Connect with us and ask questions during this presentation:

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Via at Via Twitter #TeacherLeaders Louisiana Believes.

Who is on our Teacher Leader panel?
Angelle Lailhengue, St. Bernard Parish Christina Johnson, Jefferson Parish Shelia Banks, Jefferson Parish Louisiana Believes.

Objective Educators will be aware of the instructional supports provided by the Louisiana Department of Education for the school year Louisiana Believes.

LDOE Release Calendar Date Resources March
Grades 6-8 ELA and math guidebooks List of K-12 ELA texts included in the ELA unit plans (for purchasing) April High school ELA and math guidebooks May Grades 3-5 ELA and math guidebooks ELA interactive framework PARCC assessment guides, sample items, and additional resources SLT guidance (including new samples) LEAP, iLEAP, End-of-Course exams, ACT, EXPLORE, & PLAN results (late May) June Grades K-2 ELA and math guidebooks Teacher Leader Institute in New Orleans Brief overview of what is being released; emphasize where they can find this—TEACHER TOOLBOX

English Language Arts, Grade 6: Hatchet
Online Framework INSTRUCTIONAL FRAMEWORK In English language arts (ELA), students must learn to read, understand, and write and speak about grade-level texts independently. To do this, teachers must select appropriate texts and use those texts so students meet the standards, as demonstrated through ongoing assessments. To support students in developing independence with reading and communicating about complex texts, teachers should incorporate the following interconnected components into their instruction. Click here8 to locate additional information about this interactive framework. Whole-Class Instruction This time is for grade level instruction. Regardless of a student’s reading level, exposure to grade-level texts supports language and comprehension development necessary for continual reading growth. This plan presents sample whole-class tasks to represent how standards might be met at this grade level. Small-Group Reading This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: intervention for students below grade level using texts at their reading level, instruction for different learners using grade level texts to support whole-class instruction, extension for advanced readers using challenging texts. Small-Group Writing Most writing instruction is likely to occur during whole-class time. This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: intervention for students below grade level, instruction for different learners to support whole-class instruction and meet grade-level writing standards, extension for advanced writers. Independent Reading This time is for increasing the volume and range of reading that cannot be achieved through other instruction but is necessary for student growth. Teachers can: support growing reading ability by allowing students to read books at their reading level. encourage reading enjoyment and build reading stamina and perseverance by allowing students to select their own texts in addition to teacher-selected texts. This will be an interactive framework online to accompany the unit plans and support teachers in adjusting plans to support students in meeting standards. Our plans focus on Whole-Class instruction, but we acknowledge there are many other pieces to ELA instruction. This framework will provide additional resources and support to teachers to implement this structure in their classrooms. 8 6 English Language Arts, Grade 6: Hatchet

Sample ELA Unit Plan Grade 6 ELA
Provides teachers with assessment tasks, daily instructional tasks, and support in delivering instruction Can be adapted; not required Included to provide an overview of the content of the plans and how much detail teachers can expect to receive. These are not required. Teachers can use these plans now to help them plan for , whether they end up using the plans as is or adapting them for their local needs. We will provide some examples at the end of the presentation of how we will be using these plans now to help us prepare for next year.

UNIT: HATCHET ANCHOR TEXT Hatchet, Gary Paulsen (Literary) RELATED TEXTS Literary Texts (Fiction) “In Which the Autumn Provides Food and Loneliness” and “In Which We All Learn About Halloween” from My Side of the Mountain, Jean Craighead George (Note: This excerpt can be found in some grade 5 basals.) Chapters 1-2, 4, and 8-9 from The River, Gary Paulsen Excerpt1 from Julie of the Wolves, Jean Craighead George Informational Texts (Nonfiction) “What Would Peter Do?” from OutdoorSafe Inc., Peter Kummerfelt “Help Me make it Through the Night—Surviving a Wilderness Emergency” from New York State Conservationist, Kelly Stang (April 2012) “The Practice of Slowing Down” from This I Believe, Phil Powers “Survival by the Numbers” from OutdoorSafe Inc., Peter Kummerfelt “Your Story: Are You a Survivor?” from National Geographic “The 25 Most Incredible Survival Stories of All Time” from Outdoorlife.com, Tim MacWelch Non-print Texts (Fiction or Nonfiction) (e.g., Media, Video, Film, Music, Art, Graphics) A Cry in the Wild, Mark Griffins (1990) Snow Fall: The Avalanche at Tunnel Creek from The New York Times, John Branch (Website) UNIT FOCUS This unit teaches students about survival in the face of grave danger and overwhelming odds. Students will evaluate survival stories to learn about the importance of positive thinking, slowing down to think clearly, problem solving, and constant vigilance when facing any situation, especially a life threatening one. They will also study characters in literature to learn about the struggle of man versus nature and the life lessons we can learn from others’ survival situations. Text Use: Characters, conflict, theme, and comparing and contrasting different texts Reading: RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.6, RL.6.7, RL.6.9, RL.6.10; RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.6, RI.6.8, RI.6.9, RI.6.10 Writing: W.6.1a-d; W.6.2a-f, W.6.3a-e, W.6.4, W.6.5, W.6.7, W.6.8, W.6.9a-b, W.6.10 Speaking and Listening: SL.6.1a-d, SL.6.2, SL.6.3, SL.6.4, SL.6.5, SL.6.6 Language: L.6.1a-e, L.6.2a-b, L.6.3a-b, L.6.4a, L.6.5a-c, L.6.6 CONTENTS Page 1: Text Set and Unit Focus Page 2: Unit Content Overview Pages 3-5: Summative Unit Assessments: Culminating Writing Task, Cold-Read Assessment and Extension Task Page 6: ELA Instructional Framework Pages 7-16: Text Sequence and Use for Whole-Class Instruction Emphasize: These plans seek to answer 2 questions: What kinds of texts can I teach? How should students use those texts to meet the standards? List of texts (NOT REQUIRED – can be adjusted based on availability, student interest, but complexity should remain intact) Unit focus – provides an overview of the unit content and how the standards are being used with text. 1 Excerpt is pending permission: English Language Arts, Grade 6: Hatchet

Hatchet Unit Overview Unit Focus Topic: Physical and emotional survival Themes: Evaluate survival stories to learn about the importance of positive thinking, slowing down to think clearly, problem solving, and constant vigilance Text Use: Characters, conflict, theme, and comparing and contrasting different texts Summative Unit Assessments A culminating writing task: Daily Tasks Daily instruction helps students read and understand text and express that understanding. Evaluate character changes Compare and contrast different texts in terms of their approaches to the topic of survival Lesson 1 Hatchet chapters 1-2 (sample tasks) Lesson 2 Hatchet chapters 3-4 Lesson 3 Hatchet chapter 5 and “What Would Peter Do?” (sample tasks) Lesson 4 Hatchet chapters 6-8 and “Help Me Make it Through the Night” (sample tasks) Lesson 5 Hatchet chapters 9-10 Lesson 6 Hatchet chapters 11-13 Lesson 7 “In Which the Autumn Provides Food and Loneliness” and “In Which We All Learn About Halloween” from My Side of the Mountain Lesson 8 Hatchet chapters (sample tasks) Lesson 9 Hatchet chapters (sample tasks) Lesson 10 Hatchet chapters 19 and “The Practice of Slowing Down” Lesson 11 A Cry in the Wild Lesson 12 The River chapters 1-2, 4, 8-9 Lesson 13 “Survival by the Numbers” (writing task) Lesson 14 Julie and the Wolves (cold-read task) Lesson 15 “The 25 Most Incredible Survival Stories of All Time” and “Your Story: Are You a Survivor?” (extension task) Lesson 16 Snow Fall: The Avalanche at Tunnel Creek A cold-read task: Read and understand complex texts Write in response to text An extension task: Collegial conversations Conduct a short research project about the topic of survival Read and gather information from multiple and varied sources Evaluate and present claims Emphasize: Units were designed with the “end in mind.” This provides a visual of that and how each piece is connected to and informs the next. English Language Arts, Grade 6: Hatchet

SUMMATIVE UNIT ASSESSMENTS CULMINATING WRITING TASK2 Select an event from Hatchet and identify Brian’s steps for survival. After reading “Survival by the Numbers” from OutdoorSafe Inc. by Peter Kummerfelt, compare Brian’s actions against the tips included in the article. What did Brian do to aid or hinder his survival? Then write a multiparagraph report explaining how Brian was successful and/or could have improved his situation if he had followed the steps provided in the article case studies. Conclude the report by determining the instructional value of Hatchet—does it represent useful survival tips similar to “Survival by the Numbers”? (RL.6.3, RL.6.9, W.6.10) Teacher Note: Student essays should introduce and explain Brian’s approach to survival using relevant evidence from Hatchet and the informational article. (W.6.2a, b; W.6.9a-b) Student essays should use appropriate transitions, precise and grade appropriate language, a variety of sentence patterns for meaning, interest, and style, and provide a relevant conclusion that examines the instructional value of Brian’s story. (W.6.2c, d, e, f; W.6.4; L.6.3a-b, L.6.6) The essay should demonstrate proper grammar and usage (pronouns in their proper case, with clear antecedents, and in appropriate number and person), punctuation, and spelling. (L.6.1a, c, d; L.6.2b) Use peer and teacher conferencing in the process of developing the essay. (W.6.5) A model of a similar report is available here3. UNIT FOCUS UNIT ASSESSMENT DAILY TASKS What should students learn from the texts? What shows students have learned it? Which tasks helps students learn it? Topic: Physical and emotional survival Themes: Evaluate survival stories to learn about the importance of positive thinking, slowing down to think clearly, problem solving, and constant vigilance Text Use: Characters, conflict, theme, and comparing and contrasting different texts This task assesses: Evaluating character changes Comparing and contrasting different texts in terms of their approaches to the topic of survival Read and understand text: Lesson 1 Lesson 2 Lesson 3 (sample tasks included) Lesson 4 (sample tasks included) Lesson 10 Express understanding of text: Lesson 8 (sample tasks included) Lesson 13 Each unit plan has three assessment tasks included. These tasks can be used as is or adjusted. The chart at the bottom illustrates how this task provides evidence of student learning. Culminating Writing Task: Students express their final understanding of the anchor text and demonstrate meeting the expectations of the standards through a written essay. English Language Arts, Grade 6: Hatchet

COLD-READ TASK4 Read the excerpt from Julie of the Wolves by Jean Craighead George independently and answer a combination of multiple-choice and constructed-response questions5 about the text using evidence for all answers. PARCC assessment Items for these passages are available here6. Sample PARCC question: In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next. (RL.6.1, RL.6.3, W.6.3a-e, W.6.4, L.6.1a-e, L.6.2a-b, L.6.3a-b) UNIT FOCUS UNIT ASSESSMENT DAILY TASKS What should students learn from the texts? What shows students have learned it? Which tasks helps students learn it? Topic: Physical and emotional survival Themes: Evaluate survival stories to learn about the importance of positive thinking, slowing down to think clearly, problem solving, and constant vigilance Text Use: Characters, conflict, theme, and comparing and contrasting different texts This task focuses on: Reading and understanding complex texts Writing in response to text Read and understand text: Lesson 3 (sample tasks included) Lesson 4 (sample tasks included) Lesson 10 Express understanding of text: Lesson 14 (use this task) Cold-Read Assessment: Students read a text or texts independently and answer a series of multiple-choice and constructed-response questions. While the text(s) relate to the unit focus, the text(s) have been taught during the unit. Additional assessment guidance is available at year-assessments. Ensure that students have access to the complete texts as they are testing. 6 English Language Arts, Grade 6: Hatchet

EXTENSION TASK7 After reading and discussing “Your Story: Are You a Survivor?” as a class, divide the class into research groups and present the “The 25 Most Incredible Survival Stories of All Time” from Outdoorlife.com. Have each group select a different survival story to investigate further. (Note: Survival stories are sometimes graphic, so depending on the maturity of the students, consider limiting the list from 25 to 10.) Research the details of the story in groups, drawing on print and digital sources (assessing the credibility of each source), to identify the main action or character trait that resulted in survival. (W.6.7, W.6.8, SL.6.1b) Create a multimedia presentation that presents: a summary of the story, a statement of the claim (e,g., “The main character trait that resulted in this person’s survival was preparedness”), evidence (e.g., appropriate pictures, maps, videos, quotations) and a logical explanation for why that one action or characteristic was selected, and basic bibliographic information for sources. (W.6.1a-b, W.6.8, W.6.9b, SL.6.2, SL.6.4, SL.6.5) Have students evaluate each group’s content, presentation style, and use of evidence, distinguishing claims that are supported with textual evidence from claims that are not. Determine as a class what made presentations effective based on evidence from individual evaluations. (SL.6.1a, d; SL.6.3; SL.6.6) Teacher Note: The presentations should use grade appropriate words and phrases and formal style, proper grammar and usage (pronouns in their proper case, with clear antecedents, and in appropriate number and person), punctuation, and spelling. (W.6.1c, d; L.6.1a, c, d; L.6.2a-b, L.6.2a-b, L.6.6) UNIT FOCUS UNIT ASSESSMENT DAILY TASKS What should students learn from the texts? What shows students have learned it? What tasks helps students learn it? Topic: Physical and emotional survival Themes: Evaluate survival stories to learn about the importance of positive thinking, slowing down to think clearly, problem solving, and constant vigilance Text Use: Characters, conflict, theme, and comparing and contrasting different texts This task focuses on: Collegial conversations Conducting a short research project about the topic of survival Reading and gathering information from multiple and varied sources Evaluating and presenting claims Read and understand the text: Lesson 3 (sample tasks included) Lesson 4 (sample tasks included) Lesson 7 Lesson 10 Express understanding of text: Lesson 9 (sample tasks included) Lesson 13 Lesson 15 (use this task) 7 Extension Task: Students connect and extend their knowledge learned through texts in the unit to engage in research or writing. The research extension task extends the concepts studied in the set so students can gain more information about concepts or topics that interest them. The writing extension task either connects several of the texts together or is narrative task related to the unit focus. 5 English Language Arts, Grade 6: Hatchet

TEXT SEQUENCE AND SAMPLE WHOLE-CLASS TASKS TEXT SEQUENCE TEXT USE LESSON 19: Chapters 1-2 of Hatchet, Gary Paulsen TEXT DESCRIPTION: The opening chapter introduces the main character, Brian Robeson. Brian is flying as the sole passenger in a small plane flying north to Canada to visit his father when the pilot suffers a fatal heart attack. On his belt Brian has the parting gift his mother gave him, a hatchet. Once Brian realizes the pilot has died in Chapter 2, he tries to get help utilizing the radio. By the end of chapter 2 Brian realizes he is going to crash. Brian nervously starts the plane on its descent. TEXT FOCUS: In this unit students explore character and theme as it applies to the topic of survival. These chapters introduce students to the main character Brian. These chapters prepare students to begin exploring Brian’s character and understand the challenging situation he finds himself in. Reading and summarizing these chapters will help students evaluate Brian’s character and decision making with later chapters and texts. (RL.6.2, RL.6.3) MODEL TASKS Note for Small-Group Reading: Teachers may choose to engage struggling readers with additional readings of whole-class texts either before or after the texts have been read as a whole class. This will provide extra time for students to process the information and receive additional support through basic comprehension questions. This can help students be more prepared to participate in the whole-class discussion. Several chapters in Hatchet (i.e., Chapters 2, 3, 11, 14, and 19) include sentences that vary in sentence length and patterns (i.e., use and repetition of single-word sentences or the use of dashes) and dialogue. As such, these passages are useful for working with struggling readers on fluency and reading with expression10. A rubric for assessing reading fluency is available here11. Techniques for how to address fluency can be found with the ELA Instructional Framework12. LESSON 2: Chapters 3-4 of Hatchet, Gary Paulsen TEXT DESCRIPTION: In Chapters 3 and 4, Brian flies the plane into a lake realizing that is the only way to survive the plane's crash. Brian fights his way out of the plane to the surface of the lake. He emerges exhausted and passes out. While asleep Brian remembers “the secret” that he believes led to his parents’ divorce. After waking Brian realizes he is fortunate to be alive but also realizes he is facing some big challenges. Units also include a sequence of texts and sample tasks that can be used. Not all texts will include sample tasks, but over half of them do. 9 Note: One lesson does not equal one day. Teachers should determine how long to take on a given lesson. This will depend on each unique class. 10 For example, use an oral-assisted reading technique (e.g., phase-cued text lessons, reading while listening to a fluent reading of the same text by another reader (either live or recorded), or paired reading in which both readers read the same text aloud) while students read a targeted passage (e.g., the plane crash in Chapter 2) several times. The goal should be for students to fluently read the passages aloud with expression. If this work is done in advance of reading one of the chapters as a whole class, one or more of the students who have demonstrated fluency could read one of the chapters aloud as the class follows along. 11 12 7 English Language Arts, Grade 6: Hatchet

The sample tasks provide teachers with information about how to support students in reading and understanding the complex texts, and expressing their understanding of the complex texts.

Sample Math Task Grade 7 Math
Provides teachers with a great deal of support in delivering instruction including exemplar responses Can be adapted; not required

Mathematics Grade 7 – Instructional Task
Adding and Subtracting Rational Numbers Instructional Task Overview This instructional task requires students to use addition and subtraction of rational numbers to create a budget for a school club. Standards Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. 7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply properties of operations as strategies to add and subtract rational numbers. 7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Prior to the Task Standards Preparation: The material in the chart below illustrates the standards and sample tasks that are pre-requisites for student success with this task’s standards. Grade Level Standards The following standards will prepare them: Items to Check for Task Readiness: Sample Remediation Items : 7.NS.A.1  5.NF.A.1 6.NS.C.5 6.NS.C.6a 6.NS.C.7c 1. a. 2. 3. .org/7.NS.A.1 NF.A.1 NS.C.5 add-and-subtract-rational-numbers- represent-addition-and-subtraction-on-a- horizontal-or-vertical-number-line-diagram adding-and-subtracting-rational-numbers- using-distance-absolute-value-and- opposites 7.NS.A.3 4.OA.A.3 6.NS.B.3 Your class is considering going on a field trip to a skating ring. The admission fee is $12 per person. You have 25 students in your class. How much will it cost for your class to enter the skating ring? $300 .org/7.NS.A.3 OA.A.3 NS.B.3 addition-and-subtraction-to-solve- realworld-problems-involving-decimals

Real world preparation: The following questions will prepare students for some of the real world components of this task: What is a budget? This question is designed to make sure that students understand the purpose of this task. They need to figure out a plan to track how much money is deposited and how much money is spent to ensure that the account always has money. What is an account? Some students may be unfamiliar with accounts and using banks. You may need to explain that a bank is where you can bring money. The bank holds the money in an account until you are ready to spend it. What is a balance? Students may be unfamiliar with banking terminology. A balance is the amount of money in your account. What is the difference between a withdrawal and a deposit? Students may confuse these terms. A deposit is putting money into an account, and a withdrawal is taking money out of an account During the Task: Students may struggle with creating a monthly statement. You can scaffold this task for them using the three months in part one. Have students create monthly statements for September, October, and November. This will help students practice the process of creating a monthly statement before they have to start making decisions about how to make and spend money. During the task, as you circulate around the room look for groups who may only be adding in unrealistic numbers for their fundraisers. For example, students may only add in $25 for a car wash fundraiser. Ask students guiding questions like the following: If you made $25 at your car wash, how many cars did you wash? 5 cars at $5 each Would you have a car wash if you only were only going to was 5 cars all day? Students at this point should discuss a car wash and about how many cars they might expect to wash. After the Task: This task shows students how math is useful in their own lives. Encourage students to think of ways creating a budget might be useful in their own lives. Students may mention creating budgets for clubs or their own personal money.

Student Instructional Task Your group has been selected as the officers for your school’s Junior Beta Club. One of your tasks as the executive committee is to track all money deposited into the account as well as all money spent during the year and create a budget for the remainder of the year. At the beginning of September, the balance in the account was $ 1. Below are listed the activities the club spent money on or collected money for: Sept 1 – Sept 30 Oct 1 – Oct 31 Nov 1 – Nov 30 Dues: 25 members at $5 each Gardening materials: $–124.98 Supplies for Thanksgiving baskets: $–40.43 Induction ceremony: $–100.32 Bake sale: $205.50 Using the table above, create a number line to represent the amount of money added to the account during this three-month period. Using the table above, create a number line to represent the amount of money spent during this three-month period. How much money is in the account at the end of November? Show two different ways to find the balance of the account. 2. This year the club also voted to include some fun activities throughout the year and an end-of-year trip to celebrate the club’s success. Below is a list of the suggested activities and fundraisers. Fun Activities Fundraisers Bowling: $60 per lane (up to 6 people per lane) Candy sale: $60 per member Skating: $12 per person Wrapping paper: $50 per member Laser Tag: $15 per person Holiday wreaths: $65 per member Water park: $50 per person Car wash: $5 per car Zoo visit: $12 per student; $17.50 per adult Dress down day: $1 per student Create a monthly budget for the remainder of the year. In your budget, you will propose which fun activity or activities your club should pursue. You will also propose which fundraisers your club should use to raise the money to finish the year. Keep the following points in mind. Begin with Dec 1 – Dec 31 and end with May 1 – May 31. Show the balance at the beginning of each month (use the ending balance from November as the beginning balance for December). Show any proposed expenses for the month as well as any proposed fundraisers. Budget $75 per month for supplies for service projects. The club must also attend the Louisiana Jr. Beta Club Convention in Lafayette, LA in May. The cost of the trip for the convention is $1,500. This includes transportation and hotel rooms. Include at least one Fun Activity from the list above. The balance at the end of May should at least $250 to begin the next school year. Your budget should include a month by month statement as well as a short narrative explaining why you chose certain activities and fundraisers. Each monthly statement should show how you calculated the balance at the end each month.

Instructional Task Exemplar Response Your group has been selected as the officers for your school’s Junior Beta Club. One of your tasks as the executive committee is to track all money deposited into the account as well as all money spent during the year and create a budget for the remainder of the year. At the beginning of September, the balance in the account was $ 1. Below are listed the activities the club spent money on or collected money for: Sept 1 – Sept 30 Oct 1 – Oct 31 Nov 1 – Nov 30 Dues: 25 members at $5 each Gardening materials: $–124.98 Supplies for Thanksgiving baskets: $–40.43 Induction ceremony: $–100.32 Bake sale: $205.50 Students may have different number lines for parts a and b as they may not use the beginning balance. The problem asks to show the amount added or spent; students may choose to start at zero. There may also be different methods shown in part c.

2. This year the club also voted to include some fun activities throughout the year and an end-of-year trip to celebrate the club’s success. Below is a list of the suggested activities and fundraisers. Fun Activities Fundraisers Bowling: $60 per lane (up to 6 people per lane) Candy sale: $60 per member Skating: $12 per person Wrapping paper: $50 per member Laser Tag: $15 per person Holiday wreaths: $65 per member Water park: $50 per person Car wash: $5 per car Zoo visit: $12 per student; $17.50 per adult Dress down day: $1 per student Create a monthly budget for the remainder of the year. In your budget, you will propose which fun activity or activities your club should pursue. You will also propose which fundraisers your club should use to raise the money to finish the year. Keep the following points in mind. Begin with Dec 1 – Dec 31 and end with May 1 – May 31. Show the balance at the beginning of each month (use the ending balance from November as the beginning balance for December) Show any proposed expenses for the month as well as any proposed fundraisers. Budget $75 per month for supplies for service projects. The club must also attend the Louisiana Jr. Beta Club Convention in Lafayette, LA in May. The cost of the trip for the convention is $1,500. This includes transportation and hotel rooms. Include at least one Fun Activity from the list above. The balance at the end of May should at least $250 to begin the next school year. Your budget should include a month by month statement as well as a short narrative explaining why you chose certain activities and fundraisers. Each monthly statement should show how you calculated the balance at the end each month. In your narrative, be sure to explain how you determined which fundraisers to choose, which activity to choose, and when to conduct certain fundraisers. Also, be sure state how much money will be remaining at the end of May. Be prepared to share your budget with the class. This portion of the task will take on many different looks. Students have multiple options to fulfill the requirements listed above. They will need to make some assumptions about the number of chaperones needed for the activities they may wish to propose. They may also need to make some assumptions about the fundraisers, specifically the number of cars they would need to wash and how many students might buy a dress down day pass. Students could research the rules in their school/district and past dress down events to attempt to determine values that make sense with this problem. At minimum, students must include fundraisers to cover $1950 for the service project supplies and convention. Additional fundraisers would be needed to cover the cost of the activity they chose to propose.

Math Scaffolding Guides
Shows the connections and scaffolding between the math standards Ideal for supporting struggling students

Standard Scaffolding The purpose of this document is to show the connections and scaffolding between standards. If a student is struggling with a standard, this document helps a teacher quickly identify the pre-requisite standard needed. This allows a teacher to do discreet remediation to help students practice on-grade level content faster. This is a clear illustration of the coherence found in the math standards. 7th Grade Standard Previous Grade Standards 7th Grade standards taught before (scaffolded) 7th Grade standards taught concurrently 7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.  6.RPA.2 7.RP.A.2 Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 6.RP.A.2 6.RP.A.3 7.EE.B.4a (Not the fluency portion of the standard)

7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.  6.RP.A.3 7.RP.A.2 7.NS.A.1a Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 6.NS.C.5 6.NS.C.6a 7.NS.A.1b Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 6.NS.C.7c 7.NS.A.1c Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 7.NS.A.1d Apply properties of operations as strategies to add and subtract rational numbers. 5.NF.A.1 7.NS.A.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 7.NS.A.2b 7.NS.A.2c Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a

LDOE Release Calendar Date Resources March
Grades 6-8 ELA and math guidebooks List of K-12 ELA texts included in the ELA unit plans (for purchasing) April High school ELA and math guidebooks May Grades 3-5 ELA and math guidebooks ELA interactive framework PARCC assessment guides, sample items, and additional resources SLT guidance (including new samples) LEAP, iLEAP, End-of-Course exams, ACT, EXPLORE, & PLAN results (late May) June Grades K-2 ELA and math guidebooks Teacher Leader Institute in New Orleans Remind them where they can find these resources – TEACHER TOOLBOX

We are Louisiana Teacher Leaders
We work together to improve student learning. We believe quality education in Louisiana depends on us. Our goal as teacher leaders has always been to work together to improve student learning in Louisiana. Using these resources is no different. We must work together to figure out a plan for Louisiana Believes.

How are we using these resources?
English language arts framework, guidebooks, and unit plans English language arts framework Math guidebooks, tasks, and scaffolding guides How are we planning to use these plans? Possible uses for plans in ELA: Select one of the units and try it out following testing; work with a colleague to do the same; reflect following to determine where further support or information is needed Work with other teachers (school or district) to determine if you will teach these plans and which ones (suggestion is to teach 4 per grade) Look over the texts in the unit plans to determine what you have and what you may need to purchase. Work with other teachers to adjust unit plans based on texts you have (fill gaps where texts aren’t immediately available) and/or create new unit plans using these plans as models Many of the plans have cross-content connections; identify these places and meet with social studies and science teachers to determine when is best to teach the plans and how can you help each other (i.e., maybe social studies teachers can do some of the background information for a literary text being read in ELA or maybe a science teacher has a text that can be used instead of having to buy a text for the ELA classroom, etc.) Possible uses for plans in math: Select one of the tasks and try it out following testing; work with a colleague to do the same; reflect following to determine where further support or information is needed Review the remediation items from the tasks in the grade level above you; make sure your students are able to do those items following testing to better prepare students for the next grade Review the scaffolding guide for the standards to be taught prior to and concurrently with the grade-level standard; compare the guide to the scope and sequence you used this year to determine if you want to make any adjusts for Louisiana Believes.

Next Steps Locate and review the released resources in the Teacher Toolbox Develop and carry out your plan for becoming familiar with the resources in preparation for Louisiana Believes.

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