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This unit walks students through a variety of activities revolving around George Orwell's book '1984'.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
Michigan Virtual
Author:
Abby Perdok
06/28/2017
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Subject:
Mathematics
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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Subject:
Social Science
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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The focus of this unit is to develop students' fluency with addition and subtraction facts within 10. To do this, students continue to work with number patterns and relationships, including skip counting by 5s and 10s and identifying the relationship between written and spoken number words and written numerals. They order and compare numbers to develop an understanding of their relative sizes. They become more skilled at instantly recognizing the amounts in a patterned set of objects without counting them (subitizing), e.g., dots on dice, dominos, or a ten-frame. These activities engage students in thinking about part-part-total number relationships and aid in learning the number combinations foundational to learning other basic addition and subtraction facts in first grade.Students compose and decompose numbers to ten, which provides experiences with the big mathematical ideas of equivalence and the commutative property for addition. They also learn to use strategies such as adjusting the numbers in a problem to make it easier to solve (e.g., 6 + 4 = 5 + 5; 2 + 4 = 3 + 3). They develop fluency with complements of ten to establish ten as an anchor or benchmark number for future work with addition and subtraction. They solve different types of word problems within sums of 10 that include concretely, pictorially and numerically modeling and explaining their solutions.When reading the standards below, keep in mind that the focus of this unit is developing strategies and fluency for adding and subtracting within 10. Students will work with larger numbers later in the year.

Subject:
Mathematics
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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The focus of this unit is on deepening students’ use of mental strategies for facts as fluency with basic addition and subtraction facts is foundational for multi-digit computation. In first grade students explored a variety of reasoning strategies for finding the sum of two one-digit numbers. In second grade students need to become fluent with basic faction order to free up more complex problems including two- and three-digit addition and subtraction problems. As students work to deepen and extend their strategies for facts above ten, they work with place value concepts. The work students do with place value in this unit reviews decomposing numbers into tens and ones. As students explain their thinking and listen to the thinking of others, they expand their understanding of number relationships and properties of operations. For example, one fact strategy for adding 7 + 9 is to think, “7 + 9 = (6 + 1) + 9 = 6 + (1 + 9) = 6 + 10 = 16.” Another strategy for 7 + 9 is to think, “7 + 9 = 7 + 10 - 1 = 17 – 1 = 16.” These are useful strategies that students may also apply when using mental arithmetic to add 8 or 9 ones to a multi-digit number (e.g., 46 + 8 = 8 + 2 + 44 = 10 + 44 = 54 or 46 +10 – 2 = 56 – 2 = 54).

Subject:
Mathematics
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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To develop “spatial sense”, students use positional words to describe the location of physical objects in the classroom or school (above, below, beside, in front of, behind, next to).

Subject:
Mathematics
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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This introductory unit extends students’ understanding of geographic thinking as they approach the study of world geography and global issues. After exploring several definitions of geography, students review and apply geographic concepts to different spatial scales. They use the expanding environments model of elementary school (self-school-community-state-country) to consider the questions: What is where? and Why is it there?. Students are then introduced to the method for geographic inquiry, using the drying up of the Aral Sea is used as a case study to model the process. They then apply the geographic inquiry process to new geographic issues. Next, students explore the tools and technologies of geographers such as globes, aerial photographs, and satellite images, and learn how new technology such as Global Position System (GPS) and Global Information Systems (GIS) provide geographers with new and detailed information about the Earth. They also review the five themes of geography as an organizing framework for geographic inquiry. Students deepen their knowledge of the five themes through a categorization exercise of global questions related to each theme. Focusing on a global perspective, they then use the five themes to describe the Earth itself.

Subject:
Social Science
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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In this unit, students build the foundational understandings that functions model relationships between quantities. In addition, students build an arsenal of tools to study functions throughout the course including the routine of examining functions with multiple representations. “Students should develop ways of thinking that are general and allow them to approach any type of function, work with it, and understand how it behaves, rather than see each function as a completely different animal in the bestiary” (Grade 8, High School Functionsprogression document, page 7). Specific features of linear, exponential, quadratic, and polynomial functions are each studied extensively in their own units in Algebra 1. Many standards that are introduced in Unit 1 will be further developed and/or utilized across these future units; look for these standards under the Unit Level Standards heading.Contexts are important for developing conceptual understanding. Drawing from contexts, students justify that one quantity depends on another and that each element of the domain corresponds to exactly one element of the range. They can qualitatively describe aspects of functions (e.g., increasing, decreasing) and reason about a function’s domain and range leading to conjectures about additional representations. In addition, students use contexts to make sense of function notation. For example, if the functionhrepresents the height in centimeters of a bean sprout at specified days,t, then students should be able to talk about and/or identify each of the following:h(3), 5=h(t), h(6.5)=13.2,andh(t)=n.When functions are expressed symbolically, students input values into the equations to generate a table of output values and use these corresponding values to graph the function. After manually generating numeric and then graphic representations, students will use technologies such as a graphing calculator to generate both tables of values and graphs of functions. In doing so, they should pause to reflect upon the functional relationship between variables exhibited in these representations and why the representations make sense. By generating and comparing multiple cases, students recognize that functions can be organized by similar and different features like patterns of change, restrictions in the domain/range, and general shape. This organization of functions both serves as as an introduction to the families of functions that they will study throughout the course and equips students with strategies to study and represent functions.Students should not be expected to generate symbolic representations until later units. Likewise, symbolic manipulation of equations to reveal key features of functions (e.g., intercepts, maximum, horizontal asymptote) is included later in specific function units.

Subject:
Mathematics
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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The need to reason logically occurs daily. Principles of reasoning are useful whether developing a strategy to win a game or the sequence of steps needed to repair a lamp. Students use coordinates, diagrams including constructions, and language (i.e. precise terms and conditional statements) to solve problems in this unit and establish them as tools to use in reasoning throughout the course., students will move from explaining their reasoning informally to more formal explanations. Using valid arguments and reasoning patterns with correct assumptions and careful explanation of the reasoning is important. Students build flexibility with the forms used to prove theorems. Paragraph proofs, flow chart proof, two-column proofs, transformational proofs, coordinate proofs, arguments affirming the hypothesis, chains of if-then statements, and use of counterexamples are some possible methods students could use to prove a conjecture.

Subject:
Mathematics
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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The Common Core State Standards require Fifth grade students to write narratives in which they orient their reader by establishing a situation and introducing a narrator or characters with the event sequence unfolding naturally. Additionally, students are expected to use details including dialogue, descriptions of actions, thoughts, and feelings, use temporal words and phrases to signal event order, and provide a sense of closure. The goal of this unit is for students to write personal narrative stories that elaborate the tension or problem and focus upon an important message or heart of the story. Students will immerse themselves in age-appropriate personal narrative mentors to discern how these texts tend to go and to gather possible story ideas from turning points within their life experiences. They will draw on everything they've learned from writing small moment stories from Kindergarten- second grade, as well as personal narrative writing in third grade and fourth grades. Additionally, students revisit qualities of good writing and craft to write personal narratives. They will select their best work to revise, edit, and publish.Lessons are designed to teach writers how to navigate through the process: generating story ideas, rehearsing for writing, drafting, rereading, revising and publishing. Mid- unit, children will choose their best work and revise this more deeply and extensively to share with an audience. Students will begin a second personal narrative piece as an independent writing project guided by previous sessions, anchor charts, conferences and small groups. Students will learn ways to raise the level of their writing within their independent writing project working at their own pace within the writing process. The unit culminates with students surveying their growth, recognizing their growing knowledge of good writing, their increasing repertoires of writing strategies and their success with cycling through the writing process in order to name their strengths but also determine future goals.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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The Common Core State Standards require Fourth Grade students to write narratives in which they orient their reader by establishing a situation and introducing a narrator or characters with the event sequence unfolding naturally. Additionally, students are expected to use details including dialogue, descriptions of actions, thoughts, and feelings, use temporal words and phrases to signal event order, and provide a sense of closure. The goal of this unit is for students to write well-elaborated realistic fiction stories that focus upon an important message or heart of the story. Students will immerse themselves in age-appropriate realistic fiction stories to discern how these texts tend to go and to gather possible story ideas from their lives’ experiences. They will draw on everything they've learned from writing small moment stories from Kindergarten- Second Grade, as well as personal narrative writing in third grade. Additionally, students revisit qualities of good writing and craft to write realistic fiction. They will select their best work to revise, edit, and publish.Lessons are designed to teach writers how to navigate through the process: generating story ideas, rehearsing for writing, drafting, rereading, revising and publishing. Mid-unit, children will choose their best work and revise this more deeply and extensively to share with an audience. Students will begin a second realistic fiction piece as an independent writing project guided by previous sessions, anchor charts and conferences and small groups. Students will learn ways to raise the level of their writing within their independent writing project working at their own pace within the writing process. The unit culminates with students surveying their growth, recognizing their growing knowledge of good writing, their increasing repertoire of writing strategies and their success with cycling through the writing process to name their strengths but also determine future goals.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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Students enter Second Grade having spent two years writing about important moments from their lives.  Now, it is time for them to revisit and re-energize these small moment stories.  The overall goal of this unit is for these students to lift the level of their personal narratives to more fully engage and inform an audience.  They’ll learn to incorporate a repertoire of strategies to write more focused and compelling pieces.  These “seasoned” young writers will utilize a storyteller’s voice to show, not tell; to paint pictures in readers’ minds through the use of details.  They’ll learn to bring the heart of a story alive!Special attention will be given to reviewing routines and rituals in order to develop a community of independent writers. Studentswill learn to build effective partnerships so they can support one another in cycling through the writing process at their own pace, developing increased independence and self-reliance.Lessons are designed to teach writers how to navigate through the process:  generating story ideas, rehearsing for writing, drafting, rereading, revising and then starting on another piece.  At the end of the unit, children will choose their best work and revise this more deeply and extensively to share with an audience.  The unit culminates with a celebration of writing growth, recognizing students’ growing knowledge of good writing, their increasing repertoires of writing strategies and their success with cycling through the writing process.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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The Common Core State Standards require third grade students to write narratives in which they establish a situation and introduce a narrator or characters with naturally unfolding sequence of events. Additionally, students are expected to use details including dialogue, descriptions of actions, thoughts, and feelings, use temporal words and phrases to signal event order, and provide a sense of closure. The goal of this unit is for students to write well-elaborated true stories based on students’ experiences. Students will immerse themselves in age-appropriate narrative stories to discern how these texts tend to go and to gather possible true story ideas. They will draw on everything they've learned from writing small moment stories from Kindergarten - Second Grade and their study of craft. Additionally, students revisit qualities of good writing to create their personal narratives or true story pieces. They will select their best work to revise, edit, and publish.Special attention will be given to reviewing routines and rituals in order to develop a community of independent writers.Studentswill learn to work in effective partnerships so they can support one another in cycling through the writing process at their own pace, developing increased independence and self-reliance.Lessons are designed to teach writers how to navigate through the process: generating story ideas, rehearsing for writing, drafting, rereading, revising and then starting on another piece. At the end of the unit, children will choose their best work and revise this more deeply and extensively to share with an audience. The unit culminates with a celebration of writing growth, recognizing students’ growing knowledge of good writing, their increasing repertoire of writing strategies and their success with cycling through the writing process.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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This unit extends what students learned in third grade regarding multiplication and division by developing more precise use of mathematical vocabulary and more sophisticated ways of analyzing number patterns (see 4.OA.C.5.). As part of their analysis of number patterns students deepen their understanding of the structure of the base ten system paying particular attention to how the value of a digit changes given its position in a number (e.g., in the number 7,700 the value of the 7 in the thousands place is ten times that of the 7 in the hundreds place). They also notice that numbers have unique characteristics such as prime, composite, and square and they begin to understand why these characteristics can be important when solving problems. Students develop mathematical vocabulary as a tool to describe and reason about the multiplication and division equations they write and solve (e.g., factor, divisor, multiple, quotient). They are an understanding of prime, composite, and square numbers and begin to understand why these are helpful ways to describe numbers . They also describe equations by referencing the numbers the Precise mathematical language includes such terms as equations, factors, product, quotient, multiples, prime, composite and square as they apply to numerical attributes. While the ideas developed in this unit In earlier grades, students use multiplication facts to compose and decompose number into their respective parts (e.g., 7 x 6 can be decomposed into (5 x 6) + (2 x 6)). In fourth grade, students use decomposition to identify all factors for any given number between 1 – 100. As students progress from additive to multiplicative comparisons (i.e. interpret 42 = 6 x 7 as a statement that 42 is 6 times as many as 7 as opposed to 42 is 35 more than 7), they learn to interpret a multiplication equation as a comparison statement. They also represent verbal statements of multiplicative comparisons as equations.As students continue to work with various representations and mathematical models of both multiplication and division problems (including real world and mathematical contexts, multi-step word problems, and equations including those with variables) they build upon their understanding of the inverse relationship between multiplication and division from third grade. Important mathematical generalizations can be made explicit when students build visual representations. For example, the Commutative and Associative Properties of multiplication allow students to rewrite equivalent equations.Throughout fourth grade students will build upon their knowledge of place value and of multiplication/division facts. They begin to use extended multiplication facts (e.g. 4 x 90 = 360, 270 = 3 x 90, 250 ÷ 50 = 5, and 60 = 240 ÷ 4) to solve problems. Working with extended multiplication facts supports students future work with angles and angle measurement as, in Unit Two, students will partition a 360 degree rotation into equal parts. In Unit Three, students will extend their understanding of place value to include tenths and hundredths as they work with decimal fractions. Then in Unit Four, they will use strategies based on place value to multiply two-digit numbers (e.g., partial products).Students will examine the patterns generated from either repeatedly multiplying by ten (e.g., 10 x 10=100, 10 x 10 x 10 = 1000, 10 x 10 x 10 x 10= 10,000) or decomposing powers of ten (1000= 100 x 10 = 10 x 100 = 100 x 1). This exploration allows students to make connections between factors, multiples, and place value.

Subject:
Mathematics
Material Type:
Unit of Study
Provider:
OS/MAISA