while it may seem ideal to type notes into a computer to refer back to later, computers are a powerful distraction for many people because they can do so many different things. Playing games, going online, IM’ing, surfing the Web, and answering emails are all wonderful distractions

10 Highly Effective Study Habits Adapted and paraphrased from original source: http://psychcentral.com/lib/top-10-most-effective-study-habits/000599 Original author: John M. Grohol, Psy.D.



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that have nothing to do with studying. So ask yourself whether you really need a computer to take notes, or whether you can make do with the old-fashioned paper and pen or pencil. Don’t forget the things you need to study for the class, exam or paper you’re focusing on for the study session. Nothing is more time-consuming and wasteful than having to run back and forth regularly because you forget an important book, paper, or some other resource you need to be successful. If you study best with your favorite music playing, make sure your iPod is with you. 4. Outline and rewrite your notes Most people find that keeping to a standard outline format helps them boil information down to its most basic components. People find that connecting similar concepts together makes it easier to remember when the exam comes around. The important thing to remember in writing outlines is that an outline only words as a learning tool when it is in your own words and structure. Every person is unique in how they put similar information together (called “chunking” by cognitive psychologists). So while you’re welcomed to copy other people’s notes or outlines, make sure you translate those notes and outlines into your own words and concepts. Failing to do this is what often causes many students to stumble in remembering important items. It may also be helpful to use as many senses as possible when studying, because information is retained more readily in people when other senses are involved. That’s why writing notes works in the first place – it puts information into words and terms you understand. Mouthing the words out loud while you copy the notes before an important exam can be one method for involving yet another sense. 5. Use memory games (mnemonic devices) Memory games, or mnemonic devices, are methods for remembering pieces of information using a simple association of common words. Most often people string together words to form a nonsense sentence that is easy to remember. The first letter of each word can then be used to stand for something else – the piece of information you’re trying to remember. The most common mnemonic device example is “Every Good Boy Deserves Fun.” Putting the first letters of every word together – EGBDF – gives a music student the five notes for treble clef. The key to such memory devices is the new phrase or sentence you come up with has to be more memorable and easier to remember than the terms or information you’re trying to learn. These don’t work for everyone, so if they don’t work for you, don’t use them. Mnemonic devices are helpful because you use more of your brain to remember visual and active images than you do to remember just a list of items. Using more of your brain means better memory. 6. Practice by yourself or with friends The old age adage, practice makes perfect, is true. You can practice by yourself by testing yourself with either practice exams, past quizzes, or flash cards (depending what kind of course it is and what’s available). If a practice exam isn’t available, you can make one up for yourself and your classmates (or find someone who will). If a practice or old exam from a course is available, use it as a guide – do not study to the practice or old exam! (Too many students treat such exams as the real exams, only to be disappointed when the real exam has none of the same questions). Such exams help you understand the breadth of content and types of questions to expect, not the actual material to study for. Some people enjoy reviewing their materials with a group of friends or classmates. Such groups work best when they’re kept small (4 or 5 others), with people of similar academic aptitude, and with people taking the same class. Different formats work for different groups. Some groups like to work through chapters together, quizzing one another as they go through it. Others like to compare class notes, and review materials that way, ensuring they haven’t missed any critical points. Such study groups can be helpful for many students, but not all.

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Successful students have good study habits. They apply these habits to all of their classes. Read about each study habit. Work to develop any study habit you do not have. Successful students:

1. Try not to do too much studying at one time. If you try to do too much studying at one time, you will tire and your studying will not be very effective. Space the work you have to do over shorter periods of time. Taking short breaks will restore your mental energy.

2. Plan specific times for studying. Study time is any time you are doing something related to schoolwork. It can be completing assigned reading, working on a paper or project, or studying for a test. Schedule specific times throughout the week for your study time.

3. Try to study at the same times each day. Studying at the same times each day establishes a routine that becomes a regular part of your life, just like sleeping and eating. When a scheduled study time comes up during the day, you will be mentally prepared to begin studying.

4. Set specific goals for their study times. Goals will help you stay focused and monitor your progress. Simply sitting down to study has little value. You must be very clear about what you want to accomplish during your study times.

5. Start studying when planned. You may delay starting your studying because you don't like an assignment or think it is too hard. A delay in studying is called "procrastination." If you procrastinate for any reason, you will find it difficult to get everything done when you need to. You may rush to make up the time you wasted getting started, resulting in careless work and errors.

6. Work on the assignment they find most difficult first. Your most difficult assignment will require the most effort. Start with your most difficult assignment since this is when you have the most mental energy.

7. Review their notes before beginning an assignment. Reviewing your notes can help you make sure you are doing an assignment correctly. Also, your notes may include information that will help you complete an assignment.

8. Tell their friends not to call them during their study times. Two study problems can occur if your friends call you during your study times. First, your work is interrupted. It is not that easy to get back to what you were doing. Second, your friends may talk about things that will distract you from what you need to do. Here's a simple idea - turn off your cell phone during your study times.

9. Call another student when they have difficulty with an assignment. This is a case where "two heads may be better than one."

10. Review their schoolwork over the weekend. Yes, weekends should be fun time. But there is also time to do some review. This will help you be ready to go on Monday morning when another school week begins.

The Ten Study Habits of Successful Students Adapted and paraphrased from original source: http://www.how-to-study.com/study-skills/en/study-habits-of-successful-students.asp Original author: Mangrum-Strichart Learning Resources

http://www.how-to-study.com/study-skills-articles/setting-goals.asp

http://www.how-to-study.com/study-skills-articles/procrastination.asp



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Read student essays in groups and come to consensus on rules and ways to help fellow students succeed.

WRITING 4. Produce clear, varied, coherent, consistent, and engaging writing in which the development, organization, style, tone, and voice are appropriate to task, purpose, and audience. Write an analysis based on a given prompt. b. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or evaluating and trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Present the group proposal to the class and come to consensus on standards and strategies to build group success.

SPEAKING AND

LISTENING

8. Present information, findings, and supporting evidence,

conveying a clearand distinct perspective, such that listeners

can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Come to consensus on class management processes.

SPEAKING AND

LISTENING

4. Demonstrate active listening skills. a. Interpret verbal and non-verbal cues and behaviors to enhance communication.

5. Comprehend key elements of oral information for:

a. cause and effect b. comparison/contrast c. conclusion d. context e. purpose f. charts, tables, graphs g. evaluation/critiques h. mood i. persuasive text j. sequence k. summaries l. technical subject matter

6. Identify and evaluate oral information for:

b. conclusions/solutions c. fact/opinion d. assumptions e. propaganda f. relevancy g. accuracy/sufficiency h. appropriateness/clarity i. validity



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j. relationships of ideas

Introduce the issue of global warming.

SPEAKING AND

LISTENING

1. Initiate and participate effectively in a range of collaborative discussions (one – on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


Reading homework. READING 1. 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. a. Cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

2. Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas.

a. Comprehend explicit details and main ideas in text. b. Summarize details and ideas in text. c. Make sentence level inferences about details that support

main ideas. d. Infer implied main ideas in paragraphs or whole texts. e. Determine which detail(s) support(s) a main idea. f. Identify a theme, or identify which element(s) in a text

support a theme. g. Make evidence based generalizations or hypotheses based

on details in text, including clarifications, extensions, or applications of main ideas to new situations.

h. Draw conclusions or make generalizations that require synthesis of multiple main ideas in text.

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Theme: Building Success in the Bridge Semester 2 Course OBJECTIVES:

Read student essays in groups and come to consensus on rules and ways to help fellow students.

Present the group proposal to the class and come to consensus on standards and strategies to build group success.

Introduce the issue of global warming.


Student work: Students should bring their essays from the last homework assignment. For Homework:

Handout (attached): Make one copy for each student. PwC: Supply Chains Threatened by Six-Degree Global Warming http://www.environmentalleader.com/2012/11/05/pwc-preparing-for-climate-change-as-competitive-advantage/

Handout (attached): Make one copy for each student. Most Big Companies Hurt by Water Problems, CDP Survey Finds http://www.environmentalleader.com/2012/10/23/most-big-companies-hurt-by-water-problems-cdp-survey-finds/

Handout (attached): Make one copy for each student. Global Warming Is Real and Has Consequences – Part II http://yaleglobal.yale.edu/content/global-warming-real-has-consequences-part-ii

ACTIVITY #1: Groups Come to Consensus on Rules and Ways to Help – 45 minutes.

Have students get into their topic groups: punctuality, attendance, homework completion, and teamwork.

Within each group, have students pass their essays to the left and read each other’s work. Explain that this is not an evaluation session – students should simply read for their peers’ ideas on the group topic.

Have students pass the essays to the left until they have read all them all and then do the following: o Discuss the different rules proposed and come up with a set that all think will work. o Discuss the different ways that students can help each other when they struggle with this issue.

Come up with a proposal that all think will work. o Assign roles for a presentation of the group’s conclusions:

One student should summarize the different types of rules that were proposed.

One student should present the rules that the group decided on.

One student should summarize the different proposals for helping fellow students that were proposed.

One student should present the process for helping fellow students that the group decided on.

Have students give their presentations. Take notes on the groups’ decisions on the board.

Collect the essays.



http://www.environmentalleader.com/2012/11/05/pwc-preparing-for-climate-change-as-competitive-advantage/


http://www.environmentalleader.com/2012/10/23/most-big-companies-hurt-by-water-problems-


http://yaleglobal.yale.edu/content/global-warming-real-has-consequences-part-ii

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ACTIVITY #2: Come to Class Consensus – 45 minutes.

As a class, have students comment on the different groups’ proposals. o What is similar? o What is different? o What issues need to be resolved?

Have students regroup by taking one person from each of the current groups and placing them into new groups.

Tell the new groups to: o Review the notes on the board about the different group proposals. o Come up with unified class rules and processes to help students who struggle in one of these

areas.

Have the new groups present briefly. Resolve any remaining differences to come to consensus.

Summarize the final set of rules and processes on the board and make concrete plans to implement the follow-up processes students decide on.

ACTIVITY #3: Introduce the Issue of Global Warming – 30 minutes.

Explain that the first theme in this course is global warming. This theme was chosen because it significantly affects current global supply chains in the US and around the world. Studying global warming will help students understand current business challenges, while the science and social studies involved will prepare them for the GED. The reading and writing exercises will also prepare students for college.

Brainstorm what students already know and what they still need to know about global warming.

Make six columns on the board with these questions: o What is global warming? o What is some of the evidence? o Why is it happening? o How has it affected global supply chains? o How has it affected you? o What more do you need to know about the topic?

Have students each take a few moments to answer these questions in note form.

Ask each question and have students provide answers. Take notes in each of the columns.

HOMEWORK: READ: Have students read the following three articles:

PwC: Supply Chains Threatened by Six-Degree Global Warming.

Most Big Companies Hurt by Water Problems, CDP Survey Finds.

Global Warming Is Real and Has Consequences – Part II As they read each article, students should underline words that they do not understand and highlight items that help them:

Identify threats to the global supply chains.

Identify specific examples of the threats to global supply chains. Then go back through the article one more time to:

Find three statistics that best demonstrate the size of the problem.

Identify any recommended solutions.

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Teacher Note #1: You may recommend that students read each article first without doing any highlighting but just underline the words they do not understand. They should then go back to read the article again and underline sentences that answer the first two questions. After they finish reading the second time, they should go back to identify sentences that answer the last two.

Teacher Note #2: Read the essays and, at your discretion, provide grammar homework in the future based on spelling, grammar, and sentence-level issues. Also provide a written evaluation that includes: what works about the essay and suggestions for improvement. Assign a due date for students to rewrite their essays.

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Some 85 percent of companies have more complex supply chains as a result of globalization, and adjusted climate forecasts mean businesses should expect climate change to have an even more destructive effect than previously assumed on supply chains, assets and infrastructure, according to two reports from PricewaterhouseCoopers. The first PwC report, 10 Minutes – Risk ready: New approaches to environmental and social change, says many companies now view preparation for climate change as not only an indicator of resilience, but also as a competitive advantage. The report, published as the northeast begins recovering from Hurricane Sandy, says the ability to anticipate — and plan for — potential weather disasters is vital. Companies should embed sustainability practices into their business models to mitigate the risks associated with these major weather events. One way to build resilience is to increase buffers — the margins that provide short-term space needed to absorb shock after a disaster. PwC uses PG&E as an example of how to put these buffers in place. Because California’s temperatures rise between May and October, which means higher electricity demand, the utility implemented a voluntary program for small commercial and residential customers who agree to shift their power use in exchange for discounts. PwC reports there are 25,000 PG&E customers participating, resulting in a 16 percent reduction on high-load days. Natural disasters are costly, PwC says, and only 33 percent of $380 billion lost in 2011 to natural disasters was covered by insurance. Natural resources like water and energy continue to be strained, and working closely with suppliers can help pinpoint issues. PwC’s warnings are playing out in real time, with companies from Amazon to railroad firm CSX telling customers to expect delays on shipments as Hurricane Sandy continues to back up supply chains and slow deliveries leading into the holiday season. Some economists say Sandy’s total impact on the US economy could total up to $45 billion in damage and lost production, with the losses from closed businesses and drops in consumption possibly outweighing the cost of physical damage. Looking ahead, companies need to address the early environmental warning signs and identify areas of risk, the report says. Meanwhile, a separate PwC report says the world is heading for a six-degree rise in temperature by the end of the century. The PwC’s Low Carbon Economy Index 2012 says that governments’ ambitions to limit warming to 2 degrees Celsius appear highly unrealistic. Companies can no longer assume the 2 degree increase as a default scenario, and investments in long-term assets and infrastructure, particularly in coastal and low-lying areas, need to address a more pessimistic outlook.

PwC: Supply Chains Threatened by Six-Degree Global Warming

Adapted and paraphrased from original source: http://www.environmentalleader.com/2012/11/pwc-preparing-for-climate-change-as-competitive-advantage/ Original author: Jessica Lyons Hardcastle

http://www.environmentalleader.com/2012/11/pwc-preparing-for-climate-change-as-competitive-advantage/

http://www.environmentalleader.com/2012/11/pwc-preparing-for-climate-change-as-competitive-advantage/

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Drought, poor quality, flooding and other water-related challenges negatively affected 53 percent of the world’s largest listed companies in the past five years, up from 38 percent last year, yet there’s been no increase in the number of corporations providing water-related risk assessments to investors, according to the Carbon Disclosure Project.

The CDP Global Water Report, which surveyed 185 of 318 companies listed on the FTSE Global Equity Index Series (Global 500), found 68 percent of companies view water as a substantial risk to their business. These water-related issues have become increasingly costly for companies. For example, Sasol Limited reports production losses in 2010 of about $15.6 million due to flooding of a portion of its plants; Freeport-McMoRan is investing $300 million to construct a desalination plant and pipeline near the Pacific Ocean to meet long-term water supply needs at one of its mines; and Spainish company Iberdrola reports a 22.1 percent rise in procurements costs due to lower water availability.

There has been a marked increase in awareness of supply chain risks as well, with 71 percent of respondents—up from 62 percent in 2011—now able to say whether they’re exposed to such risk, the CDP said. Nearly four in 10 respondents (39 percent) require their key suppliers to report on water-related risks, up from 26 percent in 2011.

However, despite increased awareness and activity among some companies, 60 percent of companies responding to the survey—the same result as last year— indicated a lack of transparency with investors. Only 44 percent of energy companies contacted responded to the survey, despite reporting the highest exposure to risk, the CDP said.

Most Big Companies Hurt by Water Problems, CDP Survey Finds Adapted and paraphrased from original source: http://www.environmentalleader.com/2012/10/most-big-companies-hurt-by-water-problems-cdp-survey-finds/ Original author: Kirsten Korosec

https://www.cdproject.net/CDPResults/CDP-Water-Disclosure-Global-Report-2012.pdf

http://www.environmentalleader.com/2012/10/most-big-companies-hurt-by-water-problems-cdp-survey-finds/

http://www.environmentalleader.com/2012/10/most-big-companies-hurt-by-water-problems-cdp-survey-finds/

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A notably low proportion of North American companies (35 percent) report board-level oversight of their water policies, strategies or plans compared to European companies, in which 75 percent have board-level oversight, the CDP said.

The CDP praised some companies for their transparency and efforts to take action including:

General Motors has improved the water efficiency of its manufacturing plants. Its assembly plant in San Luis Potosi, Mexico was designed with a zero discharge concept and 90 percent its wastewater is treated onsite and re-used to make vehicles. Well water consumption has been reduced by 20 million gallons per year, as a result.

Hennes & Mauritz was singled out for creating a cleaner production program that focuses on suppliers located in water scarce areas. To date, the program has worked with 21 mills and helped generate 10-30 percent water savings per factory.

Starbucks is installing manually operated hand-meter faucets to replace dipper wells. This allowed the company to conserve about 100 gallons of water per store per day.

Other companies singled out for praise included Volkswagen, Heineken, Anheuser Busch InBev, Imperial Tobacco Group, Unilever, Statoil, Cenovus, Sasol, Baker Hughes, BG Group, Talisman Energy, Merck, GlaxoSmithKline, Pfizer, GE, UPS, Saint-Gobain, Nokia, Taiwan Semiconductor Manufacturing, Intel, Dell, Syngenta International, BASF, Antofagasta, Rio Tinto, PG&E, Dominion Resources, Exelon, Energias de Portugal and Southern Company.

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SINGAPORE: As the monsoon season approaches Thailand, farmers are not alone in watching the

rolling clouds, but also factory owners and workers. Unlike the farmers who hope for the rains to flood

seedling plots, workers worry that devastating floods might follow and drown factories. The floods of 2011

inundated 250 factories, putting 200,000 people out of work and disrupting global supply chains of

electronics and auto parts. As the Thai government readies plans to fight floods, foreign manufacturers

aren’t taking chances, reorganizing supply-chain networks and looking for alternative sites for production.

In retrospect, 26 of the 90 provinces in Thailand were seriously affected by a sheer amount of

floodwaters. Many automotive-assembly plants and parts-maker factories for Honda, Toyota, Isuzu,

Nissan and Ford, situated in and around Ayutthaya and Pathum Thani provinces, suffered greatly from

the destructive floods, with severe effects on the world’s automotive markets. Automotive production in

Thailand has certainly been affected in the near term due to the shortage of auto parts as a result of the

floods, with no apparent medium- or long-term effect on the country as an automotive production hub in

the region.

Almost 10 percent of total auto parts for local production come from the country’s flood-affected regions.

Toyota, Auto Alliance Thailand, Mitsubishi Motors, Nissan all depend on auto-part makers in this

particular region. Frost & Sullivan, ID, reports that some of the factors likely to be considered by original

equipment manufacturers in the future include increasing the stockpile in terms of auto parts and

revisiting the process of just-in time production.

A new production model would entail exploring a multi-sourcing strategy that involves not only sourcing

parts from different suppliers but from different regions as well – a climatic de-risking of the supply chain

with original-equipment manufacturers investing in geographic locations least impacted due to natural

disasters. For example, Toyota recently announced its plan to build its second production plants in

Karawang, West Java, Indonesia, which has had a good record for being a climate-safe area. Meanwhile,

as part of diversifying its production bases by not relying on Southeast Asian plants alone, Toyota will

also expand its North American production facilities to make the cars it needs for export.

Manufacturers could be losing confidence in Thailand or any other locale struggling to cope with the

challenges of climate change.

Meanwhile, flooding in Thailand also forced the increase of the cost of traditional computer hard drives, at

least the in short term, because manufacturers struggled to work around shuttered plants and suppliers.

Hard drives were in relatively short supply throughout the end of 2011 and into 2012. This has already

impacted the availability and pricing of everything from notebook and desktop computers to media

players, set-top units for cable television and stand-alone hard drives.

As analysts have anticipated, reduced supply coupled with high capital expenditures, as a result of the

floods, has meant that hard-drive prices have gone up, already engendering ripple effects across the

industry. Computer makers were supply-constrained and could not make as many systems as they

thought they could sell. Thus, they had no choice but to raise prices on the computers they could make to

meet revenue goals. For example, if limits on hard-drive availability meant a computer maker could only

Global Warming Is Real and Has Consequences – Part II Adapted and paraphrased from original source: http://yaleglobal.yale.edu/content/global-warming-real-has-consequences-part-ii Original author: Pavin Chachavalpongpun



48

make about 85 percent of the number of systems originally planned. Prices for those systems would have

to be 11 to 25 percent higher for the manufacturers to maintain the same level of revenue and keep their

investors happy. But that was before factoring in increases in hard-drive prices. Already, hard-drive costs

have increased 10 percent, driving up prices for low-margin products as much as 20 percent. While not

immediately noticeable, the price range of a notebook computer has increased since last year, due to

costs and revenue pressure from supply constraints.

Although the floodwaters have receded, it does not mean that hard-drive makers and component

manufacturers could just walk back into their fabrication plants, flip a switch and get back to work. Some

facilities remained offline as companies repaired and replaced expensive manufacturing and process

equipment. This meant that hard-drive shortages continued after the floodwaters receded, and

manufacturers incurred significant costs to get back online.

As for the impact on foreign direct investment, according to the recent report of the World Bank,

estimated damage to Thailand’s manufacturing base is about US$13 billion in terms of assets destroyed

and US$22.75 billion in production loss. While short-term FDI in Thailand may be aided by the rebuilding

effort at damaged plants, investor confidence will probably suffer in the medium to long term.

Investors are likely to revisit their manufacturing footprint and take into account the risk of floods and

other natural disasters in Thailand. As a result, existing operations in Thailand may be scaled back or

eliminated altogether and new investments curtailed, especially if there are other attractive destinations in

the region such as Malaysia and Vietnam. But this must not overlook the fact that Thailand was an

attractive investment destination in the first place, with a well-developed infrastructure, a free-enterprise

economy, generally pro-investment policies and strong export industries.

To regain investor confidence, Thailand, under the leadership of Prime Minister Yingluck Shinawatra, has

proposed spending US$4.2 billion on reconstruction and steps to prevent future floods. She has sought to

reassure investors that Thailand would remain a safe place for business, as leading Japanese companies

including Honda Motor and Toyota Motor have scrapped profit forecasts after the floods and shut

factories in Thailand. In fact, Yingluck even paid a visit to Japan in early March with the key objective to

boost investor confidence in Thailand and, in particular, show off concrete plans toward managing

floodwaters should the problem reoccur.

It might be too little too late for the Yingluck government to control damages. Declaring her visit to Japan

a success, Yingluck ignored reports that some big Japanese companies may want to spend more to build

factories in Thailand’s neighbors, including Indonesia and Vietnam, after the Thai floods disrupted

production. Honda Chief Financial Officer Fumihiko Ike said that his companies hoped the Thai

government would improve infrastructure, including water-drainage systems. However, the company is

planning on flexibility in managing factories in neighboring nations. Honda has acknowledged the need to

reconsider diversifying investment not only inside Thailand to avoid flood-prone areas, but other locations,

too.

Meanwhile, Takahiro Sekido, chief Japan economist at Credit Agricole CIB in Tokyo, said: “Executives

recognise the concentration risk after the floods. The recent trend of accelerating investment into

Thailand will cool despite the fact that Thailand was such an ideal destination.”

After all, the concerns among foreign investors are not only on nature’s damaging floods, but also the

“political floods,” with various actors in Thai politics exploiting the disaster to undermine opponents, thus

delaying necessary cooperation and the speediest solution to the problem.

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Review vocabulary from the homework articles.

READING &

STANDARDS OF LANGUAGE

4. Interpret words and phrases that appear frequently in texts from a wide variety of disciplines, including determining connotative and figurative meanings from context and analyzing how specific word choices shape meaning or tone. j. Determine the meaning of words and phrases as they are

used in a text, including determining connotative and figurative meanings from context.

Analyze homework articles.

READING

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately 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 considering a word or phrase important to comprehension or expression. a. Demonstrate use of content, technical concepts and vocabulary when analyzing information and following directions.

Cite findings from homework articles.

READING

1. 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. b. Cite strong and thorough textual evidence to support


Analyze video content.

READING

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

d. Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author's argument.

e. Compare two passages that present related ideas or themes in different genre or formats (e.g., a feature article and an online FAQ or fact sheet) in order to evaluate differences in



50

scope, purpose, emphasis, intended audience, or overall impact when comparing.

f. Compare two passages that present related ideas or themes in different genre or formats in order to synthesize details, draw conclusions, or apply information to new situations.

Reading homework. READING

1. 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. a. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas. a. Comprehend explicit details and main ideas in text.

Note-taking homework.

READING

1. 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. a. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

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Theme: Impacts of Global Warming on Global Supply Chains OBJECTIVES:

Review vocabulary from the homework articles.

Analyze homework articles.

Cite findings from homework articles.

Analyze video content.


Classroom resource: Dictionaries.

Handout (attached to Weeks 1 & 2, Lesson 2): Students should have brought their copy to class. However, teachers may wish to have extra copies on hand. PwC: Supply Chains Threatened by Six-Degree Global Warming http://www.environmentalleader.com/2012/11/05/pwc-preparing-for-climate-change-as-competitive-advantage/

Handout (attached to Weeks 1 & 2, Lesson 2): Students should have brought their copy to class. However, teachers may wish to have extra copies on hand. Most Big Companies Hurt by Water Problems, CDP Survey Finds http://www.environmentalleader.com/2012/10/23/most-big-companies-hurt-by-water-problems-cdp-survey-finds/

Handout (attached to Weeks 1 & 2, Lesson 2): Students should have brought their copy to class. However, teachers may wish to have extra copies on hand. Global Warming Is Real and Has Consequences – Part II http://yaleglobal.yale.edu/content/global-warming-real-has-consequences-part-ii

For Activity #3:

Video: Keeping the Global Supply Chain Moving http://www.youtube.com/watch?v=OVYcxi1rDgE (running time: 6:06)

For Activity #4:

Handout (attached): Make one copy for each student. Bibliography Format

For Homework:

Online Resource: Predicting When Tornadoes Will Strike https://www.dropbox.com/l/scl/AACCL_6Mua7YRa61AupceRtYXf9kD4OamAY https://www.youtube.com/watch?v=nsoOIJHmZNc https://www.youtube.com/watch?v=f3CLQu-ckII

ACTIVITY #1: Vocabulary First – 20 minutes.

Tell students to get out all three homework articles.

Create three columns on the board, one for each article.








http://www.youtube.com/watch?v=OVYcxi1rDgE

https://www.dropbox.com/l/scl/AACCL_6Mua7YRa61AupceRtYXf9kD4OamAY

https://www.youtube.com/watch?v=nsoOIJHmZNc

https://www.youtube.com/watch?v=f3CLQu-ckII

52

Go round-robin for students to identify words they did not understand in each article. Write these words on the board in the appropriate columns.

Have students define as many of these words as they can. Write all definitions on the board.

For each word that students still do not understand, have them read the sentence or paragraph where the word occurs. Then tell them to guess the word’s meaning from context. Put these definitions on the board if they are correct.

Assign students to look up words they still do not know.

Have the class choose at least 15 words from the board and record them in their notebooks. Tell them to make a vocabulary section in their notebooks and to study these words for future quizzes.

ACTIVITY #2: Analyze Homework Articles and Cite Findings – 50 minutes.

Write the homework questions on the board, creating columns under each: o What are the threats to the global supply chains? o Can you name specific examples of the threats to global supply chains? o Can you find three statistics that best demonstrate the size of the problem. o What are some of the recommended solutions?

Also write the following on the board in a prominent place: According to _________________________,

For the first article, have students identify the title, author, publisher, and publication date. Explain that this is the basic information that they will need in order to identify or cite a source.

Put students into pairs. Have the pairs create an outline that lists their answers to each question, including the source.

When the class comes back together, ask each of the questions from the board and go round-robin to have each pair give one new answer. Make sure that each answer begins with “According to (this source),” etc. Record their answers on the board.

Repeat this sequence for all three articles.

In summary, have students look over the answers and summarize by answering the following questions: o What are your responses to all this information? o What would you think if you were a business leader? o What would be a good thesis statement to cover all the information presented here?

ACTIVITY #3: Watch Keeping the Global Supply Chain Moving – 20 minutes.

Show the video, then ask: According to this video, o When the global supply chain shuts down, what are the impacts? o Who is affected by shutdowns in the global supply chain?

Ask: What are some of the impacts you can project, based on new information about the global supply chain?

ACTIVITY #4: Weird Weather Assignment – 30 minutes.

Ask students: Do you have any examples of weird weather lately, such as hurricanes, tornadoes, droughts, or floods? List student answers on the board.

Introduce the homework assignment by telling students that they will read an article on weird weather and have to find information from the Internet on weird weather trends from at least two sources. Students can choose a category of weird weather – hurricanes, tornadoes, droughts, or floods – or weird weather in general. They are to list the facts they find.

Pass out Bibliography Formats. Review the requirements for each kind of source.

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HOMEWORK: READ: Have students read Predicting When Tornadoes Will Strike and take notes on new facts about why tornadoes are considered weird weather these days. WRITE: Have students choose a type of weird weather and research it online. The research should include reading at least one article. They should write a list of the facts they learn and a bibliography of the sources they use.

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Bibliography Format Books

One author Last name, First name. Title of book. Place of publication: Publisher, copyright date. Paulsen, Gary. Hatchet. New York: Puffin Books, 1987.

Editor instead of author Last name, First name., ed. Title of book. Place of publication: Publisher, copyright date. Simons, Gerald., ed. Victory in Europe. New York: Time-Life Books, 1982.

Two or more authors

Last name, First name, and First name Last Name. Title of book. Place of publication: Publisher, copyright date. Silverstein, Alvin, Virginia Roberts, and Robert Silverstein. Cystic Fibrosis. New York: Watts, 1994.

Almanacs

"Title of Information." Title of Almanac. Place of publication: Publisher, copyright date. "Names of the Days." World Almanac and Book of Facts 2008. New York: Funk and Wagnall, 2008.

Dictionaries

"Word looked up." Title of dictionary. copyright date. "Gazetteer." Webster's Collegiate Dictionary. 1972.

Pamphlets

Name of pamphlet. [pamphlet] Publisher of pamphlet, year published. Historical Mechanicsburg. [pamphlet] Mechanicsburg Chamber of Commerce, 2002.

Encyclopedias

Signed Encyclopedia Entry

Last name, First name. "Title of Encyclopedia entry." Title of Encyclopedia. date edited., volume number., page. Brookstone, Steven. "Networking." World Book Encyclopedia. 2002 ed., vol. 13, p. 556.

Unsigned Encyclopedia Entry

"Title of Encyclopedia entry." Title of Encyclopedia. date edited., volume number., page. "The D-Day Invasion." Compton's Encyclopedia. 2008 ed., vol. 5, p. 67-69.

Interviews

Telephone Interview

Last name of person interviewed, First name. Telephone Interview. Date of interview. Smith, Mary. Telephone Interview. 5 September 2003.

Personal Interview

Last name of person interviewed, First name. Personal Interview. Date of interview. Jones, Bill. Personal Interview. 3 August 2008.

Internet Interview

Last name of person interviewed, First name. Internet interview. Date of interview. Cooper, Marie. Internet Interview. 20 April 2008.

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Magazines

Unsigned Article

"Title of Article." Magazine Title. Magazine date: page. "Fly Fishing." Field and Stream. 29 August 2002: 31-33.

Signed Article

Last name, First name. "Title of Article." Magazine Title. Magazine date: page. Silvers, Phil. "The Art of Funny." People Magazine. 1 September 1996: 34.

Newspapers

Unsigned Article

"Title of Article." Title of Newspaper Date of newspaper: page number. "Related Blackout News." USA Today 15 August 2003: A6.

Signed Article

Last name, First name. "Title of Article." Title of Newspaper. Date of newspaper: page number. Williams, Brent. "Parkside Life." Indianapolis Star. 4 January 2000: E1.

Internet

Database (like Inspire) "Title of Article." Magazine Title volume.issue (day month year): Database Used. Company. Library Name, City, State abbreviation. Today's Day Month Year <internet address>. "The big remaining question." Economist 387.2 (10 May 2008): 37. MAS Ultra - School Edition. EBSCO. Shelbyville Middle School, Shelbyville, IN. 25 Aug. 2008 <http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=31991461&loginpage=Login.asp&site=src-live>.

Signed Websites

Last name, First name. "Website Title." Available at: complete internet address. date accessed. O'Leary, Sean. "Irish Potato Famine." Available at: http://www.irishhistory.org/famine.html. 1 August 2003.

Unsigned Websites

"Website Title." Available at: complete internet address. date accessed. "Shelbyville Central Schools." Available at: http://www.shelbycs.org. 30 August 2001.

Videos and DVDs

Videos and DVDs based on books

Author's last name, First name. Title of Movie. [Video or DVD] Producer, date. London, Jack. White Fang. [Video] Prod. Walt Disney Pictures, 1989.

Segment in a Series

"Title of Segment." Series Title. [Video or DVD] Producer, date. "Bankrobbing". The Real West. [DVD] Prod. PBS Video, 1999.

http://www.shelbycs.org/ms/media%20center/bibliography_format.htm


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Create fact bank on recent weird weather using citations.

READING


Watch two videos on climate change.

READING


a. Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author's argument.

b. Compare two passages that present related ideas or themes in different genre or formats (e.g., a feature article and an online FAQ or fact sheet) in order to evaluate differences in scope, purpose, emphasis, intended audience, or overall impact when comparing.


Read background essay and complete discussion questions.

READING


2. Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas. a. Comprehend explicit details and main ideas in text. b. Summarize details and ideas in text. c. Make sentence level inferences about details that support


support a theme.



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g. Make evidence based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations.


Reading homework. READING 1. 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. a. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.






Writing homework. WRITING 2. Write informative/explanatory texts from a prompt in a formatted manner to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and

information so that each new element builds on that which

precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.




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Overall science standards covered in Week 2 and Week 3, Lesson 1.

SCIENCE 1. Determining Details and Making Inferences a. Cite specific textual evidence to support inferences,

conclusions or analyses of technical texts, attending to the precise details of explanations or descriptions of a process, event, phenomenon, or concept.

b. Understand and explain the basic features of a scientific hypothesis or investigation and verify claims made based on evidence provided.

2. Determining Central Ideas, Hypotheses, and Conclusions a. Determine the central ideas or conclusions of a stimulus. b. Identify the hypotheses, conclusions, and data in a technical

text, verifying the evidence and data when possible and corroborating or challenging conclusions with other sources of information.

c. Provide an accurate summary of the stimulus. d. Develop valid (testable, objective) questions, evaluate

whether questions are testable and objective, and refine hypotheses.

e. Make evidence-based generalizations based on data and results.

f. Draw conclusions based on scientific evidence, and indicate whether further information is needed to support a specific conclusion or to discriminate among several possible conclusions.

3. Analyzing events and ideas a. Determine which explanation best accords with evidence. b. Analyze in detail a series of events or results described in a

stimulus; determine whether earlier events/results caused later ones or are simply correlated with later events/results.

c. Understand and analyze basic processes, methods, and tools in scientific concepts, theories, and designs of simple scientific experiments and investigations.

d. Analyze key issues and assumptions in scientific models, theories, or experiments.

4. Interpreting Meaning of Symbols and Terms a. Determine the meaning of symbols, key terms, and other

domain-specific words and phrases as they are used in a specific technical context.

b. Identify and interpret independent and dependent variables in investigations that have controls.

c. Interpret and apply scientific terms and concepts, formulas, and other symbolic representations of data based on

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research provided.

5. Analyzing Structures a. Analyze the structure of the relationships among concepts in a

stimulus, including relationships among key terms and concepts (e.g. force, friction, reaction force, energy).

b. Determine how the value of one variable changes as the value of another variable changes in a complex data presentation.

c. Predict the results of an additional trial or measurement in an experiment.

8. Analyzing Relationships Between Sources a. Compare findings presented in a stimulus to those from other

sources, noting when the findings support or contradict other explanations or accounts.

b. Identify strengths and weaknesses among one or more models or experiments.

c. Identify similarities and differences between models and experiments.

d. Determine which models or experiments would be supported or weakened by new data or evidence.

9. Reading and interpreting graphs, charts and other data representations a. Interpret, use, and create graphs (e.g. scatterplot, line, bar,

circle) including proper labeling. Predict reasonable trends based on the data (e.g. do not extend trend beyond a reasonable limit).

b. Represent data on two variables (dependent and independent) on a graph. Analyze and communicate how the variables are related.

c. Describe patterns in a dataset such as clustering, outliers, positive/negative association, and linear/nonlinear association and describe their implications.

d. Distinguish between correlation and causation (i.e. correlation does not imply causation)

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Theme: The Science of Global Warming OBJECTIVES:

Create fact bank on recent weird weather using citations.

Watch two videos on climate change.

Read background essay and complete discussion questions.

MATERIALS:

For Activity #1:

Student work: Students should bring their research from the last homework assignment.

For Activity #2:

Handout (attached): Make one copy for each student. Climate Change – Background Essay http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.climatechange/climate-change/

Video: Sandy and Climate Change (running time: 03:12) http://illinois.pbslearningmedia.org/resource/nvin.sci.earth.sandy-1/sandy-and-climate-change/

For Activity #3:

Handout (attached to Background Essay): Make one copy for each student. Climate Change – Discussion Questions http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.climatechange/climate-change/

Video: Climate Change (running time: 05:48) http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.climatechange/climate-change/

For Homework:

Handout (attached): Make one copy for each student. Greenland Ice Sheet Project 2: A Record of Climate Change http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.greenland/greenland-ice-sheet-project-2-a-record-of-climate-change/

Handout (attached): Make one copy for each student. What Is Plagiarism? http://www.plagiarism.org/plagiarism-101/what-is-plagiarism

ACTIVITY #1: Create Fact Bank for Weird Weather – 40 minutes.

Ask students where they found facts on weird weather. Put their sources on the board in columns.

Also write the following on the board: According to ____________________, states that ___________________, found that _____________________.

Put students into groups that studied similar topics. Have them: o Go over the facts they found. o Gather their facts together into a list without duplicates. o Assign different group members to present different types of facts. o Use the phrases written on the board to structure their statements.



http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.climatechange/climate-change/

http://illinois.pbslearningmedia.org/resource/nvin.sci.earth.sandy-1/sandy-and-climate-change/



http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.greenland/greenland-ice-sheet-project-2-a-record-of-climate-change/


http://www.plagiarism.org/plagiarism-101/what-is-plagiarism

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Have each group give a brief presentation.

As each group presents, tell the rest of the class to take notes on the facts presented.

Go round-robin to have the note-takers each provide a new fact and put these on the board.

Ask the presenters if the note-takers forgot anything important.

Have students create general thesis statements about “weird weather.”

ACTIVITY #2: Watch a Video on Hurricane Sandy and Read Background Essay for Climate Change – 40 minutes.

Ask: What is the difference between climate and weather? Write their responses on the board.

Watch Sandy and Climate Change.

Allow students to watch the video again in order to answer the following questions: o What part of the story was about weather and what part was about climate change? o What factors made Sandy so dangerous?

Pass out Climate Change – Background Essay.

Write the following questions on the board: o How does the article define the differences between weather and climate? o How are scientists determining climates in the past? o What are some facts they found?

Tell students to read the article so they can answer the questions – underlining those areas that will help them answer these questions.

Discuss the questions, telling students to cite specific facts from the essay.

ACTIVITY #3: Watch Climate Change – 40 minutes.

Pass out Climate Change – Discussion Questions.

Review the questions and have students suggest possible answers.

Watch the video once just to listen.

Watch the video again to answer the discussion questions.

Discuss the answers to the questions as well as students’ overall responses to the new information.

HOMEWORK:

READ: Have students read Greenland Ice Sheet Project 2: A Record of Climate Change and underline facts and ideas that will help them summarize the article. Also, have them look up the terms “isotope” and “greenhouse gasses.” WRITE: Have students read What Is Plagiarism? and then write a summary of weird weather facts that:

Introduce the topic in a way that will grab a reader’s interest.

Presents the facts using correct citations.

Provides a conclusion that begins to connect the weird weather patterns with global warming. Students should answer, “What do you think might be happening to cause the weird weather?”

Include a bibliography. Emphasize or warn students against plagiarism! They may NOT use the words from the articles. They must instead put the facts in their own words and cite where the facts came from.

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Environmental conditions are constantly in flux. Many of these changes may escape our notice:

Temperatures rise and fall throughout the day, humidity and air pressure fluctuate, and clouds form and

dissipate. However, these same variables can combine to create phenomena that are readily observable,

such as wind, rain, snow, and thunderstorms. These relatively short-term environmental changes, which

might occur over periods of hours, days, weeks, or seasons, are collectively referred to as weather.

Climate describes environmental conditions over much longer periods of time than weather forecasts and

reports. These long-term environmental analyses characterize a specific geographic location's

temperature and precipitation averages and ranges. Anomalous high and low readings are absorbed by

these averages, resulting in a reliable estimate of expected normal conditions.

Indeed, the global climate is, by definition, more stable than local weather. But climate is also constantly

changing. In fact, research conducted over the last 20 years or so describes dramatic shifts in climate in

Earth's distant past. These shifts occurred over a period of a decade or less, rather than over thousands

of years as scientists once thought was necessary.

Scientists began studying evidence of climate change, especially the role of ice ages in Earth's geologic

history, more than a century ago. During the most recent ice age, the Pleistocene, average global

temperatures were about 5°C or more below present temperatures. This and other ice ages detected in

the geological record were set in motion by gradual changes in the Earth's tilt, rotation, and orbit over

thousands of years. Despite the gradual nature of these changes, Earth's climate appears to respond

rapidly once certain boundary conditions are set in place.

Layers of ice analyzed from Greenland ice cores provide a chronology detailing the rapid onset of ice age

conditions. They show average continental surface temperatures rising and falling dramatically in just a

few years, rather than over the course of hundreds or thousands. For example, between 43,000 BC and

8,000 BC, average global temperatures fluctuated periodically by as much as 20°C (36°F) or more. In

contrast, climate changes since 8,000 BC have been characterized by temperature shifts of just 4°C (7°F)

or less.

Many climatologists think these events resulted from changes in heat energy transfer by ocean currents

from the tropics to the higher latitudes, caused by a decrease in salinity. For example, computer models

suggest that around 13,000 years ago, the Gulf Stream waters, which warm northwestern Europe, might

have been altered or halted dramatically by influxes of fresh water from melting glaciers. However,

scientists do not understand the specifics of how a decrease in the rate of energy transfer by the ocean

currents from the tropics to the higher latitudes translates to changes in regional and global climate.

Climate Change – Background Essay Adapted and paraphrased from original source: http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.climatechange/climate-change/ Original author: PBS LearningMedia


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Climate Change – Discussion Questions

1. Explain the relationship between climate and weather using examples from the video. 2. Explain why floods, hurricanes, and tornadoes are aspects of weather, not climate.

3. The video points out how dramatic climate changes have been in the past. Do we know the

possible triggers of these rapid shifts? Is it possible that we may experience one of these dramatic shifts in our lifetime?

4. The graph of average temperatures shows that today's temperatures are higher than they

were 10,000 to 40,000 years ago. It also shows that today's temperatures have been dropping in the past centuries. However, what doesn't show on this graph is that temperatures have been increasing over the past several decades. What do most scientists believe is contributing to this increase in temperature?

5. Can you think of other possible ways scientists can determine what climate was like in the

past besides studying ice cores? Adapted from original source: http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.climatechange/climate-change/


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Global warming and the role human activities play in climate change are often in the news. It is well established that Earth's average temperature has risen about one degree Fahrenheit since the early 1900s, a century in which atmospheric CO2concentrations also rose. This trend is startling to many climatologists. Any role humans may be playing in any alteration of a global system would be unprecedented and could carry unpredictable consequences. However, determining the extent of the relationship between human activities and recent climate change presents a difficult challenge -- certainly one requiring more than the 100 years of written data that are available to us.

To assess the significance of the past century's data, scientists are exploring records of Earth's climate that extend much further back in time than any written histories. This evidence comes from a variety of sources, including tree rings, deep-sea and lake sediments, and perhaps most importantly, ice cores.

Scientists obtain ice cores by boring into glaciers and polar ice sheets using hollow drill bits. The largest such operations have produced a series of short cylinders of ice with a total length of more than 3,000 meters (9,840 feet). Cores taken from ice sheets in Antarctica and Greenland provide a record of Earth's climate extending nearly 800,000 years into the past.

Ice is particularly important in climate research because it encapsulates components of the atmosphere that existed when the ice was formed. Snow falling on top of a glacier traps dust particles, chemicals, and the air itself within and between its crystals. As layers are added, the snow is compressed into ice and the evidence is locked inside. Scientists unlock this evidence when they remove the ice cores. For example, scientists can determine temperature by analyzing the ratio of different forms, or isotopes, of oxygen atoms in the core. By analyzing tiny air bubbles trapped in a layer of ice, they can also determine the composition of the atmosphere when the layer was formed.

What seems clear from ice core analyses is that Earth's climate has varied significantly over time. Over the course of the past 800,000 years, our planet has seen eight 90,000-year ice ages interspersed with 10,000-year warm periods. In addition, scientists have found a direct correlation between global temperatures and greenhouse gas concentrations, lending support to the observations made in the last century. What's more, in 2004, scientists studying an ice core taken from Antarctica concluded that current CO2 concentrations are higher than they have been in 440,000 years, an observation with significant implications for understanding future climate change.

Greenland Ice Sheet Project 2: A Record of Climate Change Adapted and paraphrased from original source: http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.greenland/greenland-ice-sheet-project-2-a-record-of-climate-change/ Original author: PBS LearningMedia



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WHAT IS PLAGIARISM? Many people think of plagiarism as copying another's work or borrowing someone else's original ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offense: ACCORDING TO THE MERRIAM-WEBSTER ONLINE DICTIONARY, TO "PLAGIARIZE" MEANS

to steal and pass off (the ideas or words of another) as one's own

to use (another's production) without crediting the source

to commit literary theft

to present as new and original an idea or product derived from an existing source In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward. BUT CAN WORDS AND IDEAS REALLY BE STOLEN? According to U.S. law, the answer is yes. The expression of original ideas is considered intellectual property and is protected by copyright laws, just like original inventions. Almost all forms of expression fall under copyright protection as long as they are recorded in some way (such as a book or a computer file). ALL OF THE FOLLOWING ARE CONSIDERED PLAGIARISM:

turning in someone else's work as your own

copying words or ideas from someone else without giving credit

failing to put a quotation in quotation marks

giving incorrect information about the source of a quotation

changing words but copying the sentence structure of a source without giving credit

copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not (see our section on "fair use" rules)

Most cases of plagiarism can be avoided, however, by citing sources. Simply acknowledging that certain material has been borrowed and providing your audience with the information necessary to find that source is usually enough to prevent plagiarism. See our section on citation for more information on how to cite sources properly. WHAT ABOUT IMAGES, VIDEOS, AND MUSIC? Using an image, video or piece of music in a work you have produced without receiving proper permission or providing appropriate citation is plagiarism. The following activities are very common in today’s society. Despite their popularity, they still count as plagiarism.

Copying media (especially images) from other websites to paste them into your own papers or websites.

Making a video using footage from others’ videos or using copyrighted music as part of the soundtrack.

What Is Plagiarism? Adapted and paraphrased from original source: http://www.plagiarism.org/plagiarism-101/what-is-plagiarism Original author: iParadigms



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Performing another person’s copyrighted music (i.e., playing a cover).

Composing a piece of music that borrows heavily from another composition. Certainly, these media pose situations in which it can be challenging to determine whether or not the copyrights of a work are being violated. For example:

A photograph or scan of a copyrighted image (for example: using a photograph of a book cover to represent that book on one’s website)

Recording audio or video in which copyrighted music or video is playing in the background.

Re-creating a visual work in the same medium. (for example: shooting a photograph that uses the same composition and subject matter as someone else’s photograph)

Re-creating a visual work in a different medium (for example: making a painting that closely resembles another person’s photograph).

Re-mixing or altering copyrighted images, video or audio, even if done so in an original way. The legality of these situations, and others, would be dependent upon the intent and context within which they are produced. The two safest approaches to take in regards to these situations is: 1) Avoid them altogether or 2) Confirm the works’ usage permissions and cite them properly.

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OBJECTIVES STANDARD CATEGORY

STANDARDS

Evaluate “weird weather” summaries.

WRITING/READING

WRITING 4. Produce clear, varied, coherent, consistent, and engaging writing in which the development, organization, style, tone, and voice are appropriate to task, purpose, and audience. Write an analysis based on a given prompt. b. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or evaluating and trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. READING 4. Analyze the structure of texts, including how specific sentences

or paragraphs relate to each other and the whole.

f. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

g. Analyze the structural relationship between adjacent sections of text (e.g., how one paragraph develops or refines a key concept or how one idea is distinguished from another).

h. Analyze transitional language or signal words (words that indicate structural relationships, such as consequently, nevertheless, otherwise) and determine how they refine meaning, emphasize certain ideas, or reinforce an author's purpose.

i. Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author's purpose.

5. Determine an author’s purpose or point of view in a text and explain how it is conveyed and shapes the content and style of a text.

k. Determine an author’s point of view or purpose of a text. l. Analyze how the author distinguishes his or her position from that of

others or how an author acknowledges and responds to conflicting

evidence or viewpoints. m. Infer an author's implicit as well as explicit purposes based on details

in text. n. Analyze how an author uses rhetorical techniques to advance his or

her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).

Study graphs on the Greenland Ice Sheet Project 2: A

READING




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Record of Climate Change.




Watch the video Natural Climate Change in Djibouti and answer study questions.

READING





Reading homework.

READING 1. 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. a. Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

2. Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas. a. Comprehend explicit details and main ideas in text. b. Summarize details and ideas in text. c. Make sentence level inferences about details that support main ideas. d. Infer implied main ideas in paragraphs or whole texts. e. Determine which detail(s) support(s) a main idea. f. Identify a theme, or identify which element(s) in a text support a

theme. g. Make evidence based generalizations or hypotheses based on

details in text, including clarifications, extensions, or applications of main ideas to new situations.


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Evaluate “weird weather” summaries.

Study graphs on the Greenland Ice Sheet Project 2: A Record of Climate Change.

Watch the video Natural Climate Change in Djibouti.

Answer study questions.


Handout (attached): Make one copy for each student. GED Essay Scoring Rubric http://www.unm.edu/~tinan/writing/rubric.htm

Student work: Students should bring their essays from the last homework assignment. For Activity #2:

Student work: Students should bring the article from the last homework assignment.

Handout (attached): Make one copy for each student. Greenland Ice Sheet Project 2: Analysis http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.greenland/greenland-ice-sheet-project-2-a-record-of-climate-change/

For Activity #3:

Handout (attached): Make one copy for each student. Blank World Map

Handout (attached): Make one copy for each student. Natural Climate Change in Djibouti, Africa – Discussion Questions http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.naturalchange/natural-climate-change-in-djibouti-africa/

Video: Natural Climate Change in Djibouti, Africa http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.naturalchange/natural-climate-change-in-djibouti-africa/ (running time: 03:49)

For Homework:

Handout (attached): Make one copy for each student. Natural Climate Change in Djibouti, Africa – Background Essay http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.naturalchange/natural-climate-change-in-djibouti-africa/

ACTIVITY #1: Evaluate “Weird Weather” Summaries – 40 minutes.

Make three columns on the board: Introduction, Body, and Conclusion.



http://www.unm.edu/~tinan/writing/rubric.htm



http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.naturalchange/natural-climate-change-in-djibouti-africa/






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Put students into pairs to write criteria for each of the columns. They should ask themselves: What criteria would a reader want a writer to use for each category? They can use criteria that were developed from past classes or other materials to inform their lists.

Go round-robin to have each pair give a criteria for a good introduction. Write responses on the board, and repeat for the other columns. Make sure the criteria include:

o Introduction:

The opening statements should get readers interested in the topic.

The audience knows why the topic matters.

The reason you wrote the essay is clear. o Body:

Each paragraph has a topic sentence that clearly states the paragraph’s purpose.

Each paragraph includes examples and/or details, so the audience can understand why you made the claims in the topic sentences.

o Conclusion:

You apply the themes of your essay to a broader context and make recommendations and/or predictions.

Like the body paragraphs, the conclusion has a topic sentence, as well as examples and/or details.

o Put everything in your own words! o Your writing must speak your thoughts naturally, clearly, and with relevance to the prompt.

Pass out the GED Essay Scoring Rubric.

Have specific students each read a “row” of criteria out loud for “Organization” and “Development and Details.”

Put students in groups of three. Explain that students are NOT to focus on grammar or spelling in their evaluations. Have each group:

o Pass their essay to the left, and read the essay now in front of them. o Write an evaluation that:

States what works well in the essay.

Suggests improvements.

Scores the essay for “Organization” and “Development and Details,” and explains how they chose the scores.

o Pass the essay to the left again and repeat. o Take turns presenting their evaluations to each other. Ask each other any questions they have.

ACTIVITY #2: Read Graphs Related to the Greenland Ice Sheet Project 2 – 40 minutes.

Have students take out the essay they read for homework and reread what they underlined.

Write the following on the board and ask: o What is an isotope? o What is a greenhouse gas? o What do scientists study when they look at an ice core? o What has the study of Greenland ice cores taught scientists?

Pass out the four graphs from the PowerPoint Greenland Ice Sheet Project 2: Analysis on temperature, methane concentration, calcium dust, and isolation.

Put students into pairs. Have them to read each of the graphs and ask themselves: What does each graph say?

Project the graphs on an overhead. Go over each of them to determine the meaning in each using the following questions:

o What is the story before 8,000 years ago? o What is the story over the past 8,000 years?

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Then ask: How do these graphs relate to each other? For each graph, add the Temperature portion to see how this element relates to the graph being explained.

Have students make some overall statements about the data.

ACTIVITY #3: Natural Climate Change in Djibouti – 40 minutes.

Write the following on the board: What is “natural climate change?”

Pass out the Blank World Map.

Tell students to look at their graphs to answer this question.

Ask: o What do you imagine happens in the world when things get significantly hotter or colder? o At the equator? o South of the equator? o North of the equator?

Ask more climate shift questions that will prompt students to use the world map.

Ask: o What is “unnatural” climate change? o What parts of the graphs suggest that it is “unnatural” climate change?

Watch Natural Climate Change in Djibouti, Africa.

Pass out the discussion questions (Natural Climate Change in Djibouti, Africa – Discussion Questions). Go over them to see what students can already answer.

Watch the video a second time. Have students take notes in order to better answer the study questions.

Review the discussion questions again with more information.

HOMEWORK: READ: Have students read Natural Climate Change in Djibouti, Africa – Background Essay and define the words elliptical, orbit, axis, and precession. WRITE: Have students write a clear summary of the three ways the position of the earth in relation to the sun impacts the climate. TEACHER PREPARATION NOTE: Select a world climate map for use in Activity #1 in the next lesson:

Google image search for "world climate map".

http://www.google.com/search?q=World+Climate+Map&client=safari&rls=en&tbm=isch&tbo=u&source=univ&sa=X&ei=S4_xUf7yMIS08QSg4YHgBA&ved=0CCwQsAQ&biw=1077&bih=583

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GED Essay Scoring Rubric


Effective (4) Adequate (3) Marginal (2) Inadequate (1)

Response to prompt

Presents a clearly focused main idea that addresses the prompt

Uses the writing prompt to establish a main idea

Addresses the prompt, tough the focus may shift

Attempts to address prompt but with little or no success in establishing a focus

Organization Establishes a clear and logical organization

Uses an identifiable organizational plan

Shows some evidence of an organizational plan

Fails to organize ideas

Development and Details

Achieves coherent development with specific and relevant details and examples

Has focused but occasionally uneven development; incorporates some specific detail

Has some development but lacks specific details; may be limited to a listing, repetitions, or generalizations

Demonstrates little or no development, usually lacks details or examples or presents irrelevant information

Conventions of EAE

(Edited American English)

Consistently controls sentence structure and the conventions of EAE

Generally controls sentence structure and the conventions of EAE

Demonstrates inconsistent control of sentence structure and the conventions of EAE

Exhibits minimal or no control of sentence structure and the conventions of EAE

Word Choice Exhibits varied and precise word choice.

Exhibits appropriate word choice

Exhibits a narrow range of word choice, often including inappropriate selection

Exhibits weak and/or inappropriate words


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What does the analysis of the ice cores tell us about Earth’s past climate? This graph shows the temperature of the atmosphere at the summit of the Greenland Ice Sheet over the last 40,000 years. The temperature of the atmosphere cannot be measured directly from the ice cores but can be determined from a ratio of oxygen isotopes present in the snow that fell each year. The last ice age ended approximately 14,500 years ago.

How did greenhouse gas concentrations change over this period? Measurements of carbon dioxide (CO2) in the Greenland ice cores were unreliable because of large amounts of dust in the samples. But presence of another powerful greenhouse gas, methane, was analyzed.

Greenland Ice Sheet Project 2: Analysis Adapted and paraphrased from original source: http://illinois.pbslearningmedia.org/asset/ess05_int_greenland/ Original author: WGBH Educational Foundation

http://illinois.pbslearningmedia.org/asset/ess05_int_greenland/

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What other chemicals were present in the atmosphere? The atmosphere also contains many types of dust particles, which can be transported into the atmosphere by wind, but eventually settle out back to Earth. One particle analyzed in the ice cores was calcium dust (Ca). Calcium is a major component of limestone, which forms as the shells of microscopic sea creatures that have died and settled to the bottom. During ice ages, much of Earth’s water was incorporated into glacial ice, and sea level lowered by about 100 meters. When sea level dropped, the limestone mud on the continental shelves was exposed to wind, and some of it was transported into the atmosphere.

What else besides the chemicals in the atmosphere affects the temperature on Earth? Scientists know that the angle of Earth’s tilt and the direction of the tilt at different points in its orbit have changed over time, so that the intensity of solar radiation (insolation) has varied over time, as has the location on Earth where the most direct solar radiation has fallen. At present, more direct solar radiation falls on Greenland during the Northern Hemisphere’s summer (although Earth is farther away from the Sun during summer in the Northern Hemisphere). The graph shows how the amount of solar radiation striking Greenland has varied over time.

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Blank World Map

Source: http://www.freeusandworldmaps.com/images/WorldPrintable/WorldRobinCountryLinesPrint.jpg

http://www.freeusandworldmaps.com/images/WorldPrintable/WorldRobinCountryLinesPrint.jpg

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Natural Climate Change in Djibouti, Africa – Discussion Questions

1. What evidence do the shells provide to scientists? 2. Explain how the tilt of Earth's axis is related to our changing seasons. 3. Discuss the scientific theory that explains the climate change in Djibouti. 4. Discuss what the narrator means when describing this change as an example of "natural

climate change"? Adapted from original source: http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.naturalchange/natural-climate-change-in-djibouti-africa/



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Review summaries and present explanations of what happened to the lake in Djibouti.

READING/SPEAKING

AND LISTENING

READING 1. 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. a. Cite strong and thorough textual evidence to support







SPEAKING AND LISTENING



m. cause and effect n. comparison/contrast o. conclusion p. context q. purpose r. charts, tables, graphs s. evaluation/critiques t. mood u. persuasive text v. sequence w. summaries x. technical subject matter


k. conclusions/solutions l. fact/opinion



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m. assumptions n. propaganda o. relevancy p. accuracy/sufficiency q. appropriateness/clarity r. validity s. relationships of ideas

7. Predict potential outcomes and/or solutions based on oral information regarding trends.




Watch, read about, and discuss The Physics of the Greenhouse Effect.

READING

1. 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. a. Cite strong and thorough textual evidence to support







7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

a. Analyze how data or quantitative and/or visual information

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extends, clarifies, or contradicts information in text, or determine how data supports an author's argument.



Watch, read about, and discuss Carbon Dioxide and the Greenhouse Effect.

READING








6. Integrate and evaluate content presented in diverse

formats and media, including visually and quantitatively, as well as in words.*

g. Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author's argument.

h. Compare two passages that present related ideas or themes in different genre or formats (e.g., a feature article and an online FAQ or fact sheet) in order to evaluate differences in scope, purpose, emphasis, intended audience, or overall impact when comparing.

i. Compare two passages that present related ideas or themes in different genre or formats in order to synthesize details,

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draw conclusions, or apply information to new situations.

Research homework. WRITING 4. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem.

a. Narrow or broaden the inquiry when appropriate.

b. Synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation.

c. Gather relevant information from multiple authoritative print

and digital sources using advanced searches effectively.

d. Assess the strengths and limitations of each source in terms

of task, purpose, and audience.

e. Integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

f. Draw evidence from literary or informational texts to support analysis, reflection, and research.

5. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Writing homework. WRITING 2. Write informative/explanatory texts from a prompt in a formatted manner to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and








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Review summaries and present explanations of what happened to the lake in Djibouti.

Watch, read about, and discuss The Physics of the Greenhouse Effect.

Watch, read about, and discuss Carbon Dioxide and the Greenhouse Effect.


Handout: Make one copy for each student. Google image search for "world climate map" (choose one).

Handout: Students should bring the article from the last homework assignment.

Student work: Students should bring their summaries from the last homework assignment. For Activity #2:

Handout: Make one copy for each student. Both the Background Essay and Discussion Questions are found under Support Materials below the video. Global Warming: The Physics of the Greenhouse Effect – Background Essay and Discussion Questions http://illinois.pbslearningmedia.org/resource/phy03.sci.phys.matter.greenhouse2/global-warming-the-physics-of-the-greenhouse-effect/ Video: Global Warming: The Physics of the Greenhouse Effect (running time: 2:15). http://illinois.pbslearningmedia.org/resource/phy03.sci.phys.matter.greenhouse2/global-warming-the-physics-of-the-greenhouse-effect/

For Activity #3:

Handout: Make one copy for each student. Background Essay and Discussion Questions are found under Support Materials below the video. Global Warming: Carbon Dioxide and the Greenhouse Effect – Background Essay and Discussion Questions http://illinois.pbslearningmedia.org/resource/phy03.sci.ess.watcyc.co2/global-warming-carbon-dioxide-and-the-greenhouse-effect/

Video: Global Warming: Carbon Dioxide and the Greenhouse Effect: http://illinois.pbslearningmedia.org/resource/phy03.sci.ess.watcyc.co2/global-warming-carbon-dioxide-and-the-greenhouse-effect/ (running time: 2:27)

ACTIVITY #1: Review and Present Summaries – 40 minutes.

Pass out or project a world climate map. For each climate—polar, temperate, arid, tropical, Mediterranean, mountain—have students name countries that have this type of climate.

Have students describe each type of climate.

Write the following words on the board: elliptical, orbit, axis, precession.

Put students into four groups. Have each group discuss the meaning of one of these words and present it to the class.



http://www.google.com/search?q=World+Climate+Map&client=safari&rls=en&tbm=isch&tbo=u&source=univ&sa=X&ei=S4_xUf7yMIS08QSg4YHgBA&ved=0CCwQsAQ&biw=1077&bih=583

http://illinois.pbslearningmedia.org/resource/phy03.sci.phys.matter.greenhouse2/global-warming-the-physics-of-the-greenhouse-effect/




http://illinois.pbslearningmedia.org/resource/phy03.sci.ess.watcyc.co2/global-warming-carbon-dioxide-and-the-greenhouse-effect/




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After the words are presented, divvy up paragraphs #2, #3, and #4 from Natural Climate Change in Djibouti, Africa – Background Essay among the groups. Have each group:

o Pass their summaries round-robin to look for good, clear explanations. o Select a reader and select actors. The reader is to stand and read the paragraph aloud while

the actors act out what is happening. o Choreograph what is happening in the paragraph.

Have each group read the paragraph while also acting it out. Their presentation should demonstrate the answers to these questions:

In this variation, when is it summer on the North Pole?

When is it summer in Antarctica?

When in the cycle are things coldest?

When in the cycle are things warmest?

Why?

Tell the class to explain paragraph #5. Read it aloud a sentence at a time and ask students what is happening in each sentence. Then ask: Why was Djibouti so much wetter in the past than it is today?

Have students relate their explanations to the world map. How were climates different before?

Collect the summaries.

ACTIVITY #2: Watch/Read/Discuss The Physics of the Greenhouse Effect – 40 minutes.

Create two columns on the board: What is the greenhouse effect? How does it work?

Tell students to answer these questions with what they know now. Write their answers on the board.

Watch Global Warming: The Physics of the Greenhouse Effect.

Have students give more information about the greenhouse effect and how it works. Add new information on the board.

Pass out the background essay. Have them read it. Discuss the two questions to improve their answers further, and add new information to the board.

Pass out and review and discuss answers to the discussion questions.

Watch the video again.

Have students answer the two questions on the board once more, in writing and go over them as a class.

ACTIVITY #3: Watch/Read/Discuss Carbon Dioxide and the Greenhouse Effect – 40 minutes.

Create three columns on the board for these three questions: o What is carbon dioxide? o Where does it come from? o How does it contribute to the greenhouse effect?


Watch Global Warming: Carbon Dioxide and the Greenhouse Effect.

Have students elaborate on their answers from before, and add this new information to the board.

Pass out the background essay. Have them read it. Discuss the questions to improve their answers further, and add new information to the board.

Pass out and review the discussion questions and discuss answers.


Have students answer the questions on the board once more, in writing.

Discuss as a class.

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HOMEWORK: READ: Have students search the Internet for at least two articles on how carbon dioxide impacts climate. Read the articles for strong facts that connect carbon dioxide with global warming. WRITE: Then have students write a summary that:

Introduces the impact of CO2 on climate.

Presents the facts with correct citations.

Provide a conclusion that begins to connect the changes in CO2 levels to global warming.

Includes a bibliography.

Warn students again against plagiarism! Students may NOT use the words from the articles. They must put the facts in their own words and cite where they got the facts, instead. TEACHER NOTE: Read the summaries from the last homework assignment and, at your discretion, provide grammar homework in the future based on spelling, grammar, and sentence-level issues.

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Evaluate essays.

WRITING/READING

WRITING 1.Produce clear, varied, coherent, consistent, and engaging writing in which the development, organization, style, tone, and voice are appropriate to task, purpose, and audience. Write an analysis based on a given prompt. a. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or evaluating and trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. READING 5. Analyze the structure of texts, including how specific sentences or paragraphs relate to each other and the whole.

a. Analyze how a particular sentence, paragraph, chapter, or

section fits into the overall structure of a text and contributes to the development of the ideas.

b. Analyze the structural relationship between adjacent sections of text (e.g., how one paragraph develops or refines a key concept or how one idea is distinguished from another).

c. Analyze transitional language or signal words (words that indicate structural relationships, such as consequently, nevertheless, otherwise) and determine how they refine meaning, emphasize certain ideas, or reinforce an author's purpose.

d. Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author's purpose.


a. Determine an author’s point of view or purpose of a text. b. Analyze how the author distinguishes his or her position from

that of others or how an author acknowledges and

responds to conflicting evidence or viewpoints. c. Infer an author's implicit as well as explicit purposes based on

details in text. d. Analyze how an author uses rhetorical techniques to

advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).



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Watch, read about, and discuss Ice and Global Warming.

READING












Analyze the graph and discuss CO2 Concentrations at Mauna Loa Observatory, Hawaii.

READING



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Rewriting homework. WRITING

4. Produce clear, varied, coherent, consistent, and engaging writing in which the development, organization, style, tone, and voice are appropriate to task, purpose, and audience. Write an analysis based on a given prompt. b. Develop and strengthen writing as needed by planning,

revising, editing, rewriting, or evaluating and trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Additional science standards covered this week.

SCIENCE

R.8/SP.7 Evaluating Reasoning and Evidence a. Distinguish among facts, reasoned judgment based on

research findings, and speculation in a stimulus. b. Assess the extent to which the reasoning and evidence in a

stimulus support the author’s claim or recommendation for solving a technical problem.

c. Identify discrepant results and identify possible sources of error or uncontrolled conditions.

d. Evaluate whether information (data, model) supports or contradicts a hypothesis, prediction, or conclusion, and why.

e. Design an experiment to test a given hypothesis. f. Define, predict, analyze, and alter experimental designs to

reduce sources of error.

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Theme: Answering the Skeptics on Global Warming OBJECTIVES:

Evaluate summaries.

Watch, read about, and discuss Ice and Global Warming.

Analyze the graph and discuss CO2 Concentrations at Mauna Loa Observatory, Hawaii.

MATERIALS:

For Activity #1:

Handout: Students should still have their copies from before, but you may want to print extras. GED Essay Scoring Rubric http://www.unm.edu/~tinan/writing/rubric.htm

Student work: Students should bring their essays from the last homework assignment.

For Activity #2:

Handout: Make one copy for each student. Both the Background Essay and Discussion Questions are found under Support Materials below the video. Earth System: Ice and Global Warming – Background Essay and Discussion Questions http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.esglaciers/earth-system-ice-and-global-warming/

Video: Earth System: Ice and Global Warming (running time: 3:05).

http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.esglaciers/earth-system-ice-and-global-warming/

For Activity #3:

Handout: Make one copy for each student. Background Essay and Discussion Questions are found under Support Materials below the video. CO2 Concentrations at Mauna Loa Observatory, Hawaii – Background Essay and Discussion Questions http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.maunaloadata/cosub2sub-concentrations-at-mauna-loa-observatory-hawai699i/

Teacher resource: Graphic to project on screen. http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.maunaloadata/cosub2sub-concentrations-at-mauna-loa-observatory-hawai699i/

ACTIVITY #1: Evaluate Summaries – 40 minutes

Have students get out the GED Essay Scoring Rubric.

Put students in groups of three. Remind them NOT to focus on grammar or spelling in their evaluations.

Have students in each group: o Pass their essay to the left, and read the essay now in front of them. o Write an evaluation that:

States what works well in the essay.

Suggests improvements.

Scores the essay for “Organization” and “Development and Details,” and explains how they chose the scores.

o Pass the essay to the left again and repeat.








http://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.maunaloadata/cosub2sub-concentrations-at-mauna-loa-observatory-hawai699i/




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o Take turns presenting evaluations to the essay writer and comparing evaluations, allowing the essay writer to ask questions.

o Among all the essays in the group, have group members choose their best introduction, a strong body paragraph, and a strong conclusion.

Go round-robin to have each group read their chosen introduction.

As a class, briefly discuss which ones students like best, and why. Repeat this process for the body and conclusion paragraphs.

Collect the essays and evaluations. Tell students that you will evaluate their work using the same rubric.

ACTIVITY #2: Watch, Read about, and Discuss Ice and Global Warming – 40 minutes

Create two columns on the board: Why are glaciers so important to the study of global warming? How do glaciers impact climate?


Watch Earth System: Ice and Global Warming.

Have students elaborate on their answers from before, and add this new information to the board.

Pass out the background essay. Have them read it. Discuss the two questions to improve their answers further, and add new information to the board.

Pass out and review the discussion questions and have students provide preliminary answers.


Have students answer the two questions on the board once more, in writing. Discuss as a class.

ACTIVITY #3: Analyze the Graph and Discuss CO2 Concentrations at Mauna Loa Observatory, Hawaii – 40 minutes

Project the Mauna Loa Observatory data on an overhead.

Ask students: What do the data tell you? Take notes on the board.

Pass out the background essay and discussion questions.

Put students into pairs and tell them to: o Review the graph. o Read the background essay for more data. o Make a list of the new facts. o Answer the discussion questions.

Go round-robin from pair to pair for new facts to add to the board.

Go over the discussion questions.

HOMEWORK:

WRITE: Have students rewrite their summaries.

TEACHER NOTE: Evaluate student essays on separate pieces of paper, and return them to the students

at the next class meeting. Your evaluation should:

State what works well in the essay.

Suggest improvements.

Score the essay for “Organization” and “Development and Details,” and explain your scores.

TEACHER NOTE: Select a scientific method image for use in the next lesson: Google image search for

"scientific method".

http://www.google.com/search?q=scientific+method&client=safari&rls=en&tbm=isch&tbo=u&source=univ&sa=X&ei=6zf1Ub8PjvypAcOMgZAL&ved=0CDsQsAQ&biw=1077&bih=583


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Define “peer review” in science and explain its importance.

READING

7. Integrate and evaluate content presented in diverse

formats and media, including visually and quantitatively, as well as in words.* a. Analyze how data or quantitative and/or visual

information extends, clarifies, or contradicts information in text, or determine how data supports an author's argument.



Outline the debate about global warming.

SPEAKING AND

LISTENING


Conduct research on the “Skeptical Science” website.

WRITING

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem.












Present findings.

SPEAKING AND

LISTENING

SPEAKING




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9. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

LISTENING


5. Comprehend key elements of oral information for: a. cause and effect b. comparison/contrast c. conclusion d. context e. purpose f. charts, tables, graphs g. evaluation/critiques h. mood i. persuasive text j. sequence k. summaries l. technical subject matter

6. Identify and evaluate oral information for: a. conclusions/solutions b. fact/opinion c. assumptions d. propaganda e. relevancy f. accuracy/sufficiency g. appropriateness/clarity h. validity i. relationships of ideas




7. Determine central ideas or themes of texts and analyze

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their development; summarize the key supporting details and ideas.







a. Determine an author’s point of view or purpose of a text. b. Analyze how the author distinguishes his or her position from





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Theme: Answering the Skeptics on Global Warming

Class to be held in the Technology Lab OBJECTIVES:

Define “peer review” in science and explain its importance.

Outline the debate about global warming.

Conduct research on the “Skeptical Science” website.

Present findings.


Teacher resource: Graphic to project on screen. Google image search for "scientific method"

Online resource: The Consensus Project. http://theconsensusproject.com/

For Activity #2:

Online resource: Global Warming & Climate Change Myths. http://www.skepticalscience.com/argument.php

ACTIVITY #1: Define Peer Review and Outline the Debate on Global Warming – 40 minutes.

Write on the board: What makes good science? What is the scientific method? Record student answers.

Project a flowchart of the scientific method.

Tell students to explain the process they see on the flowchart.

Turn off the projection and compare the process they just talked through to what they said on the board. Have them add more detail to their original definition.

Write on the board: What is bad science? Record student answers.

Project the Consensus Project website, and show the first of the three animations featured on its homepage: About the consensus: The debate is over.

o Assign five students to read the graphs and explanations aloud:

“Every year, …”

“The consensus of evidence: climate papers per year over time.”

“Meanwhile, …”

“97% …”

“What is peer review, …” o Ask: What is the process of peer review? Record student answers. o Have students find new information online to add to this definition. o Go round-robin and have students give new information and add it to the definition on the

board.

Ask: Why does the Consensus Project think the debate is over? If needed, prompt students to incorporate the scientific method and peer review in their answers.




http://theconsensusproject.com/

http://www.skepticalscience.com/argument.php

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Project the second animation featured on the Consensus Project homepage: About the causes: Fossil fuels are the cause.

o Assign four students to read aloud:

“Normally, …”

“Burning fossil fuels …”

“These additional gasses …”

“Global warming is harmful …”

Project the third animation featured on the Consensus Project homepage: About the solutions: The solutions are within reach. Assign three students to read the captions aloud and interpret the graphs.

After each student reads, click “source info” on the bottom of each graph to be taken to the longer article. Briefly look over the charts and graphs to show how the PowerPoint slide summarizes the longer article.

ACTIVITY #2: Conduct Research Using “Skeptical Science” – 40 minutes.

Write the following questions on the board: What is the debate on global warming? Why do some people that think global warming is not true?

Put students in pairs to answer these questions.

Go round-robin to have students answer the questions and take notes on their answers on the board.

Write http://www.skepticalscience.com/argument.php on the board and have students copy the link into the address line so they can all be on the same webpage.

Have a student read the first ten climate myths on the list.

Ask: What is the grand total of climate myths listed on this website?

Tell all students to click on “What the Science Says” for the first myth.

Have a student read the “Climate Myth…” aloud.

Tell students to click on “Richard Lindzen.”

Ask: o What do you find there? o Who is this article by? o What do you suppose is in the article?

Tell students to go back to the previous page.

Ask: What do you see under “What the science says…”?

Tell students to click on “Intermediate” and ask: What is the difference between the basic and intermediate explanations?

Tell students to go back to the list of climate myths.

Put students in pairs and assign each pair a different myth, starting at the top of the list. They should: o Read the basic and intermediate explanations that refute their myth. Take notes on the facts. o Compare notes and compile a list of the facts that most clearly refute the skeptics’ argument. o Prepare a brief joint presentation where both students have a part in the presentation. The

presentation should include:

A summary of the skeptics’ argument.

An explanation of facts that prove the skeptics wrong.

ACTIVITY #3: Present Findings – 40 minutes.

Tell students to take notes on each other’s presentations. They should take notes on both what the skeptics arguments are and what the scientific response is for use in their next essay.

Have each pair present. After each presentation, have students ask questions for clarification.

http://www.skepticalscience.com/argument.php

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HOMEWORK:

TEACHER NOTE: Assign each student pair a climate myth that the class has not covered yet, continuing down the list in order. READ: Have students read the basic and intermediate explanations that refute the climate myth they are assigned. Take notes on the facts.

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OBJECTIVES STANDARD

CATEGORY STANDARDS

Prepare presentations.

READING

1. 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. a. Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

8. Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas.

a. Comprehend explicit details and main ideas in text. b. Summarize details and ideas in text. c. Make sentence level inferences about details that support main

ideas. d. Infer implied main ideas in paragraphs or whole texts. e. Determine which detail(s) support(s) a main idea. f. Identify a theme, or identify which element(s) in a text support a




6. Determine an author’s purpose or point of view in a text and

explain how it is conveyed and shapes the content and style of a text.

a. Determine an author’s point of view or purpose of a text. b. Analyze how the author distinguishes his or her position from that

of others or how an author acknowledges and responds to

conflicting evidence or viewpoints. c. Infer an author's implicit as well as explicit purposes based on

details in text. d. Analyze how an author uses rhetorical techniques to advance his

or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).

Give presentations.

SPEAKING AND

LISTENING

SPEAKING


conveying a clearand distinct perspective, such that listeners can

follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal



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and informal tasks.


LISTENING


5. Comprehend key elements of oral information for: a. cause and effect b. comparison/contrast c. conclusion d. context e. purpose f. charts, tables, graphs g. evaluation/critiques h. mood i. persuasive text j. sequence k. summaries l. technical subject matter


a. conclusions/solutions b. fact/opinion c. assumptions d. propaganda e. relevancy f. accuracy/sufficiency g. appropriateness/clarity h. validity i. relationships of ideas

Essay homework. WRITING 1. Write arguments from a prompt in a formatted manner of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

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d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

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Theme: Answering the Skeptics on Global Warming OBJECTIVES:

Prepare presentations.

Give presentations.

Prepare for the final essay.


Student work: Students should bring their research from the last homework assignment. For Homework:

Handout: Students should still have their copies from before, but you may want to print extras. Bibliography Format http://www.shelbycs.org/ms/media%20center/bibliography_format.htm

Teacher Resource (attached): Activities for Teaching Writing Skills or other grammar text.

ACTIVITY #1: Students Prepare their Presentations – 30 minutes.

Put students back in their pairs from the last lesson to: o Compare notes and compile a list of the facts that most clearly refute the skeptics’ argument. o Prepare a brief joint presentation that:

Summarizes the skeptics’ argument.

Gives and explains the facts that prove the skeptics wrong.

ACTIVITY #2: Give Presentations – 50 minutes.

Tell students to take notes on each other’s presentations. They should take notes on both what the skeptics arguments are and what the scientific response is for use in their next essay.

Have each pair present.

After each presentation, have students ask questions for clarification.

ACTIVITY #3: Prepare for the Final Unit Essay – 40 minutes.

Ask the class, and list student answers on the board: o What do skeptics think about climate change overall? o Why do they want to conclude something different than what the science says? o Who do you think are the skeptics? Why?

Tell students that they are to write an essay which: o Introduces the concept of global warming and states why it’s important to understand this

topic. o Summarizes what the skeptics say and what the science says.




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o Gives at least three examples of how the science refutes the skeptics’ arguments. o Makes recommendations on what needs to happen to get past skeptics’ arguments and solve

the problem of global warming. o Cites all sources and includes a bibliography at the end.

o In writing the essay, students should use their notes on their own and others’ presentations. o Ask students in detail:

o What different steps will it take to complete this assignment? (Emphasize outlining and writing different pieces at different times if necessary.)

o How will you schedule all these different steps? o How will you keep yourself motivated?

HOMEWORK: WRITE: Have students write the essay described above. TEACHER HOMEWORK: In the following week, you should be prepared to assign grammar homework each night of Week 4. These assignments can be taken from your own preferred grammar text or the Activities for Teaching Writing Skills handout (attached).

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ACTIVITIES FOR TEACHING WRITING SKILLS The purpose of these activities is to help students learn to:

Clearly define a sentence.

Learn the rules of punctuation.

Recognize noun/verb agreement.

Be able to edit paragraphs with multiple problems.

Be able to analyze questions and answers on a GED Writing Skills Practice Test. This excerpt is organized so that teachers can use any individual exercise to teach or reinforce students understanding and application of the rules of grammar, punctuation, and the conventions of Standard English. Teachers should use supplementary texts to back these lessons with materials that support student weaknesses. Contemporary’s GED Test 1: Writing Skills is recommended, but there are a variety of other GED grammar texts that can be useful. Supplement class work and GED preparation with homework that targets specific student needs. Competencies Through the use of these activities, students should learn to:

1. Identify nouns, verbs, and adjectives. 2. Recognize and capitalize proper nouns. 3. Identify subjects and predicates, and differentiate between whole sentences and sentence

fragments. 4. Use the six comma rules correctly. 5. Use semicolons and colons correctly. 6. Correlate nouns and verbs for agreement. 7. Use both the active and passive voice. 8. Use possessive nouns and pronouns correctly. 9. Improve spelling. 10. Take GED Writing Skills Practice Tests.

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1. Identify nouns, verbs, and adjectives. Materials. Find or create:

A list of increasingly complex sentences with multiple nouns, verbs, and adjectives.

Two short readings. Activity Description.

To get students limbered up, use the following surprise exercise:

o Ask: What is a noun? o Have students call them out all at once or go around and have each student say one at a

time—but fast. Challenge students by saying, “Name 5,000 nouns. Go!” o Repeat procedures as above.

Ask: What is a verb? “Name 5,000 verbs. Go!”

Ask: What is an adjective? “Name 5,000 adjectives. Go!”

Pass out a short reading.

Have students quickly underline all the nouns. Give them only a few minutes and make them stop when the time is up. Again, challenge them by saying, “On your mark, get set, go!”

Go around the room and have each student tell you the number of nouns in the reading; mark these numbers on the board.

Repeat the procedure for verbs and adjectives; mark down the numbers.

Go through the reading and identify first the nouns, then the verbs, and then the adjectives to verify the counts.

Write one of the prepared sentences from the materials list on the board.

Write one of the multi-noun/verb/adjective sentences on the board.

Write each student’s name on the board in a place where you can keep score.

Ask: How many nouns are in this sentence?

Go around the room for each student’s number; write number next to student name.

Ask: How many verbs are in this sentence?

Mark students’ numbers down again.

Repeat for adjectives.

Go back to nouns; say, “The correct number is ________.”

Go around the room to have the students pick out one noun at a time; underline them as you go.

Repeat the same procedures for verbs and adjectives, but circle verbs and put a box around adjectives.

Repeat these procedures for all the sentences.

Give a short reading for homework; have students underline nouns, circle verbs, put quotes around adjectives. Students should also count the number of nouns, verbs, and adjectives.

2. Recognize and capitalize proper nouns. Materials. Find or create a reading with proper nouns that are not capitalized. Activity Description.

Have students line up at the board; have them each write a proper noun and pass the chalk.

Ask: o What is the rule for proper nouns? o Were all of these proper nouns written correctly?

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Give out a reading which has proper nouns that are not capitalized; have students correct the reading; have them go fast.

Ask: o How many errors are in the first sentence? o Ask one or more students to answer. Then ask others: Is that correct? o What are the errors?

Put students into pairs to write a short paragraph with at least 10 un-capitalized proper nouns; have them each give their paragraph to another pair to correct; then have the authors correct their corrected paragraphs.

3. Identify subjects and predicates; differentiate between whole sentences and sentence fragments. Materials. Find or create:

A list of mixed full sentences and sentence fragments.

Blank index cards. Activity Description.

Pass out the list of mixed full sentences and sentence fragments; have students check off the full sentences.

Ask: o What is a sentence? o What is a subject? (The noun the sentence is about the subject.) o What is a predicate? (The rest of a simple sentence; it comes after the subject.) o What is always in the predicate? (A verb.) o What are the two requirements to be a sentence? (A noun and a verb.)

Go over these questions again and have students repeat the answers loudly together.

Ask a student for a full sentence from the list; write the sentence on the board; have students identify the subject, predicate, and verb in the sentence; write the skeleton sentence.

Continue with these procedures to identify all the full sentences in the list.

Have students find a partner and give each pair a set of six blank index cards; have them write three full sentences and three fragments on the cards.

Have a representative from a pair chose a card from those written by the pair on their left; write the contents of the card on the board.

Ask the student: Is this a sentence? How do you know?

Give a point for each correct answer.

Have the class reply in unison: o What are the two requirements to be a sentence? o Does it have a noun for a subject? o Does it have a verb in the predicate?

Repeat these procedures until it is clear that students grasp the concept.

4. Follow the six comma rules.

Explain that commas separate phrases that add information from the main sentence. If students can distinguish main sentences from additional information, they will be good at commas.

Write “she fell asleep” on the board.

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Ask for phrases that add information to the front of the sentence; list them on the board; show where the commas go for each one.

Put another simple sentence on the board.

Ask for phrases that add information to the end of the sentence; list them on the board; show where the commas go for each one.

Repeat this procedure and have students put phrases that add information in the middle of the sentence; show where the comma goes for each one.

Put a different sentence on the board; put students into pairs.

Have pairs write phrases that could add information in the front, middle, or end of the sentence.

Have a representative from each group come to the board and add a phrase; give a point to each group that punctuates the sentence correctly with a new phrase.

Continue until it is clear that all students understand how to use commas in this context.

Introduce the first three comma rules: 1. A comma goes after a prepositional or verb phrase that is at the beginning of a

sentence. 2. Commas go around a prepositional or verb phrase that is in the middle of sentence. 3. Commas go before a prepositional phrase that is at the end of a sentence.

Comma Rule #1. A comma goes after a prepositional or verb phrase that is at the beginning of a sentence. Materials. Find or create a list of sentences with introductory phrases, but no commas. Activity Description.

Pass out list of sentences; do one as a class to model the exercise; have students insert the commas after the introductory phrase.

Go around the room and ask each student the following list of questions: o What is the main sentence? o What is the introductory phrase? o Where does the comma go?

Comma Rules #2. Commas go around a prepositional or verb phrase that

Have a student from the second team add a prepositional phrase in the middle of the sentence.

Reverse team tasks until everyone has been to the board to either put up a sentence or add a prepositional phrase.

Review what is on the board and ask students for corrections; note any additional corrections.

Repeat these procedures for Comma Rule #3: Commas go before a prepositional phrase that is at the end of a sentence.

Comma Rule #4. Place commas between all items in a list of three or more. Materials. Find or create:

Index cards with questions whose answers will elicit sentences with lists in them.

A list of sentences with lists in them, but no commas.

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Activity Description.

Present Comma Rule #4: o Lists must be of like objects or actions. o The last item in a list has the word “and” or “or” before it. o Example: She liked apples, bananas, and cherries.

Tell students to make a clicking noise with their tongues.

Tell students to make “pppputttt” sound with their lips.

Explain that the clicking noise is a comma and a “pppputtt” sound is a period.

Deal out one index card to each student that will elicit a list as an answer.

Have each student read their card and give an answer, putting the appropriate sounds in the appropriate places.

Pass out the list of sentences; have students correct the sentences and then read them aloud, one at a time, using their punctuation sounds.

For each question, ask: o How many items are in the list? o Do you need to use a comma? o Read me the sentence with the correct punctuation.

Inform students that Oxford commas won’t appear in some of the sources they read (newspaper articles), but the students should still use them.

Comma Rule #5. Put a comma before the words “and,” “but,” “yet,” “or,” “nor,” “for,” and “so” when combining two full sentences into a single compound sentence. Materials. Find or create:

A list of paired sentences that could be joined with a comma and one of the words highlighted in comma rule #5. Mix into this list other pairs where one is a fragment and one is a sentence.

Index cards with the linking words (and, but, yet, or, nor, for, so) written on separate cards.


Present Comma Rule #5.

Pass out the list of sentences; have students put checks by the pairs of sentences and Xs by the fragment and sentence pairs.

Identify these differences as a class.

Have students find a partner and pass out the blank index cards; assign sets of paired sentences; have the partners write each individual sentence on a separate card.

Write the linking words on separate cards as well.

Take all the sentences, mix them up, and lay them face-up on the table; lay out the linking words at the top.

Put students on two teams.

Have one student from one team and another student from another team combine two sentences and a linking word into a single sentence; have blank cards available if students want to write their own sentences to link up with the prewritten ones.

Ask each student: o Where does the comma go? o Why?

Ask the class: o Is that correct?

Give one point to the team for each correct answer.

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Comma Rule #6 and Semicolon Rule #1. Place a semicolon before and a comma after the following words when used to connect two sentences: “moreover”, “furthermore”, “in addition”, “however”, “nevertheless”, “therefore”, “consequently”, “otherwise”, “for instance”, “for example”, and “then”.

Materials. Find or create:

Index cards with the linking words for Comma Rule #6 written on them. Each word(s) should be written on a separate card.


Present Comma Rule #6. Tell students that while practicing comma rule #6, they will also be learning semicolon rule #1.

Put students into pairs and deal out the cards; have each pair write three compound sentences using their given word.

Have each group write a compound sentence on the board.

Ask the class what the linking word means and check with them to see if the punctuation is indeed correct.

Give each team two blank index cards; have them write pairs of sentences on each card WITHOUT linking words.

Make sure the linking words are on the board.

Put the cards in a deck; have pairs pick cards; have them come to the board and link the sentences with correct linking words and punctuation.

Ask: o Is the first part a sentence? o Is the second part a sentence? o Is this a good linking word for these two sentences? o Is it punctuated correctly?

Comma Rule Practice: Materials. Find text from a book with lots of commas. Activity Description.

Pass out a copy of some text from a book (your choice) with lots of commas in it.

Tell students to circle all the commas in the text.

Have them write the number of the relevant comma rule next to each.

Divide students into pairs to review and correct each other’s work.

Read each sentence aloud and go around the room to have different students tell you the comma rules applied in each.

For each comma, ask: o What comma rule does this use? o Is that answer correct? o Does anyone have a different answer? o Which is the correct answer? o Why?

Repeat this exercise as necessary.

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5. Use semicolons and colons correctly. Activity Description.

Semicolon Rule #2.

Remember that semicolon rule #1 is combined with comma rule #6.

For semicolon rule #2, ask: o What is a semicolon? o When do you use semicolons?

Tell students that semicolons mean: I know a period goes here (point to the “period” in the semicolon), but these two sentences are so related that I want you to read it as if it were only a comma (point to the “comma” in the semicolon).

Repeat this definition with the pointing many times.

Give some examples on the board.

Show how this logic was already used in Semicolon Rule #1.

Have students all make a clicking noise together. This noise will represent a semicolon.

Tell students to choose a partner, and have partners write five pairs of closely related sentences.

Have them switch sentences with another group and correctly punctuate the new set of sentences.

Have them read their sentences aloud using the correct noise for semi-colons.

Colon Rule: Use colons after a complete sentence that presents a list.

Present the Colon Rule.

Tell students that colons mean, “I know a period goes here (point to one of the periods), but here comes a list. Emphasize that colons can only be used after a sentence.”

Put a variety of examples on the board.

Put students in pairs to make up six full sentences that prepare for a list.

Have a student put a sentence on the board and a student from another pair QUICKLY come to the board to write a list with the correct punctuation.

Ask for each: o Is the first part a sentence? o Is the colon in the right place?

Are the commas in the right places? Are any commas missing?

6. Correlate nouns and verbs for agreement. Materials. Find or create:

Index cards with singular and plural verbs from the following tenses. Each card should contain a single verb conjugated in all these tenses:

o Present (play, plays). o Present continuous (is/are playing). o Past continuous (was/were playing). o Present perfect (has/have played). o Past perfect (had played). o Future (will play). o Future perfect (will have played).

List of time-specific sentences.

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Activity Description.

Put students in pairs; deal out cards.

Put the names of the tenses on the board.

Have students give examples of sentences in each tense.

Have each pair “play” a card by: 1) putting the verb on the card in a sentence, 2) identifying the verb tense, and 3) identifying other words in the sentence that identify the tense, if there are any.

Give a point for each “right” answer after asking: o What is the sentence? o What tense is the sentence in? How do you know? o What words in your sentence tell you that this is the correct tense?

Record words that identify each tense on the board as they come up.

Put a sentence on the board; put students into pairs; assign each pair a tense; go around the room and have the different pairs say the sentence in their tense.

Rotate tenses among the pairs; put another sentence on the board.

Rotate until all groups have worked with all the tenses.

Put a time-specific sentence on the board; have the student pair assigned to that tense say the correct sentence.

Do a series of sentences in this way.

Put students on teams to create 10 time-specific sentences; have a representative from a team put the sentence on the board leaving out the verb; have a representative from the other team fill in the sentence; give points for correct answers.

7. Practice Using an Active Voice. Materials. Find or create:

A list of sentences in the passive voice.

A hat and scissors.

A paragraph with a variety of voice problems. Activity Description.

Write a sentence in the passive voice on the board.

Ask: o Which noun is the doer in this sentence? o Which noun is just letting things happen to it? o How would you rewrite this sentence to make sure the noun that is the doer takes

responsibility for its actions?

Write an active voice sentence on the board; tell students to rewrite it in the passive voice.

Divide students into teams and have each team write five active voice sentences and five passive; encourage the sentences to be wild.

Have students cut the sentences into separate strips and put them in a hat.

Have each student choose a sentence from the hat.

Have each student read the sentence and then “translate” it into the opposite voice.

Give a point to each team that does it correctly.

Pass out the paragraph.

Have students underline and correct words in the wrong voice.

Put students in pairs to check each other’s answers.

Go over the answers as a class.

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8. Use possessive nouns and pronouns correctly. Materials. Find or create:

A list of mixed sentences using its/it’s, whose/who’s, your/you’re, their/there/they’re.

A set of index cards with each of the words above written on them.


Write on the board: its/it’s, whose/who’s, your/you’re, their/there/they’re.

Read sentences from the list aloud; have different students pick the right word and explain their answers.

9. Improve spelling. Materials. Find or create:

A list of spelling words on p. 285-289 in Contemporary’s Test 1.


Pass out the list of spelling words.

Put students into two teams; give them each 15 cards; have each team pick 15 words they think are the hardest for the other team to spell and put them on the cards. Also have students study the words to prepare for the spelling bee.

Have each team gather their cards together; have a representative of one team pick THEIR OWN card; have them read it aloud; have a representative of the other team spell the word; if it is incorrect, go back and forth between the teams until someone gets it correct.

Give five points if the first student asked gets it right, four if the second, etc.

Have a representative from the second team pick a card from THEIR OWN deck and continue as above.

10. Take GED Writing Skills Practice Tests. Materials. Find a series of single readings with questions from GED Writing Skills Practice Tests. Activity Description.

Pass out a reading and questions from a GED Writing Skills Practice Test.

Write “Punctuation, Noun/Verb Agreement, Spelling” on the board.

Use the following procedure to “take” this portion of the test: o Have students:

Read the passage carefully and underline those words or phrases where they think something is wrong.

Read the question and make the correction if they can BEFORE they read the possible answers.

If they know they are right, circle the answer.

If they aren’t sure, cross out answers they know are wrong and circle their answer.

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Write “Punctuation,” “Noun/Verb Agreement,” OR “Spelling” next to each question to designate the kind of problem being tested.

Go over the tests. o Ask: How many underlines did you make in the reading? o Go around the room and have each student give their numbers. o Ask:

Who could correct the problem before reading the answers?

Who used the process of elimination?

What is the answer?

Is that the correct answer?

How do you know?

What was the problem: punctuation, noun/verb agreement, or spelling? o After going over all the questions, ask:

How many of the places you underlined in the reading turned out to be questions asked in the test?

What area (punctuation, noun/verb agreement, or spelling) are you strongest in?

What area are you weakest in? o Give homework assignments based on expressed weaknesses. o Repeat these procedures for subsequent readings and questions from GED Writing Skills

Practices Tests. Source: Adapted from The Intensive GED Curriculum, 2002 written by Stephanie Sommers for Women Employed.

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Take and evaluate GED test materials on climate change.

READING

1. 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. 2.Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas. 3.Analyze how individuals, events, and ideas develop and interact over the course of a text. 4.Interpret words and phrases that appear frequently in texts from a wide variety of disciplines, including determining connotative and figurative meanings from context and analyzing how specific word choices shape meaning or tone. 5.Analyze the structure of texts, including how specific sentences or paragraphs relate to each other and the whole. 6.Determine an author’s purpose or point of view in a text and explain how it is conveyed and shapes the content and style of a text. 7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

8.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. 9.Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Evaluate essays that refute the skeptics.

WRITING/READING

WRITING 1.Produce clear, varied, coherent, consistent, and engaging writing in which the development, organization, style, tone, and voice are appropriate to task, purpose, and audience. Write an analysis based on a given prompt. a. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or evaluating and trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. READING 5. Analyze the structure of texts, including how specific sentences or paragraphs relate to each other and the whole.

e. Analyze how a particular sentence, paragraph, chapter, or


f. Analyze the structural relationship between adjacent



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sections of text (e.g., how one paragraph develops or refines a key concept or how one idea is distinguished from another).

g. Analyze transitional language or signal words (words that indicate structural relationships, such as consequently, nevertheless, otherwise) and determine how they refine meaning, emphasize certain ideas, or reinforce an author's purpose.

h. Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author's purpose.


e. Determine an author’s point of view or purpose of a text. f. Analyze how the author distinguishes his or her position from


responds to conflicting evidence or viewpoints. g. Infer an author's implicit as well as explicit purposes based on

details in text. h. Analyze how an author uses rhetorical techniques to


Grammar homework. LANGUAGE

(As assigned):

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

d. Edit to correct errors involving frequently confused words and homonyms, including contractions (passed, past; two, too, to; there, their, they're; knew, new; it's its).

e. Edit to correct errors in straightforward subject-verb agreement.

f. Edit to correct errors in pronoun usage, including pronoun-

antecedent agreement, unclear pronoun references, and

pronoun case. g. Edit to eliminate non-standard or informal usage (e.g.,

correctly use try to win the game instead of try and win the game).

h. Edit to eliminate dangling or misplaced modifiers or illogical word order (e.g., correctly use to meet almost all requirements instead of to almost meet all requirements.)

i. Edit to ensure parallelism and proper subordination and coordination.

j. Edit to correct errors in subject-verb or pronoun antecedent

agreement in more complicated situations (e.g., with

compound subjects, interceding phrases, or collective nouns).

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k. Edit to eliminate wordiness or awkward sentence construction. l. Edit to ensure effective use of transitional words, conjunctive

adverbs, and other words and phrases that support logic and clarity.

2. Demonstrate command of the conventions of standard English capitalization and punctuation when writing. c. Edit to ensure correct use of capitalization (e.g., proper nouns,

titles, and beginnings of sentences). d. Edit to eliminate run-on sentences, fused sentences, or

sentence fragments. e. Edit to ensure correct use of apostrophes with possessive

nouns. f. Edit to ensure correct use of punctuation (e.g., commas in a

series or in appositives and other non-essential elements, end marks, and appropriate punctuation for clause separation).

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Theme: Review Writing Projects OBJECTIVES:

Take and evaluate GED test materials on climate change.

Evaluate essays that refute the skeptics.


Handout: Make one copy for each student. GED test materials on climate change (choose one) http://www.test-guide.com/free-ged-practice-tests.html http://www.testpreppractice.net/GED/ged-practice-1.aspx

For Activity #2:

Handout: Students should still have their copies from before, but you may want to print extras. GED Essay Scoring Rubric http://www.unm.edu/~tinan/writing/rubric.htm

Student work: Students should bring their essays from the last homework assignment. Teacher Note: While the sources listed above are for the old GED test, these are good materials to practice test-taking skills.

ACTIVITY #1: Take and Evaluate GED Tests on Climate Change – 60 minutes.

Pass out the GED test materials and time the test to simulate a GED test-taking situation.

After they take the test, have students rate each question 1-4 (put these options on the board): 1. You understand the question and know the answer. 2. You understand the question and think you know the answer. 3. You understand the question and do not know the answer. 4. You do not understand the question and do not know the answer.

Put students in pairs to compare their question ratings, discuss their answers, and, if they differ, to come up with an answer they both think is right. They should be able to say WHY they chose each answer. Pairs should also decide:

o Which is the second best answer? Why? o What is the worst answer? Why?

Ask a pair: What is the answer to the first question? Why?

Ask the next pair: Is that answer correct? How do you know?

Ask the class: Did any pair choose a different answer? Why? Reach a consensus.

Ask another pair: Which is the second best answer? Why?

Ask the class: Who chose the second best answer?

Ask another pair: Which is the worst answer? Why?

Repeat the whole process for all the test questions.



http://www.test-guide.com/free-ged-practice-tests.html

http://www.testpreppractice.net/GED/ged-practice-1.aspx


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ACTIVITY #2: Evaluate Essay Drafts – 60 minutes.

Tell students they will assist each other by giving constructive feedback. All their feedback must include answers to the following questions (write these on the board):

o What worked well in the essay? o What are some suggestions for improvement? o What “Organization” or “Development and Details” score would you give this rough draft?

Explain why for each one. Put students into groups of three. Have them get out two blank sheets of paper.

Have students pass their essays to the left. Explain that students are NOT to focus on grammar or spelling for this assignment. Students are to read the writing assignments and write comments based on the criteria which answer the three questions on the board.

After each student has evaluated the first essay, they should pass it to their left and evaluate a new essay.

After students have evaluated two essays, they should give their evaluations to the authors and the authors should read the comments.

Ask the class as a whole: o Did your evaluators say the same or different things? o Did your evaluators give you ideas for how to improve your essay? o Did your evaluators confuse you? Ask for clarification when back in your group.

Put students back in their groups to talk through differences and to get clarification. Groups should also select two to three interesting and well-developed paragraphs to read to the class.

Go around the room and have students read aloud the selected paragraphs and explain why they were selected.

Collect the essays and evaluations. Tell students that you will also evaluate their essays so they will have three reviews to help them with their rewrites. Have students hand in their essays along with the two evaluations from their peers.

TEACHER NOTE: Review these essays AFTER the students have evaluated them. As the students have done, use a separate sheet of paper and write your essay evaluations in response to the following questions:

What worked well in the essay?

What are some suggestions for improvement?

What “Organization” or “Development and Details” score would you give this rough draft? Explain why for each one.

When you hand back the essays, include the student evaluations as part of the package as well.

HOMEWORK: COMPLETE: Have students complete teacher-assigned grammar exercises.

TEACHER HOMEWORK, Note #1: Evaluate student essays on separate pieces of paper, and return them to the students at the next class meeting.

TEACHER PREPARATION, Note #2: Choose two paragraphs from student writings that demonstrate the kinds of grammar and spelling challenges most students are experiencing. Type up these paragraphs with the mistakes intact and put them on separate pieces of paper to be printed as two-sided handouts. You will need one copy per student for the Editing Games in the next lesson.

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Choose grammar assignments.

LANGUAGE

(As assigned):


a. Edit to correct errors involving frequently confused words and homonyms, including contractions (passed, past; two, too, to; there, their, they're; knew, new; it's its).

b. Edit to correct errors in straightforward subject-verb agreement.

c. Edit to correct errors in pronoun usage, including pronoun-


pronoun case. d. Edit to eliminate non-standard or informal usage (e.g.,


e. Edit to eliminate dangling or misplaced modifiers or illogical word order (e.g., correctly use to meet almost all requirements instead of to almost meet all requirements.)

f. Edit to ensure parallelism and proper subordination and coordination.

g. Edit to correct errors in subject-verb or pronoun antecedent


compound subjects, interceding phrases, or collective nouns). h. Edit to eliminate wordiness or awkward sentence construction. i. Edit to ensure effective use of transitional words, conjunctive


2. Demonstrate command of the conventions of standard English capitalization and punctuation when writing. a. Edit to ensure correct use of capitalization (e.g., proper nouns,

titles, and beginnings of sentences). b. Edit to eliminate run-on sentences, fused sentences, or

sentence fragments. c. Edit to ensure correct use of apostrophes with possessive

nouns. d. Edit to ensure correct use of punctuation (e.g., commas in a




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Choose grammar assignments.

Play the editing game.


Handout: Make one copy for each student. Table of contents of the grammar text you have chosen for this course.

For Activity #2:

Student Work: Make one set of copies for each student. Choose two paragraphs of student writing that demonstrate the kinds of grammar and spelling challenges most students are having. Type up these paragraphs with the mistakes intact and print them as a two-sided handout.

ACTIVITY #1: Choose Appropriate Grammar Assignments After Evaluating Essays – 20 minutes.

Ask students: What were some of the major grammar issues you have or you saw other students struggling with? Write responses on the board.

Ask students: Which area is the class having the most difficulty with: o Punctuation? o Sentence structure? o Spelling?

Pass out the table of contents of the grammar text you have selected for this course.

Tell students to check off those grammar issues the class has identified.

Ask: How do you think this class can best improve on grammar in writing? Go round-robin for ideas.

Based on student answers, assign grammar exercises.

ACTIVITY #2: Editing Game #1 - 50 minutes

Pass out typewritten copies of a paragraph of student writing that you have chosen before the class with all the grammar and spelling mistakes intact.

Have students read the paragraph and underline the grammar and spelling issues they find. While students are doing that, copy the paragraph on the board with all the mistakes intact.

Put students into three or four teams. Have them compare the issues they have identified and talk about what the problems are for each of the underlined items.

Choose a member from one team to come up to the board, underline a problem, and correct it.

Ask the student who made the correction: What is the grammar or spelling rule that you are applying?

Ask the class: Is the underline in the right place? Is this the right correction? If yes, give one point to the team that made the correction; give the team a second point if they correctly identified the grammar or spelling rule that they applied.

Transportation, Distribution, and Logistics Career Bridge Semester 2: Reading and Writing ASE Standards Covered for Weeks 7 & 8

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Go around to all the teams to ask a different student to come to the board and go through the same process as above.

Keep team scores on the board.

ACTIVITY #3: Editing Game #2 - 50 minutes

Have students form new teams.

Repeat the Editing Game described above with a different paragraph of student writing.

HOMEWORK: COMPLETE: Have students complete teacher-assigned grammar exercises.

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Teacher-chosen grammar lesson.

LANGUAGE

Same as “Grammar Homework” below.

Come up with a rewriting plan.

SPEAKING AND

LISTENING

9. Initiate and participate effectively in a range of collaborative discussions (one – on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


Take and analyze a GED language test.

READING 1. 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. 2.Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas. 3.Analyze how individuals, events, and ideas develop and interact over the course of a text. 4.Interpret words and phrases that appear frequently in texts from a wide variety of disciplines, including determining connotative and figurative meanings from context and analyzing how specific word choices shape meaning or tone. 5.Analyze the structure of texts, including how specific sentences or paragraphs relate to each other and the whole. 6.Determine an author’s purpose or point of view in a text and explain how it is conveyed and shapes the content and style of a text. 7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as



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in words.*

8.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. 9.Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Grammar homework. LANGUAGE

(As assigned):


a. Edit to correct errors involving frequently confused words and homonyms, including contractions (passed, past; two, too, to; there, their, they're; knew, new; it's its).

b. Edit to correct errors in straightforward subject-verb agreement.

c. Edit to correct errors in pronoun usage, including pronoun-


pronoun case. d. Edit to eliminate non-standard or informal usage (e.g.,


e. Edit to eliminate dangling or misplaced modifiers or illogical word order (e.g., correctly use to meet almost all requirements instead of to almost meet all requirements.)

f. Edit to ensure parallelism and proper subordination and coordination.

g. Edit to correct errors in subject-verb or pronoun antecedent


compound subjects, interceding phrases, or collective nouns). h. Edit to eliminate wordiness or awkward sentence construction. i. Edit to ensure effective use of transitional words, conjunctive


2. Demonstrate command of the conventions of standard English capitalization and punctuation when writing. a. Edit to ensure correct use of capitalization (e.g., proper nouns,

titles, and beginnings of sentences). b. Edit to eliminate run-on sentences, fused sentences, or

sentence fragments. c. Edit to ensure correct use of apostrophes with possessive

nouns. d. Edit to ensure correct use of punctuation (e.g., commas in a


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Complete a teacher-chosen grammar lesson.

Come up with a rewriting plan.



Student work: Student essays with feedback from peers and teacher.

Teacher Resource: Activities for Teaching Writing Skills (attached to Weeks 5 & 6, Lesson 3). For Activity #3:

Handout: Make one copy for each student. GED language tests (choose one) http://www.test-guide.com/free-ged-practice-tests.html http://www.testpreppractice.net/GED/ged-practice-1.aspx

Teacher Note: While the sources listed above are for the old GED test, these are good materials to use to practice test-taking skills until new 2014 GED testing materials become available.

ACTIVITY #1: Teacher Chosen Grammar Lesson - 40 minutes.

Choose and have students complete an activity from the Activities for Teaching Writing Skills (attached to Weeks 5 & 6, Lesson 3) that clearly addresses a significant class grammar challenge.

ACTIVITY #2: Coming Up with a Rewriting Plan - 40 minutes.

Return student essays with your comments as well as the student evaluations from the last lesson.

Have students read through all the comments.

Ask: o What is your response to all the feedback? o What kinds of rewriting ideas do you have? Write their rewrite ideas on the board.

Write the following questions on the board: o What is your rewriting plan? o What strategies are you going to use to get your reader interested in your topic?

Have students get into their original evaluation groups to pass around their essays and evaluations to the left as before. Students read for how the teacher’s comments compare and contrast with classmates’ comments.

Have students talk through their rewriting plans as a group.

As a class, have students talk through their rewriting plans and strategies while you write some of these approaches and strategies on the board. Go round-robin for ideas as time allows, and tell students to take notes on their own rewriting plans.

Tell students to write down their rewriting plans in note form.





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ACTIVITY #3: Take and Analyze GED Language Test – 40 minutes.

Pass out and administer the GED test materials. Time the test to simulate a GED test-taking situation.

After they take the test, have students rate each question on a scale of 1 to 4. Write these ratings on the board:

1. You understand the question and know the answer. 2. You understand the question and think you know the answer. 3. You understand the question and do not know the answer. 4. You do not understand the question and do not know the answer.

Put students in pairs to compare their question ratings, discuss their answers, and, if they differ, to come up with an answer they both think is right. They should be prepared to say WHY they chose each answer. Pairs should also decide:

o Which is the second best answer? Why? o What is the worst answer? Why?

For each question: o Ask a pair: What is the answer to the first question? Why? o Ask the next pair: Is that answer correct? How do you know? o Ask the class: Did any pair choose a different answer? Why? Reach a consensus. o Ask another pair: Which is the second best answer? Why? o Ask the class: Who chose the second best answer? o Ask another pair: Which is the worst answer? Why?

Repeat the whole process for each question.

HOMEWORK: COMPLETE: Have students complete teacher-assigned grammar homework. WRITE: Have students rewrite essay on refuting climate change skeptics.

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Identify the global impacts of global warming by researching a website.

WRITING


g. Narrow or broaden the inquiry when appropriate.

h. Synthesize multiple sources on the subject, demonstrating


i. Gather relevant information from multiple authoritative print


j. Assess the strengths and limitations of each source in terms


k. Integrate information into the text selectively to maintain the


l. Draw evidence from literary or informational texts to support analysis, reflection, and research.


Present findings.


SPEAKING





LISTENING


5. Comprehend key elements of oral information for: m. cause and effect n. comparison/contrast o. conclusion p. context



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q. purpose r. charts, tables, graphs s. evaluation/critiques t. mood u. persuasive text v. sequence w. summaries x. technical subject matter

6. Identify and evaluate oral information for: j. conclusions/solutions k. fact/opinion l. assumptions m. propaganda n. relevancy o. accuracy/sufficiency p. appropriateness/clarity q. validity r. relationships of ideas

Watch and analyze a video on fighting climate change.

READING


j. Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author's argument.

k. Compare two passages that present related ideas or themes in different genre or formats (e.g., a feature article and an online FAQ or fact sheet) in order to evaluate differences in scope, purpose, emphasis, intended audience, or overall impact when comparing.

l. Compare two passages that present related ideas or themes in different genre or formats in order to synthesize details, draw conclusions, or apply information to new situations.

Preview recommendations for fighting global warming: individual, national, and international.

SPEAKING AND

LISTENING


Conduct research on how to curb your carbon emissions.

WRITING

12. Use technology, including the Internet, to research, produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.



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2. Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas. i. Comprehend explicit details and main ideas in text. j. Summarize details and ideas in text. k. Make sentence level inferences about details that support

main ideas. l. Infer implied main ideas in paragraphs or whole texts. m. Determine which detail(s) support(s) a main idea. n. Identify a theme, or identify which element(s) in a text

support a theme. o. Make evidence based generalizations or hypotheses based


p. Draw conclusions or make generalizations that require synthesis of multiple main ideas in text.

Writing homework. WRITING

2. Write informative/explanatory texts from a prompt in a formatted manner to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

g. Introduce a topic; organize complex ideas, concepts, and



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h. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

i. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

j. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

k. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

l. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

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Theme: Carbon Footprints


Identify the global impacts of global warming by researching a website.

Present findings.

Watch and analyze a video on fighting climate change.

Preview recommendations for fighting global warming: individual, national, and international.

Conduct research on how to curb your carbon emissions.


Online Resource: Global Warming Effects Map. http://environment.nationalgeographic.com/environment/global-warming/gw-impacts-interactive/

For Activity #2:

Video: Take Aim at Climate Change. http://passporttoknowledge.com/polar-palooza/whatyoucando/taacc/ (running time: 4:17).

For Activity #3:

Online resource: Individual Carbon Footprint Calculator. http://terrapass.com/carbon-footprint-calculator-2/

Online resource: The Green Guide. http://www.thegreenguide.com/

ACTIVITY #1: Conduct Research on Global Impacts – 60 minutes.

Introduce the next four-week unit, “Business Solutions to Global Warming.” This week, Week 5, the class will study individual, national, and international efforts to slow global warming. Next week, Week 6, the class will study ways that global supply chains can adopt greener practices. In Week 7, students will research and write essays on specific companies or industries that cause a lot of pollution and make recommendations for ways that these companies might become greener. This will be the topic of the final projects. In Week 8, students will share their essays.

But first, students are to make a classroom summary of what the global effects of global warming are.

Write on the board: Freshwater resources, Ecosystems, Food and forests, Coastal areas, Industry and society, Health.

Split the class into six groups, one for each topic.

Have students open the Global Warming Effects Map on their computers. Ask: o What impacts here have we already identified as a class? o What impacts are new to us? o Based on this data, what parts of the world do you think may be hit hardest by global

warming?



http://environment.nationalgeographic.com/environment/global-warming/gw-impacts-interactive/

http://passporttoknowledge.com/polar-palooza/whatyoucando/taacc/

http://terrapass.com/carbon-footprint-calculator-2/

http://www.thegreenguide.com/

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Tell students to press the “Select Climate Impacts” button. They will see all the topics that are listed on the board.

o Tell students to click on one of the topics and explain what they see. o Tell students to click on one of the blinking dots and explain what they see.

Give students the following instructions for individual work: o Click on your assigned topic. o Click on all the blinking dots. o Read and take notes on all the written material. For each blinking dot, make sure to take notes

on the heading and the place being impacted. o Take another general look at the whole map, and write a thesis on the global impact of global

warming as pertains to your assigned topic.

Tell students to meet in their groups and, together: o Discuss their notes for each blinking dot. o Share and discuss their thesis statements and choose a few that summarize the group’s

observations. o Identify at least five questions they still have about this topic. o Prepare a brief presentation giving each group member at least one of the following

responsibilities:

Present their thesis statements.

Present significant facts from different parts of the world.

Present the questions they still have about this topic. Have groups give their brief presentations.

ACTIVITY #2: Watch a Brief Video on Climate Change – 20 minutes.

Tell students the class will now move away from the frightening predictions about the impacts of global warming and turn to finding solutions.

Write the following categories on the board: individual, national, international. Tell students to copy the columns in their notebooks.

Ask: What do you know of that can make the planet greener?

Give students a few minutes to write their ideas in all three categories in their notebooks.

Go round-robin to have students give one item and tell you what column the item belongs in. List all their greener planet ideas on the board.

Tell students they will now watch a short video and: o Take notes on what the video identifies as causing climate change. o Take notes on what the video’s recommendations for becoming greener. o Answer what they think are the video’s core messages? What is the video trying to

communicate? To who? Why?

Watch Take Aim at Climate Change. Watch the video again if students want to think about the messages more.

After the video, ask: o What does the video say are the causes of climate change? o What are the video’s recommendations? What do we need to add to our columns on the

board? o What are the video’s core messages? What is the video trying to communicate? To who? Why?

ACTIVITY #3: Research Into What Individuals Can Do – 40 minutes.

Tell students that the goal is to make the list of “individual” ideas as long as possible.

Write the URL on the board and tell students to open the “Individual Carbon Footprint Calculator.”

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Write the URL on the board and have students also open “The Green Guide.” Go over the topics at the top of the page: Home and Garden, Food, Green Living, Travel and Transportation, and Buying Guide. Tell students to:

o Click on the different topics and read the sub-categories under each topic out loud.

o Choose one sub-category to click on and read the article titles linked to that subtopic. Give students their research assignment:

o Take the “Individual Carbon Footprint Calculator” questionnaire and come up with the total number of pounds of CO2 they add to the atmosphere every day. When they get their number, they are to write it down in their notebooks.

o Scan “The Green Guide” to find as many tips for conserving resources as possible and write them down in their notebooks.

o Read at least three articles and come up with at least ten recommendations for individual conservation that are not already on the board.

HOMEWORK: COMPLETE: Have students continue research on The Green Guide to make their list as long as possible. Under the topic “Energy” and the subtopic “Green Living,” take the “Energy Conservation Quiz.” Then review their list and choose at least three ways that they can actually make their life greener.

WRITE: Have students write a paragraph that presents their CO2 score, the three individual actions they have selected to lower that score, and why they chose these three. They will be expected to read this during the next lesson.

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145


Enlarge list of actions individuals can take to live greener.

SPEAKING AND

LISTENING

Initiate and participate effectively in a range of collaborative discussions (one – on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


Students present the actions they intend to take to become greener.

SPEAKING AND

LISTENING

SPEAKING 8. Present information, findings, and supporting evidence,




LISTENING



y. cause and effect z. comparison/contrast



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aa. conclusion bb. context cc. purpose dd. charts, tables, graphs ee. evaluation/critiques ff. mood gg. persuasive text hh. sequence ii. summaries jj. technical subject matter


t. conclusions/solutions u. fact/opinion v. assumptions w. propaganda x. relevancy y. accuracy/sufficiency z. appropriateness/clarity aa. validity bb. relationships of ideas

Explicate reading on the Kyoto Protocol.

READING



Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas.

i. Comprehend explicit details and main ideas in text. j. Summarize details and ideas in text. k. Make sentence level inferences about details that support

main ideas. l. Infer implied main ideas in paragraphs or whole texts. m. Determine which detail(s) support(s) a main idea. n. Identify a theme, or identify which element(s) in a text

support a theme. o. Make evidence based generalizations or hypotheses based


p. Draw conclusions or make generalizations that require synthesis of multiple main ideas in text.

Review data on how countries are doing limiting carbon emissions.

READING


m. Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or

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Draw conclusions on how well the world is doing meeting its goals.

determine how data supports an author's argument. n. Compare two passages that present related ideas or themes

in different genre or formats (e.g., a feature article and an online FAQ or fact sheet) in order to evaluate differences in scope, purpose, emphasis, intended audience, or overall impact when comparing.

o. Compare two passages that present related ideas or themes in different genre or formats in order to synthesize details, draw conclusions, or apply information to new situations

Reading homework. READING 1. 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. a. Cite strong and thorough textual evidence to support


Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas.






148


149

2 Theme: Carbon Footprints


Enlarge list of actions individuals can take to live greener.

Students present the actions they intend to take to become greener.

Explicate reading on the Kyoto Protocol.

Review data on how countries are doing limiting carbon emissions.

Draw conclusions on how well the world is doing meeting its goals.


Student work: Students should bring their work from the last homework assignment. For Activity #2:

Online Resource: Real market forces now drive action on climate change. http://www.theguardian.com/environment/2013/mar/21/real-market-forces-action-climate-change

For Activity #3:

Online Resource: Low Carbon Economy Index 2012: Progress in 2011. http://www.pwc.co.uk/sustainability-climate-change/publications/low-carbon-economy-index-progress-2011.jhtml

For Homework:

Handout: Make one copy for each student. Obama Lays Out His Plan to Slow Global Warming http://www.thenation.com/blog/174987/obama-lays-out-his-plan-slow-global-warming#

Handout: Make one copy for each student. Barack Obama offers stopgap measures to slow global warming while Congress sleeps http://www.economist.com/news/united-states/21580186-barack-obama-offers-stopgap-measures-slow-global-warming-while-congress-sleeps

ACTIVITY #1: Review Individual “Live Greener” Goals – 30 minutes.

Tell students they will be looking at their individual goals and then move on to the international scene.

Go round-robin to have students give the number of pounds of C02 they contribute to the atmosphere each year. Put students’ names on the board and their numbers next to their names.

Write the following on the board: individual, national, and international.

Have students look at their notes and help you recreate the list from the previous lesson.

Then go round-robin asking each student for one new individual conservation efforts not yet on the list. Add these to the board.



http://www.theguardian.com/environment/2013/mar/21/real-market-forces-action-climate-change

http://www.pwc.co.uk/sustainability-climate-change/publications/low-carbon-economy-index-progress-2011.jhtml

http://www.pwc.co.uk/sustainability-climate-change/publications/low-carbon-economy-index-progress-2011.jhtml

http://www.thenation.com/blog/174987/obama-lays-out-his-plan-slow-global-warming

http://www.economist.com/news/united-states/21580186-barack-obama-offers-stopgap-measures-slow-global-warming-while-congress-sleeps


150

Project the “Energy Conservation Quiz,” read the questions aloud, and have different students answer.

Go round-robin for students to read aloud the paragraphs they wrote for homework. Their paragraphs should: o State their CO2 numbers. o State the three individual actions they plan to take to make their lives greener and why they

have selected each one.

ACTIVITY #2: Explicate the Reading on the Kyoto Protocol – 40 minutes.

Write the URL for Real market forces now drive action on climate change on the board.

Ask: o What is the Kyoto Protocol? o What is “emissions trading” or “cap and trade?” o Why is the Kyoto Protocol stuck? o What positive actions or potential actions have taken place? o What are potential threats? o What does the title of the article mean?

Tell students to: o Read the article and take notes. o Click on the blue lettered words and read additional articles that will help them answer the

study questions. o They are to take notes to help them answer the study questions.

When students are ready, put them in pairs to share answers and add notes. They should be ready to clearly explain the Kyoto Protocol and emissions trading.

Ask each question and go round-robin to have each pair provide their answer and asking subsequent pairs to build on the answers they have heard.

Make sure each pair (re)articulate their answer to each question – particularly the definitions of Kyoto Protocol and emissions trading.

Ask students if there are any items that they can add to the international or national columns on the board. How are the global community and the US trying to go greener?

List their answers in the appropriate column.

ACTIVITY #3: Review Graphics – 50 minutes.

Write the URL for Low Carbon Economy Index 2012: Progress in 2011 on the board. While you write, have half the students Internet search what the G20 is, and have the other half search what a GDP is.

Tell students to follow the URL on the board and open the “Low Carbon Economy Index – G20.”

Ask: o What is the G20? o What is a GDP?

Look at France, the first row on the chart. (Each major question below corresponds to a column on the chart. The sub-questions ask students to compare France’s numbers to other numbers in that column.)

o How much change was there in energy-related emissions in 2010-2011?

How does this compare with other nations?

Which nations have increased their carbon emissions the most? Why do you think that has happened?

o How much did France’s GDP grow during this same period?


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Which nations’ GDPs grew the most in 2010-2011? Which nations grew the least? Why?

o Carbon intensity is the amount of carbon produced per unit of energy. It measures how efficient a country is in producing energy.

Was the total amount of carbon intensity in 2010-2011 a lot compared to other nations’?

Is France efficient in producing energy?

What kinds of energy production do not create carbon pollution? (Solar, wind, etc.)

Which nations are as efficient as France at producing energy?

Which ones are very reliant on coal, oil, and gas? o Was there a big change in France’s carbon intensity in 2010-2011?

How does this change compare with other nations?

Which nations did the best here? Which did the worst? o How well did France do in becoming more efficient in 2010-2011? o Overall, how well has France done in reducing its carbon intensity? o Did France meet the G20 requirements? Did it meet its requirements?


How many countries met their requirements?

Which countries have done the best job?

Which countries have done the worst job? o Look at the world, the last row of numbers at the bottom of the chart.

Read each number and ask what that number means.

Asks students to summarize what is going on in the world.

Assign student to pairs and have them read either the “Developed countries” tab or the “Emerging economies” tab.

Have pairs report back on their findings. Go round-robin to the pairs that have read the Developed Countries tab to each give a different impact.

Repeat for Emerging Economies pairs.

Ask: Based on the data, what are your impressions of how well carbon reduction seem to be going for the G20 countries?

HOMEWORK: READ: Have students read Obama Lays Out His Plan to Slow Global Warming. Underline passages that help to answer these questions:

What is Obama’s plan?

What do the critics say? Have students look up “fracking” to determine what it is and why it is a problem. Have them take notes on what they find. Have students Read Barack Obama offers stopgap measures to slow global warming while Congress sleeps. Underline passages that help to answer:

What is Obama’s plan?

What are the barriers to getting the plan implemented?

152


153


Explicate homework readings.

READING



2.Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas. a. Comprehend explicit details and main ideas in text. b. Summarize details and ideas in text. c. Make sentence level inferences about details that support





Review Al Gore video.

READING

7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*




Complete lists of potential ways to slow global warming.

SPEAKING AND LISTING

1.Initiate and participate effectively in a range of collaborative discussions (one – on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their



154

own clearly and persuasively.


Essay assignment. WRITING

1. Write arguments from a prompt in a formatted manner of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

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Theme: Carbon Footprints OBJECTIVES:


Review Al Gore video.

Complete lists of potential ways to slow global warming.

Prepare for essay.


Handout: Students should have brought their copy to class. However, teachers may wish to have extra copies on hand. Obama Lays Out His Plan to Slow Global Warming http://www.thenation.com/blog/174987/obama-lays-out-his-plan-slow-global-warming#

Handout: Students should have brought their copy to class. However, teachers may wish to have extra copies on hand. Barack Obama offers stopgap measures to slow global warming while Congress sleeps http://www.economist.com/news/united-states/21580186-barack-obama-offers-stopgap-measures-slow-global-warming-while-congress-sleeps

For Activity #2:

Video: TED Talk: Al Gore: New Thinking on the Climate Crisis. http://www.youtube.com/watch?v=b-0p7GbPJ14 (running time: 29:21)

For Activity #3:

Handout: Make one copy for each student. How can we slow or stop Global Warming? http://wiki.answers.com/Q/How_can_we_slow_or_stop_Global_Warming

ACTIVITY #1: Explicate Homework Readings – 40 minutes.

Put the three columns back on the board: individual, national, international.

Quickly, go round-robin to have students fill in all the ways to go greener listed in past lessons.

Put students in pairs to answer the study questions for both articles as well as the research question about fracking. Students should come up with complete answers to all study questions.

For each question, go round-robin for each pair to give one aspect of the answer. Take notes on the board.

Ask students: what kinds of efforts to going greener can we put in the “national” column on the board. Fill this column out with the elements students give you.

ACTIVITY #2: Watch the Al Gore Video – 40 minutes.

Tell students that they are still looking for new ideas for becoming greener in the three categories: individual, national, international.



http://www.thenation.com/blog/174987/obama-lays-out-his-plan-slow-global-warming



http://www.youtube.com/watch?v=b-0p7GbPJ14

http://wiki.answers.com/Q/How_can_we_slow_or_stop_Global_Warming

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Have students to put these three columns on a piece of paper and take notes in the appropriate column for ways Al Gore suggests to go green. They are to put his recommendations in the appropriate categories.

Watch the Al Gore video.

Add new recommendations to each of the columns that students got from the film.

Write on the board, and put students in pairs to answer: o In a few sentences, what are the main messages that Al Gore is trying to get across with his

presentation? Sum up his message in a few sentences. o Is he a good presenter? Why or why not? o What does he do that motivates you to take action to stop global warming?

ACTIVITY #3: Review Wikianswers Handout – 40 minutes.

Pass out How can we slow or stop Global Warming?

Put students in three groups, one for each scope (individual, national, international). Have the groups: o Read the article and identify the parts of the article that list out recommendations in the

assigned area. o Compare the list with the list on the board to figure out if the article offers anything new to

add to the list. o Assign someone in the group to report back on group findings.

Have each group present, and add new ideas to the list on the board. If they have not done so yet, students should copy the final list into their notes.

Tell students that for the next lesson, they will: o Choose what they consider to be the three most effective ideas to slow global warming from

the class list. o Conduct more research, keeping careful track of all sources. o Write an essay that:

Describes the global warming threat.

Recommends three efforts to improve the situation.

Predicts how those efforts would help.

Ask: o Is there a scope of action (individual, national, or international) that deserves the most effort

right now? Which one, and why? o What sort of research will you need to do for this essay? o Where and when will you do this research?

HOMEWORK: READ: Have students choose the three approaches to slowing global warming that they think would be the most effective in slowing global warming from the current list. Students should conduct research on their topics for more information and provide the correct citations. The essay should include:

A description of the global warming threat.

A list of the key things that should be done on an international or national level.

Their prediction for what they think the impact of their recommendations would be. WRITE: Have student write a full draft of the essay.

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Evaluate the essays.

WRITING/READING

4. Interpret words and phrases that appear frequently in texts from a wide variety of disciplines, including determining connotative and figurative meanings from context and analyzing how specific word choices shape meaning or tone.

a. Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.

b. Analyze how meaning or tone is affected when one word is replaced with another.

c. Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author's intent to convey information or construct an argument.

5. Analyze the structure of texts, including how specific sentences or paragraphs relate to each other and the whole.

a. Analyze how a particular sentence, paragraph, chapter, or





6.Determine an author’s purpose or point of view in a text and explain how it is conveyed and shapes the content and style of a text. a. Determine an author’s point of view or purpose of a text. b. Analyze how the author distinguishes his or her position from







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Analyze green supply chain visuals: general and company-specific.

READING





Paraphrase article on trends in carbon consumption.

READING



b. Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas.






Reading homework.

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Theme: The Green Supply Chain OBJECTIVES:

Evaluate the essays.

Analyze green supply chain visuals: general and company-specific.

Paraphrase article on trends in carbon consumption.


Handout: Students should have brought their copy to class. However, teachers may wish to have extra copies on hand. GED Essay Scoring Rubric http://www.unm.edu/~tinan/writing/rubric.htm

Student work: Students should bring their essays from the last homework assignment. For Activity #2:

Teacher resource: Graphics to project - General green supply chain visuals. Life Cycle Thinking Green Supply Chain Optimization Roadmap Delimiting the Green Supply Chain Building an Efficient Supply Chain

Teacher resource: Graphics to project - Company-specific green supply chain visuals. BenQ, Green Supply Chain Funnel Inc., Greening the Supply Chain http://www.shell.com/global/environment-society/reporting/our-approach/_jcr_content/par/columncontrol/column_1/textwithimage_5/image.232236348.gif http://www.prioritysystem.com/images/fig30.gif https://dcvizcayno.files.wordpress.com/2012/07/susprog_lg.jpg

For Activity #3:

Classroom resource: Dictionaries.

Handout: Make one copy for each student. Eight key trends in carbon consumption http://www.carbontrust.com/news/2012/02/eight-key-trends-in-carbon-consumption

For Homework:

Handout: Make one copy for each student. Consumer demand for lower-carbon lifestyles is putting pressure on business http://www.carbontrust.com/news/2011/07/consumer-demand-for-lower-carbon-lifestyles-is-putting-pressure-on-business

Handout: Make one copy for each student. The financial imperative for cutting carbon in the value chain http://www.carbontrust.com/news/2012/01/the-financial-imperative-for-cutting-carbon-in-the-value-chain




http://dlinkgreen.com/DlinkGreen_Global/Upload/7-Life%20Cycle(1).jpg

http://1.bp.blogspot.com/-or3ioPkw6gg/Ts7-_G1UHfI/AAAAAAAAAY0/_HCJrUKyIv0/s200/Green%2BSupply%2BChain%2BRoadmap.jpg

http://janduennebier.files.wordpress.com/2009/01/image002.gif

http://energy.gov/sites/prod/files/styles/topic_hero/public/BuildingAnEfficientSupplyChain.jpg

http://csr.benq.com/webpage/productinfo/green_practice_05_02_en.aspx

http://behance.vo.llnwd.net/profiles7/463649/projects/2412836/a1bc6777293e070df5ce9f8e346224b5.jpg

http://www.shell.com/global/environment-society/reporting/our-approach/_jcr_content/par/columncontrol/column_1/textwithimage_5/image.232236348.gif

http://www.shell.com/global/environment-society/reporting/our-approach/_jcr_content/par/columncontrol/column_1/textwithimage_5/image.232236348.gif

http://www.prioritysystem.com/images/fig30.gif

https://dcvizcayno.files.wordpress.com/2012/07/susprog_lg.jpg

http://www.carbontrust.com/news/2012/02/eight-key-trends-in-carbon-consumption

http://www.carbontrust.com/news/2011/07/consumer-demand-for-lower-carbon-lifestyles-is-putting-pressure-on-business


http://www.carbontrust.com/news/2012/01/the-financial-imperative-for-cutting-carbon-in-the-value-chain


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ACTIVITY #1: Evaluate Essays – 40 minutes.

Have students get out the class criteria for good writing from their notebooks.

Tell students they will assist other students by giving constructive feedback. All their feedback must include answers to the following questions (write these on the board):

o What worked well in the essay? o What are some suggestions for improvement? o What “Organization” or “Development and Details” score would you give this rough draft?

Explain why for each one.

Put students into groups of three. Have them each get out two blank sheets of paper.

Have students pass their essays to the left. Explain that students are NOT to focus on grammar or spelling for this assignment. Students are to read the writing assignments and use the criteria to write comments that answer the three questions on the board.

After students have evaluated the first essay, they pass the essay they have worked on to their left and evaluate a new essay.

After students have evaluated two essays, they should give their evaluations to the authors and the authors should read the comments.

Ask the class as a whole: o Did your evaluators say the same or different things? o Did your evaluators say things that give you ideas for how to make your essay better? o Did your evaluators confuse you? Ask for clarification when back in your group.

Put students back in their groups to talk through differences and to get clarification. Groups should also select two to three interesting and well-developed paragraphs to read to the class and explain why they were selected.

Go around the room and have students from the groups read aloud the selected paragraphs and explain why they were selected.

Tell students that you will also evaluate their essays so they will each have three reviews to help them with their rewrites. Have students hand in their essays along with the two evaluations from their peers.




What “Organization” or “Development and Details” score would you give this rough draft? Explain why for each one.

When you hand back the essays, include the student evaluations as part of the package.

ACTIVITY #2: Analyze Supply Chain Visuals – 50 minutes.

Tell students this week will be focused on understanding how global supply chains can be made greener. Students should be focused on recommendations that can be made to multi-national corporations on how they can improve their practices. It is important that students take good notes on these ideas because it will help them with their final essays in Week 8.

Tell students you will be projecting a series of visual materials on green supply chains to help define what they are.

Create a column on the board titled: “Strategies for a Green Supply Chain.” Tell students to take notes on the recommendations for becoming greener that are detailed on the slides. The class will come together to fill out the column after looking at all the slides.

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Have students explain to you what a global supply chain looks like. Have them direct you how to draw the supply chain on the board or have different students come up to draw different parts of the supply chain on the board by asking:

o What does a global supply chain look like? o What starts the global supply chain? o What comes next? Does everyone agree that that is what comes next? o Can someone come up and draw this next step in the supply chain? o Is this supply chain complete? If not, what comes next?

Project Life Cycle Thinking and have students tell you what parts of the supply chain are both green and are added features to the supply chain.

List these additions on the board in the “Strategies for a Green Supply Chain” column.

Project Green Supply Chain Optimization Roadmap and ask: o What does “optimization” mean? o What is the company doing in each of these boxes:

Carbon Measurement?

Carbon Optimization?

Carbon Monitoring?

Enterprise Communication? o How does this process relate to a standard global supply chain?

Project Delimiting the Green Supply Chain and ask: o Of the five processes, which is the first part of the chain? Second? Third? Etc.? o What would green design involve? o What would extraction of raw materials/sourcing involve? o What recommendations are offered here for becoming greener? o What would these recommendations require a company do? o Repeat those three questions for manufacturing, distribution, and product recovery. o Tell students to take notes on the new green recommendations in their notes.

TEACHER NOTE: In the next part of the lesson, you will encounter materials about reverse logistics. Reverse logistics is the logistics of transferring products “backwards” through a supply chain. Normally, a product moves from manufacturer to distributor to customer, and so normal logistics do not plan for any process or management after the product’s sale. A defective product, however, may move back through that supply chain network in another direction. If, for example, the customer returns the product, the manufacturer coordinates the product’s transfer through some combination of testing, dismantling, repair, recycling, and disposal. The coordination of this process is called reverse logistics.

Project Building an Efficient Supply Chain. Put students in pairs to briefly analyze this slide by asking: o What new recommendations does this add to our list? o Which changes would have the greatest impact on carbon emissions?

Go round-robin to have different pairs report back on new element and the size of their impact. o Make sure students add these new recommendations to their lists.

Project BenQ’s Green Supply Chain. Have a student read the categories aloud, then ask the class: o What does each element here require of BenQ? o What new strategies does this add to our list?

Project Funnel Inc.’s Greening the Supply Chain. Have student pairs look at their notes and identify which recommendations Funnel Inc. has used.

Tell pairs to look at their lists and identify which practices have been applied to green this crib manufacturer.

Go round-robin to have pairs report how this company has implemented green recommendations.

Project POSCO’s external Sustainability Report graphic and ask: o What kind of company is this? How do you know? o What are their basic processes?

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o What are their primary green supply chain strategies for a green supply chain? o What specific green practices have they adopted? o What global factors put pressures on this company to be green? o What public expectations pressure the company to be green? o What does this phrase mean: “war to secure raw materials”? What do you think this is

referring to? What kind of war? o Based on this information, what are the factors that are driving companies to go green?

Go round-robin to having each student provide a “Green Supply Chain Feature” from their notes as you write each of their “features” on the list. Go round-robin until you have a complete list.

ACTIVITY #3: Paraphrase Article on Corporate Carbon Consumption Trends – 30 minutes.

Pass out Eight key trends in carbon consumption.

Put students in pairs and assign one trend to each pair. Have them: o Read the assigned trend. o Look up any unfamiliar words in the dictionary. o Paraphrase the trend in their own words. o Be ready to present this to the class.

Tell pairs to present their trend in clear simple language. Take notes on these trends on the board.

HOMEWORK: READ: The readings this week are dense and will take some time. Therefore, have students look over the study questions before they read: these are the main ideas to consider. They should also read with a dictionary to make sure they understand the concepts. Once they learn the standard language used to discuss carbon emission reduction, the readings will get easier. For next lesson, have them read two articles and answer the following questions:

Consumer demand for lower-carbon lifestyles is putting pressure on business. o How are consumer buying habits changing? o How big is the change? o The Carbon Trust is a British company. Do you think that the demand in the US for products

with smaller carbon footprints is as big? Do you think it is growing? Why or why not? o What is carbon labeling? o What are some positive international trends?

The financial imperative for cutting carbon in the value chain. o What is a value chain? o Who produces indirect carbon emissions? o What is a CFO? o What two big pressures do companies have to deal with? o What is revenue? o What is inflation? o How can companies work with suppliers to reduce their carbon emissions?

TEACHER NOTE: Evaluate student essays on separate pieces of paper, and return them to the students at the next class meeting. Your evaluation should:



Score the essay for “Organization” and “Development and Details,” and explain how you chose

the scores.

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READING 1. 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.

a. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


their development; summarize the key supporting details and ideas. a. Comprehend explicit details and main ideas in text. b. Summarize details and ideas in text. c. Make sentence level inferences about details that

support main ideas. d. Infer implied main ideas in paragraphs or whole texts. e. Determine which detail(s) support(s) a main idea. f. Identify a theme, or identify which element(s) in a text

support a theme. g. Make evidence based generalizations or hypotheses

based on details in text, including clarifications, extensions, or applications of main ideas to new situations.


Explicate another reading on corporate reduction of carbon emissions.

Draw a picture that clearly shows the global supply chain, indirect partners, potential downstream product use, and reverse logistics.


2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Reading homework. READING See first set of Reading Standards above.



164


165



Explicate another reading on corporate reduction of carbon emissions.

Draw a picture that clearly shows the global supply chain, indirect partners, potential downstream product use, and reverse logistics.

MATERIALS:

For Activity #1:

Handout: Students should have brought their copy to class. However, teachers may wish to have extra copies on hand. Consumer demand for lower-carbon lifestyles is putting pressure on business www.carbontrust.com/news/2011/07/consumer-demand-for-lower-carbon-lifestyles-is-putting-pressure-on-business

Handout: Students should have brought their copy to class. However, teachers may wish to have extra copies on hand. The financial imperative for cutting carbon in the value chain www.carbontrust.com/news/2012/01/the-financial-imperative-for-cutting-carbon-in-the-value-chain

For Activity #2:

Handout: Make one copy for each student. Carbon emissions downstream – are you measuring yours? www.carbontrust.com/news/2011/12/carbon-emissions-downstream-are-you-measuring-yours

For Activity #3:

Classroom resource: Flip chart and markers.

For Homework: Handout: Make one copy for each student. Building a lower-carbon construction industry www.carbontrust.com/news/2012/02/building-a-lower-carbon-construction-industry-%281%29

Handout: Make one copy for each student. IBM’s Green Supply Chain blogs.hbr.org/winston/2010/07/ibms-green-supply-chain.html

ACTIVITY #1: Explicate Homework Readings – 40 minutes.

Write on the board: Strategies for a Green Supply Chain. Tell students to take notes on the strategies that emerge as they discuss the homework articles.

For Consumer demand for lower-carbon lifestyles is putting pressure on business, put students into pairs: o Review the article. o Answer study questions in full. o Identify new strategies for going green.

Go round-robin for students to answer the study questions and add strategies to the list on the board. After each student answer, ask the class:






http://www.carbontrust.com/news/2011/12/carbon-emissions-downstream-are-you-measuring-yours

http://www.carbontrust.com/news/2012/02/building-a-lower-carbon-construction-industry-%281%29

http://blogs.hbr.org/winston/2010/07/ibms-green-supply-chain.html

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o Is that the right answer? o Is there any more information we can add to that answer?

Repeat this process for the second article, The financial imperative for cutting carbon in the value chain.

ACTIVITY #2: Explicate Reading on Downstream Carbon Emissions – 30 minutes.

Ask the class, and record student answers on the board: o What is a good summary of indirect carbon emissions? o What do you think downstream carbon emissions are?

Pass out Carbon emissions downstream – are you measuring yours? Have students read the article and answer the following study questions:

o Define and find examples from the reading that demonstrate the meaning of “downstream carbon emissions.”

o Find additional strategies to make supply chains greener.

Put students in pairs to compare answers and prepare to share with the class.

Go round-robin to have each pair present their answers. Add new green strategies to the board.

Have students look at the list and determine which strategies are new and which are duplicative.

Students need to add the new strategies to their notebook lists.

ACTIVITY #3: Draw an Extended Supply Chain – 50 minutes.

To review key concepts, ask: o What are indirect carbon emissions? o Who are indirect partners? o What are downstream carbon emissions? o Who are the downstream users? o What is reverse logistics?

Pass out the flip chart paper and markers. Alone or in pairs, have students draw a typical global supply chain. The drawing should include:

o Indirect partners. o Downstream users. o Reverse logistics.

Have students present their drawings and then put them on the board.

Ask: Which drawings or parts of drawings were the clearest? Why?

HOMEWORK:

READ: Have students read Building a lower-carbon construction industry and underline strategies the construction industry should use to reduce its carbon footprint. Students should be able to give examples of these strategies as identified in the text during the next lesson. Have students look over the study questions, read IBM’s Green Supply Chain, and answer these questions:

o What is the Electronics Industry Code of Conduct? o What companies are members? o What is the ISO 14000? o Identify and define all the strategies that IBM has used to reduce its indirect carbon footprint.

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OBJECTIVES STANDARD

CATEGORY STANDARDS


READING 1. 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. a. Cite strong and thorough textual evidence to support analysis

of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

2.Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas. a. Comprehend explicit details and main ideas in text. b. Summarize details and ideas in text. c. Make sentence level inferences about details that support main

ideas. d. Infer implied main ideas in paragraphs or whole texts. e. Determine which detail(s) support(s) a main idea. f. Identify a theme, or identify which element(s) in a text support a




Complete list of strategies for green supply chains.

SPEAKING AND

LISTENING

1.Initiate and participate effectively in a range of collaborative discussions (one – on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.




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Draw optimal green supply chains.


2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Present the drawings.


SPEAKING





LISTENING

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.



a. cause and effect b. comparison/contrast c. conclusion d. context e. purpose f. charts, tables, graphs g. evaluation/critiques h. mood i. persuasive text j. sequence k. summaries l. technical subject matter


a. conclusions/solutions b. fact/opinion c. assumptions d. propaganda e. relevancy f. accuracy/sufficiency g. appropriateness/clarity

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h. validity i. relationships of ideas

Outline a 45-minute essay.

WRITING Prep for:


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171


Explicate the homework readings.

Complete list of strategies for green supply chains.

Draw optimal green supply chains.

Present the drawings.


Handout: Students should have brought their copy to class. However, teachers may wish to have extra copies on hand. Building a lower-carbon construction industry http://www.carbontrust.com/news/2012/02/building-a-lower-carbon-construction-industry-%281%29

Handout: Students should have brought their copy to class. However, teachers may wish to have extra copies on hand. IBM’s Green Supply Chain http://blogs.hbr.org/winston/2010/07/ibms-green-supply-chain.html

For Activity #3:

Classroom resource: Self-stick flip chart paper and lots of markers in different colors, enough for each student to draw their own picture.

ACTIVITY #1: Explicate the Homework Readings – 40 minutes.

Put students in pairs to: o Answer the study questions for IBM’s Green Supply Chain. o Identify and enumerate the strategies for a green supply chain used in each article. o Check the list of strategies against the “Master List” in their notebooks and determine which

strategies are new.

Use the round-robin technique to answer the study questions, give examples, and identify new strategies to put on the “Master” list. Have pairs provide one answer at a time and after each answer ask:

o Is that a good answer? o Does anyone want to add to that answer?

Have students put new strategies identified in this process in their notebooks.

ACTIVITY #2: Finalize List of Strategies for Green Supply Chains – 40 minutes.

Write on the board: Strategies for Green Supply Chains. Then make seven columns: product concept, extraction, manufacturing, distribution, reverse logistics, indirect partners (suppliers), downstream users.





http://blogs.hbr.org/winston/2010/07/ibms-green-supply-chain.html

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Go round-robin asking each student to give a new strategy they have garnered from their readings and to tell you which column(s) to write that strategy. After each student contribution, ask: Is this strategy in the right column?

After all the strategies are listed on the board in the right column, ask: o What are your responses to all these recommendations? o Does it make you hopeful that corporations can lower carbon emissions to reduce global

warming? (Elicit opinions from multiple sides of the issue.)

ACTIVITY #3: Draw and Present a Green Global Supply Chain – 40 minutes.

Tell students it is time to draw again. Pass out the paper and markers for students and have individuals or pairs:

o Draw a complete supply chain. o Incorporate into the supply chain those strategies that they think are the most important and

will have the greatest impact. o Be prepared to say why they have chosen the strategies that they choose.

When the class is ready, have students present and explain why each strategy will have an impact. After each presentation, ask: What is most interesting and convincing about this drawing and presentation?

HOMEWORK: WRITE: Have students outline a 45-minute essay that you will write during the next lesson, to the following prompt: You specialize in helping companies make their supply chains greener. A client has asked you to recommend three strategies that will have a clear, measurable impact on their carbon footprint. The client also wants advice on how to implement the strategies. In a letter to your client:

Introduce why it is so important to reduce the carbon footprints of global supply chains.

Offer three strategies the client should use. Explain what they are, how to use them, and what impact they should make.

Conclude by describing what kinds of activities the client should consider in the future to improve their carbon footprint further.

COMPLETE: Have students finalize their drawings of the ideal green global supply chain.

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Write a 45-minute essay on green strategies for a global supply chain.

WRITING



Research high-polluting companies and industries.

WRITING





c. Gather relevant information from multiple authoritative

print and digital sources using advanced searches effectively.

d. Assess the strengths and limitations of each source in terms of task, purpose, and audience.

e. Integrate information into the text selectively to maintain

the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.


5. Gather relevant information from multiple print and digital

sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Choose an industry to research further.



174





a. Comprehend explicit details and main ideas in text. b. Summarize details and ideas in text. c. Make sentence level inferences about details that





175

Theme: Research Ways High-Polluting Industries Can Go Green

Class to be held in the Technology Lab

OBJECTIVES:

Write a 45-minute essay on green strategies for a global supply chain.

Research high-polluting companies and industries.

Choose an industry to research further.

MATERIALS:

None.

ACTIVITY #1: Write 45-Minute Essay – 45 minutes.

Provide the following prompt and time the essay test. Let students use their outlines and notes. Tell them to use the full 45 minutes; if they finish early, they should reread and edit their work.

Prompt: You specialize in helping companies make their supply chains greener. A client has asked you to recommend three strategies that will have a clear, measurable impact on their carbon footprint. The client also wants advice on how to implement the strategies. In a letter to your client:

o Introduce why it is so important to reduce the carbon footprints of global supply chains. o Offer three strategies the client should use. Explain what they are, how to use them, and what

impact they should make. o Conclude by describing what kinds of activities the client should consider in the future to

improve their carbon footprint further. o Collect the essays.

ACTIVITY #2: Conduct Research on High-Polluting Companies and Industries – 35 minutes.

Tell students that for the final essay, they will choose one high-polluting global company or industry to research in order to understand how that industry runs, and to make recommendation to leaders in that industry for changes that will impact carbon and other polluting emissions.

Send students on a Treasure Hunt to find the top polluting companies and industries in the US. Before they begin, remind them to write down their sources.

But first, ask them: Which industries or companies do they think cause the most pollution? List their predictions on the board.

Have students do individual research. The Treasure Hunt should continue until everyone has found 10 top polluters. Then go round-robin, having students name the top polluters and the sources for this information. List their findings on the board, including duplicates.

Ask the class: o Does what you found match your predictions or surprise you? o What industries are most represented among the companies you found? o As you researched, did you come across any other useful information?



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o Choose one company or industry you would like to research and write about.

ACTIVITY #3: Choose an Industry or Company to Research – 40 minutes.

Go round-robin to see who wants to research what. Students may gather information independently or in pairs to find materials that they can share.

Explain that the final essay should include the following: o A description of the company/industry, what it makes, and why it is in the top ten list of major

polluters. o A description of the company/industry’s global supply chain and what the company states it is

doing to improve its practices. o A description of what the critics say about the company and what they recommend for

improvements. o A set of recommendations that the student believes would make a difference to the company’s

whole supply chain and a description for why their recommendations are so important. o A conclusion that predicts how their suggestions, if implemented, would impact both the

company/industry and global warming.

Tell students they are to: o Use this essay structure to help them organize their notes on the information they find. o Create a bibliography of the sources they use. o Draw a model of the company/industry’s global supply chain. The model should be based on

the supply chain as it is now, but integrate their own recommendations to show what it could be someday.

Ask students: What will be your approach to completing the research you need for this essay?

Go round-robin to get students’ approaches. Put their recommendations to each other on the board.

HOMEWORK: READ: Have students find, read, and take notes on at least two sources of information for their final essay.

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Evaluate 45-minute essay.

WRITING/READING

4.Interpret words and phrases that appear frequently in texts from a wide variety of disciplines, including determining connotative and figurative meanings from context and analyzing how specific word choices shape meaning or tone.

a. Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.

b. Analyze how meaning or tone is affected when one word is replaced with another.

c. Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author's intent to convey information or construct an argument.

5. Analyze the structure of texts, including how specific sentences or paragraphs relate to each other and the whole.

a. Analyze how a particular sentence, paragraph, chapter,

or section fits into the overall structure of a text and contributes to the development of the ideas.




6.Determine an author’s purpose or point of view in a text and explain how it is conveyed and shapes the content and style of a text.

a. Determine an author’s point of view or purpose of a text. b. Analyze how the author distinguishes his or her position

from that of others or how an author acknowledges and

responds to conflicting evidence or viewpoints. c. Infer an author's implicit as well as explicit purposes

based on details in text. d. Analyze how an author uses rhetorical techniques to




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Conduct research on your chosen industry or company.

WRITING





c. Gather relevant information from multiple authoritative


d. Assess the strengths and limitations of each source in terms of task, purpose, and audience.

e. Integrate information into the text selectively to maintain



8. Gather relevant information from multiple print and digital

sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.





a. Comprehend explicit details and main ideas in text. b. Summarize details and ideas in text. c. Make sentence level inferences about details that





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Evaluate 45-minute essay.

Conduct research on your chosen industry or company.


Handout: Students should have brought their copy to class. However, teachers may wish to have extra copies on hand. GED Essay Scoring Rubric http://www.unm.edu/~tinan/writing/rubric.htm

Handout (attached): Make two copies for each student. Essay Scoring Rubric

Student work: 45-minute essays from the previous lesson.

ACTIVITY #1: Evaluate the 45-Minute Essay – 40 minutes.

Have students get out the class criteria for good writing from their notebooks and the GED Essay Scoring Rubric.

Pass out and review the GED Essay Scoring Rubric. Have students read all of the criteria aloud at every level.

Return the 45-minute essays, and pass out two copies of the Essay Scoring Rubric to each student.

Tell students they will assist other students by giving constructive feedback on their essays. They are to fill out the Essay Scoring Rubric and answer the following two questions under the “Evaluator’s Summary” section (write these on the board):

o What worked well in the essay? o What are some suggestions for improvement?

Put students into groups of three.

Have students pass their essays to the left.

After students have evaluated the first essay, they should pass the essay they have worked on to their left and evaluate a new essay.

Next, students should give their evaluations to the authors and the authors should read the comments.

At this point, the class should come together to answer some questions: o Did your evaluators say the same or different things? o Did your evaluators give you ideas to improve your essay? o Did your evaluators confuse you? Please ask for clarification.

Put students back in their groups to talk through differences and to get clarification.

Collect the essays and evaluations. Tell students that you will evaluate their work by the same rubric.




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When you hand back the essays, include the other evaluations as part of the package as well.

ACTIVITY #2: Conduct Research for the Final Essay – 80 minutes.

Ask each student: o Where are you in your research so far? o What parts of your essay still need more information? o What do you want to accomplish today?

Have students research their chosen companies/industries. Students may work alone or in pairs as they choose.

HOMEWORK: READ: Have students find, read, and take notes on at least two more sources of information for their final essay. TEACHER NOTE: Evaluate student essays on the Essay Scoring Rubric, and return them to the students at the next class meeting. Your evaluation should:



Explain how you chose the scores for all of the GED criteria.

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ESSAY SCORING RUBRIC

WRITER: __________________ EVALUATOR: ____________________

EVALUATOR’S SUMMARY:

Effective (4) Adequate (3) Marginal (2) Inadequate (1)

Response to prompt

Organization

Development and Details

Conventions of EAE (Edited American

English)

Word Choice

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Complete research.

WRITING


g. Narrow or broaden the inquiry when appropriate.

h. Synthesize multiple sources on the subject, demonstrating


i. Gather relevant information from multiple authoritative


j. Assess the strengths and limitations of each source in terms of task, purpose, and audience.

k. Integrate information into the text selectively to maintain


l. Draw evidence from literary or informational texts to support analysis, reflection, and research.

10. Gather relevant information from multiple print and

digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.


READING

1. 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. 2.Determine central ideas or themes of texts and analyze their development; summarize the key supporting details and ideas. 3.Analyze how individuals, events, and ideas develop and interact over the course of a text. 4.Interpret words and phrases that appear frequently in texts from a wide variety of disciplines, including determining connotative and figurative meanings from context and analyzing how specific word choices shape meaning or tone. 5.Analyze the structure of texts, including how specific sentences or paragraphs relate to each other and the whole. 6.Determine an author’s purpose or point of view in a text and explain how it is conveyed and shapes the content and style of a text. 7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

8.Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the



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relevance and sufficiency of the evidence. 9.Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Writing homework. WRITING 1. Write arguments from a prompt in a formatted manner of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


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Complete research.



Handout: Make one copy for each student. GED language tests (choose one) http://www.test-guide.com/free-ged-practice-tests.html http://www.testpreppractice.net/GED/ged-practice-1.aspx

TEACHER NOTE: While the sources listed above are for the old GED test, these are good materials to use to practice test-taking skills until new 2014 GED testing materials become available.

ACTIVITY #1: Complete Research – 70 minutes.

Ask each student: o Where they are in their research so far? o What parts of their essay still need more information? o What do they want to accomplish today?

Have students research their chosen companies/industries. Students may work alone or in pairs.

ACTIVITY #2: Take and Analyze a GED Language Test – 40 minutes.

Explain to students that they are going to take a brief Basic Language test from the GED materials. Tell them the test will be timed: Estimate the total time by multiplying four minutes per question.

Pass out the GED test materials and time the test to simulate a GED test-taking situation.

After they take the test, have students rate each question 1-4 (put these options on the board): 1. You understand the question and know the answer. 2. You understand the question and think you know the answer. 3. You understand the question and do not know the answer. 4. You do not understand the question and do not know the answer.

Put students in pairs and have them compare their question ratings, discuss their answers, and, if they are different, to come up with an answer they both think is right. They need to be prepared to say WHY they chose each answer. Pairs should also decide:

o Which is the second best answer? Why? o What is the worst answer of the ones they have to choose from? Why?

For each question:





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o Ask the first pair: What is the answer to the question? Why? o After the pair has given their answer, move to the second pair and ask, did the first pair give

the right answer? How do you know? o Then ask the class: did any pair decide on a different answer? Why? o Tell the class to come to consensus on the right answer and the reason for that answer. o The repeat this process for the following two questions:

Which is the worst answer of the ones to choose from? Why?

Which are the two best answers? Why? o Ask how many got the second to best answer. o Finally, have students summarize the test-taking strategies they have learned through this

exercise.

ACTIVITY #3: Sign Up Students for Writing Workshops – 10 minutes.

Schedule writing workshops over the next two lessons. Let students choose where they go in the line-up. If they go earlier, they will have an opportunity to rewrite before the lessons end; if they go later, they will have more time to work on their first draft. If too many students want the same time slot, you can have them guess at a number you are thinking of, and whoever guesses closer gets to pick first.

HOMEWORK: WRITE: Have students write their final essays. Before the writing workshop, they should email their essays to you and bring a hard copy to class. Students should be ready to share their work with the class.

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Conduct a writing workshop for each student.

READING/SPEAKING

AND LISTENING

READING 8. 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.

i. Delineate the specific steps of an argument the author puts forward, including how the argument’s claims build on one another. Identify specific pieces of evidence an author uses in support of claims or conclusions.

j. Evaluate the relevance and sufficiency of evidence offered in support of a claim.

k. Distinguish claims that are supported by reasons and evidence from claims that are not.

l. Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact.

m. Identify an underlying premise or assumption in an argument and evaluate the logical support and evidence provided.

LISTENING 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.



a) a. cause and effect b) b. comparison/contrast c) c. conclusion d) d. context e) e. purpose f) f. charts, tables, graphs g) g. evaluation/critiques h) h. mood i) g. persuasive text j) h. sequence k) i. summaries l) j. technical subject matter

6. Identify and evaluate oral information for: a. conclusions/solutions b. fact/opinion c. assumptions d. propaganda e. relevancy


ASE Standards Covered for Weeks 15 & 16, Lessons 1& 2

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f. accuracy/sufficiency g. appropriateness/clarity h. validity i. relationships of ideas SPEAKING 8. Present information, findings, and supporting evidence,



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Theme: Writing Workshops OBJECTIVES:

Conduct a writing workshop for each student.

MATERIALS:

Student work: Students should bring their final papers for review.

ACTIVITY #1: Writing Workshops – Whole Class.

In the Writing Workshop, students will view their paper overhead and read it out loud from a hard copy. Their classmates should write down their comments based on the classroom criteria and be prepared to talk about the paper using the following questions as prompts:

o What worked well in the essay? o How could the writer improve the essay?

HOMEWORK: None.


ASE Standards Covered for Weeks 15 & 16, Lessons 1 & 2

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Theme: Celebration OBJECTIVES:

Celebrate students’ achievements.

MATERIALS:

Classroom resource: Party materials.

Teacher resource: Certificates for students of your own creation.

ACTIVITY #1: Celebration Prompts

Go round-robin to ask students what they have learned.

Cheer for students after they speak.

Give certificates to students for what you think they have accomplished. Make sure each student gets one.



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Transportation, Distribution, & Logistics Career Bridge ... · 9 ASE Lesson Plan Outline ... Building Success in the Bridge Semester 2 Course 23 Weeks 1 & 2, Lesson 1 ... and public