Assignments sheet
Name: Grade: Date:
Unit:
All assignment work to be completed by:
Directions: Examine the possible activities you can do to learn the unit objectives. Choose enough activities to earn your assignments grade for the week. You must select enough activities to earn at least a 75; you may also be instructed to do extra assignments to improve your grade. If an assignment is marked MANDATORY then you must try that activity. Staple all completed assignments to this sheet (in numerical order) and turn in before you take the unit test.
Grade Check Value Assignment Description
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I have read and selected these activities to learn the unit objectives. My initials are worth 2 points.
My student has explained the unit activities. My initials are worth 2 points on the total.
Unit Assignments Grade (with teacher initials)
Unit Test Grade (with teacher initials)
Name: Grade: 7 Date: 8/29/02
Unit: Dictionary Skills (sample assignment completed by an advanced student)
All assignment work to be completed by: 9/3/02 (you determine with the students)
Directions: Examine the possible activities you can do to learn the unit objectives. Choose enough activities to earn your assignments grade for the week. You must select enough activities to earn at least a 75; you may also be instructed to do extra assignments to improve your grade. If an assignment is marked MANDATORY then you must try that activity. Staple all completed assignments to this sheet (in numerical order) and turn in before you take the unit test.
Grade Check Value Assignment Description
X 10 1. MANDATORY: Listen to lecture
X 10 2. MANDATORY: Produce notes from lecture
X 5 3. MANDATORY: Read HME 7 221-223, add vocabulary words to your notes.
2 4. Read 898 of Writers Inc. and cross-check to your notes. Notice the pink table; add it to your notes.
5 5. Group activity: guide words drill
5 6. Group activity: finding parts of dictionary entries
X 10 7. One on one conference: Show Mrs. Thrash the parts of a dictionary entry
X 15 8. Mini-poster: create a sample dictionary entry and label parts
15 9. Mini-poster: create a list of important terms for dictionaries
20 10. Write: given a silly word, create the complete dictionary entry
X 10 11. One on one activity: given a really hard word (Mrs. Thrash says it to you), try to find it in a dictionary (make appointment for this one)
X 5 12. Complete worksheet 353 (8th grade level work)
7 13. Complete worksheet 32 (9th grade level work)
X 5 14. Complete activity B in HME 7 page 222
20 15. Write: write a 100 word EAE essay on uses of a dictionary
20 16. Examine two different dictionaries; build a comparison chart
20 17. Examine two different dictionaries: build a contrast chart.
X 25 18. Create a 2 page report on the parts of a dictionary entry
5 19. Add illustration to that report
I have read and selected these activities to learn the unit objectives. My initials are worth 2 points. (student signs here)
My student has explained the unit activities. My initials are worth 2 points on the total. (family member signs here -- sometimes an older sibling will do it)
Unit Assignments Grade (with teacher initials) (all work stapled to this sheet)
Unit Test Grade (with teacher initials) (my initials makes it official)
(To be placed on the reverse of the assignments sheet)
Unit Title:Objectives for the Unit (what the student must learn):
Objectives match these state/local/national standards:
Evaluations (grades the student will receive in the unit)
· Assignment package -- based on completion of work and level of effort
· Unit test -- based on the objectives for the unit
· Grade equivalents:
0-69 = F
70-74 = D
75-84 = C
85-94 = B
95-100 = A
How family members can help the learner:
· Help the student decide on the appropriate activities
· Ask during the week about progress and offer to review
· Praise often and provide moral support
· Contact ECAS if you have questions and suggestions
Notes on using this:I based this on "layered curriculum". This form attempts to fulfill the following teaching objectives:
· Give students an organized schedule of events
· Provide students some freedom in planning their learning
· Allow for differences in learning styles
· Adjust for differences in learning ability
· Accommodate students with very active lives outside the classroom (they want good grades, and are willing to work, but have limited time in the evening for homework).
· Promote student responsibility for planning, organizing and completing tasks
· Limit worksheets and promote activities requiring higher thinking skills
· Allow family members a direct view of the activities and the objectives for the unitThis does not replace the lesson plan, but instead supports it. Check with your principal before instituting trying this system, and be prepared to explain it. My administration places a high emphasis on teaching to the state curriculum and the standardized tests -- my objectives sheet forces me to consider those needs carefully. Plan on plenty of time to explain this system to your students, since it may be more freedom than they may have had. If necessary, you can make most of the assignments mandatory with only a few options. Depending on your student/family support, be prepared to send a note home before starting the system.
Think very carefully about the amount of time and effort required for each activity. Have enough comprehension and application level activities to allow a student to pass with a D or C, but include specific activities at the analysis and synthesis level to push your B and A students. Be prepared to counsel students about their achievement levels, but encourage experimentation.
Have your lists of learning styles, thinking skills, remediation and enrichment activities, and presentation methods available. This system will stretch your creativity and that of your students.
Schedule the group and whole class activities throughout the week; otherwise all the activity will be on Tuesday and Friday, and your students will be desk bound on the other days. Be flexible.
Circulate in the classroom -- checking on student progress, and offering to jumpstart on the harder activities. Encourage them to set appointments with you for one-on-one presentations.
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