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Can You Teach Me?

High School, Interdisciplinary

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Description of Unit

Part of the path to becoming an expert in a field of study is having the ability to teach others a skill. For this task, high school students from English language arts, principles of education and training, instructional practices, principles of arts, audio/video technology, communications, and social media marketing courses will learn a new skill in an area of interest. As they develop this new skill, they will also learn about the behaviors and practices of effective educators. Students will demonstrate these best practices in education by creating a unique lesson that teaches their newly acquired skill. They will teach their lesson using an online, social media, or technology platform (or through another creative or unique presentation format). By teaching a newly acquired skill, students will demonstrate teacher and trainer characteristics that promote an effective learning environment. 

This guide links the Can You Teach Me? unit to the Texas Essential Knowledge and Skills for high school students. Can You Teach Me? is an interdisciplinary unit that allows students to explore a career in education by learning a new skill and then teaching it in an introductory lesson to others through a podcast or online course. The task has connections to English language arts and career and technical education courses, such as Principles of Education and Training, Instructional Practices, Social Media Marketing, and Principles of Arts, Audio/Video Technology, and Communications. Students will research and learn a new skill. Using education best practices, they will analyze, evaluate, communicate, and teach other students that skill. The students will teach others an introductory lesson on an online, social media, or technology platform. The following document includes the applicable TEKS and the details of the Can You Teach Me? unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008. 

Phase I. Learning Experiences

  1. As a class, students will consider the question: “What makes an effective educator?” They will begin a discussion about the best teachers they have ever had. The following questions may fuel the discussion: 
    1. What makes an effective teacher? 
    2. What qualities, abilities, and characteristics set them apart from an average teacher? 
    3. How do good teachers motivate students? 
    2. Students will choose one word that represents the ethos of a great teacher, and write a sentence that defends why that word bests fits the ethos of an effective educator. 

    Students will then consider the attributes of great teachers. In small groups, ask students to draw or design their version of a “Super Teacher.” The groups will label the “Super Teacher” with the characteristics or “superpowers” of the very best teachers they know. 
  2. Students will view a news story that features an outstanding teacher. They can search online for one of the many stories that have been featured or consult these resources: 

    Comparing the videos to their own experiences, students will look for patterns in the qualities of effective teachers. Students should consider different perspectives as well; they should think about teachers in specific subjects; elementary vs. secondary teachers; honors-level vs. on-level teachers. Do characteristics change depending on the teacher’s assignment or subject area?

    Students will revise or rethink their “Super Teacher” after viewing the news stories and considering the patterns and qualities of great teachers.

  3. The teacher should share their own planning process with students. Show the students lesson-plan templates, lesson books, and resources that are used in planning classes. Share timelines and an academic calendar so that they get an idea of what goes into planning a lesson and just how much time is required. Introduce them to the Texas Essential Knowledge and Skills (TEKS) and explain how lessons are built around the TEKS. Finally, demonstrate the self-evaluation process and how they might revise a lesson before, during, and after the class. 
  4. Students will find a mentor teacher, trainer, or coach who they might shadow for a few days. Students should develop a series of at least 20 questions about planning, instruction, and assessment that they want to ask their mentors. Students should keep a research log of notes and a journal of their observations. Example questions that the students can ask their mentors include the following:
    1. How do you know students have learned what you are teaching?
    2. Where do you find resources?
    3. How long does it take to develop a lesson?
    4. How do you revise a lesson after trying it out?  
    Students should keep a research log of notes and a journal of their observations.
  5. Individually or in small groups, student will look for recent trends in instruction, teaching, and presenting information. How has technology and social media become a driving force in modern education? Students will come up with a unique, innovative, clever, or unusual format to deliver and teach a lesson. Students may consider using online courses, podcasts, YouTube videos, Facebook Live feeds, animation, or other technology and social media formats to present their information. Students should think about how the format can be transferred to other areas and nontraditional settings outside of school. How might government entities, outreach centers, or nonprofit organizations use the format to reach people? 
  6. Students or student groups will take a concept from one of the classes they are currently taking and create a short, three- to five-minute presentation using the format they have explored. The purpose is to have students become familiar with the technology or delivery system, not to produce a polished product.
  7. Each student will consider a skill or task he or she has always admired, but currently does not know how to do. It could originate from a hobby, interest, or passion of the student, but the skill or task should be something at which he or she is a complete novice. For example, the student might want to learn to play an instrument, animate a character, throw a curveball, cook a meal, juggle, or make an outfit. The possibilities are limitless, but the student will have to create a project timeline that sets realistic goals.
  8. Give students adequate time to research, play, and practice the new skill they want to acquire. Encourage them to try two or three options. Allow time for them to share and talk about their findings with fellow students. Ask the students to develop a realistic timeline for learning the skill, predicting when they will know the skill at a level high enough to teach an introductory lesson. 
  9. Students will practice their skill diligently until they become adept at it. They will then take one of the unique, innovative, clever, or unusual formats they have practiced and use it to teach an introductory lesson on their newly acquired skill. 

Phase II. Independent Research

A. Research process 

  1. Selecting a topic. Each student will practice and explore several potential skills that he or she would like to learn. The student will narrow his or her focus to the one skill that he or she can practice and perform at a high-novice level within the timeline. The student will need to select a skill and presentation format that work well together. For example, it might be difficult to teach a visual task, such as tying fishing knots, on a podcast. 
  2. Asking guiding questions. Once the student has decided on a skill to practice and a format to teach that skill, he or she should develop five to seven guiding questions to direct research. Examples to consider include the following:
    1. Who is my audience, and will the skill I am trying to teach them be developmentally appropriate?
    2. What purpose does learning this skill serve?
    3. What are my short-term and long-term learning objectives?
    4. What impact does the mode of presentation have on the learner?
    5. What characteristics of an exceptional teacher do I need to implement to ensure my audience learns the skill?
    6. What will be the specific focus of my introductory lesson?
    7. What kind of assessment will I use to make sure my students are successful?
  3. Designing a research proposal. The student should include the following components in the research proposal:
    1. An overview of the skill the student wishes to learn
    2. The media format through which the student will teach the information
    3. Guiding questions to research and consider (these will be the foundation of the lesson)
    4. A list of potential primary and secondary sources to consult
    5. A working timeline or checklist to help the student map out and budget time
    6. A plan for finding teaching templates or presentations to use as a model for the product (students should consider the advantages and disadvantages of various presentation styles
  4. Discussing progress. The student will provide the teacher with periodic updates to discuss confusion, changes, and direction. These meetings can be used to encourage and bolster risk-taking and problem-solving skills in the student.
  5. Creating a timeline. Revising the timeline created in Phase I, the student will map out goals and deadlines for the project. The student should understand that good teachers develop and utilize productive work habits, such as organization, time management, and initiative.


B. The product 

Through an online, social media, or technology platform (or another creative or unique presentation format), each student will present an introductory lesson that teaches a newly acquired skill.

Resources:



C. Communication 

The student will teach an introductory lesson on a skill of his or her choice. The presentation to the class will be 20–30 minutes and use effective educator techniques. The audience, acting as the students being taught, will be given 10 minutes to ask unscripted questions. Audience members may also take the role of education administrators watching a teacher work. If the format does not require direct teacher instruction to the audience, the student may demonstrate his or her chosen lesson format, explaining how students learn in the process. 


D. A completed project consists of: 

  1. A research proposal
  2. A journal, research log, note cards, or resource process sheet
  3. A written reflection of how the student views education differently now that he or she has seen the perspective of a teacher
  4. A Work Cited page
  5. A unique introductory lesson that teaches a new skill through online or social media platforms

Teachers should use the TPSP High School/Exit Level Rubric to assess each standard of the student’s learning and follow up with the student on where the product falls on a scale of novice, practitioner, expert, innovator, or originator.

This unit may address the following TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.31(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.31(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.31(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.31(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.31(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.31(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.31(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.31(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.31(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.31(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.31(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.

110.32, English Language Arts and Reading, English II

110.32(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.32(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.32(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.32(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.32(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.32(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.32(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.32(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.32(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.32(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.32(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.32(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.32(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.

110.33, English Language Arts and Reading, English III

110.33(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.33(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.33(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.33(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.33(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.33(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.33(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.33(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.33(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.33(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.33(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.33(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.33(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.

130.82, Principles of Arts, Audio/Video Technology, and Communications

130.82(c)(1)
The student demonstrates professional standards/employability skills as required by business and industry.
130.82(c)(1)(B)
demonstrate professional standards and personal qualities needed to be employable such as oral and written communication, leadership, teamwork, appreciation for diversity, conflict management, customer service, work ethic, and adaptability;
130.82(c)(2)
The student applies English language arts in Arts, Audio/Video Technology, and Communications projects.
130.82(c)(2)(A)
demonstrate use of content, technical concepts, and vocabulary;
130.82(c)(2)(B)
use correct grammar, punctuation, and terminology to write and edit documents;
130.82(c)(2)(D)
compose and edit copy for a variety of written documents;
130.82(c)(2)(E)
evaluate oral and written information;
130.82(c)(2)(F)
research topics for the preparation of oral and written communication.
130.82(c)(3)
The student applies professional communications strategies.
130.82(c)(3)(A)
adapt language structure and style for audience, purpose, situation, and intent;
130.82(c)(3)(B)
organize oral and written information;
130.82(c)(3)(C)
interpret and communicate information, data, and observations;
130.82(c)(3)(D)
deliver formal and informal presentations;
130.82(c)(3)(E)
apply active listening skills to obtain and clarify information;
130.82(c)(3)(F)
develop and interpret tables, charts, and figures to support written and oral communications;
130.82(c)(3)(G)
listen to and speak with diverse individuals;
130.82(c)(4)
The student understands and examines problem-solving methods.
130.82(c)(4)(A)
employ critical-thinking skills independently and in groups;
130.82(c)(4)(B)
employ interpersonal skills in groups to solve problems.
130.82(c)(5)
The student uses technology applications when completing Arts, Audio/Video Technology, and Communications projects and processes.
130.82(c)(5)(A)
use technology applications such as social media, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for Arts, Audio/Video Technology, and Communications projects;
130.82(c)(7)
The student understands principles of audio/video production.
130.82(c)(7)(A)
apply knowledge of audio and video script production;
130.82(c)(7)(B)
discuss the impact of audio and video selection on human emotion;
130.82(c)(7)(D)
demonstrate various videography techniques, including picture composition, video composition, audio composition, editing, and delivery;
130.82(c)(15)
The student identifies and develops leadership characteristics.
130.82(c)(15)(A)
identify leadership characteristics;
130.82(c)(16)
The student applies ethical decision making and understands and complies with laws regarding use of technology in arts, audio/video technology, and communications.
130.82(c)(16)(A)
demonstrate an understanding of ethical conduct related to interacting with others such as maintaining client confidentiality and privacy of sensitive content and giving proper credit for ideas;
130.82(c)(16)(F)
identify and demonstrate positive personal qualities such as flexibility, open-mindedness, initiative, listening attentively to speakers, willingness to learn new knowledge and skills, and pride in quality work.
130.82(c)(17)
The student understands communications strategies as they relate to arts, audio/video technology, and communications.
130.82(c)(17)(A)
adapt the language and design of a project for audience, purpose, situation, and intent;
130.82(c)(17)(B)
organize oral, written, and graphic information into formal and informal projects;
130.82(c)(17)(C)
interpret and communicate information for multiple audiences;
130.82(c)(17)(D)
collaborate to create original projects, including seeking and responding to advice from others such as peers or experts in the creation and evaluation process.
130.82(c)(18)
The student uses a variety of strategies to plan, obtain, evaluate, and use valid information.
130.82(c)(18)(A)
obtain print and digital information such as graphics, audio, and video from a variety of resources while citing the sources;
130.82(c)(18)(B)
evaluate information for accuracy and validity;
130.82(c)(18)(C)
present accurate information using techniques appropriate for the intended audience.
130.82(c)(19)
The student applies technical skills for efficiency.
130.82(c)(19)(A)
employ planning and time-management skills to complete work tasks;
130.82(c)(19)(B)
use technology to enhance productivity.

130.162, Principles of Education and Training

130.162(c)(1)
The student demonstrates professional standards/employability skills as required by business and industry.
130.162(c)(1)(A)
demonstrate written communication;
130.162(c)(1)(C)
practice various forms of communication such as verbal and non-verbal communication used in educational and career settings;
130.162(c)(1)(D)
exhibit teamwork skills;
130.162(c)(1)(E)
apply decision-making skills;
130.162(c)(1)(F)
implement problem-solving techniques;
130.162(c)(1)(H)
develop leadership skills;
130.162(c)(1)(I)
demonstrate professionalism;
130.162(c)(1)(J)
develop effective work ethic practices.
130.162(c)(2)
The student explores education and training careers by such means as shadowing, interviewing, career interest inventory, researching, and/or self-reflection.
130.162(c)(2)(C)
recognize the impact of career choice on personal lifestyle;
130.162(c)(2)(D)
develop productive work habits such as organization, time management, and initiative;
130.162(c)(4)
The student explores careers in the teaching and training program of study.
130.162(c)(4)(B)
describe typical personal characteristics, qualities, and aptitudes of professionals in the field of teaching and training;
130.162(c)(4)(C)
investigate education or training alternatives after high school for a career choice within the student's interest areas;
130.162(c)(7)
The student experiences authentic education and training opportunities.
130.162(c)(7)(A)
experience educator duties and responsibilities through activities such as assisting, shadowing, or observing;
130.162(c)(7)(B)
develop instructional materials such as visuals, teacher aids, manipulatives, lesson components, and mini lessons;
130.162(c)(8)
The student explores options in education and career planning.
130.162(c)(8)(D)
identify and compare university programs and institutions that align with interest areas.

130.164, Instructional Practices

130.164(c)(1)
The student demonstrates professional standards/employability skills as required by business and industry.
130.164(c)(1)(A)
demonstrate written communication;
130.164(c)(1)(B)
perform job-appropriate numerical and arithmetic application;
130.164(c)(1)(C)
practice various forms of communication such as verbal and non-verbal communication skills used in educational and career settings;
130.164(c)(1)(D)
exhibit teamwork skills;
130.164(c)(1)(E)
apply decision-making skills;
130.164(c)(1)(F)
implement problem-solving techniques;
130.164(c)(1)(G)
acquire conflict management skills;
130.164(c)(1)(H)
develop leadership skills;
130.164(c)(1)(I)
demonstrate professionalism;
130.164(c)(1)(J)
develop effective work ethic practices.
130.164(c)(2)
The student explores the teaching and training profession.
130.164(c)(2)(B)
determine and implement knowledge and skills needed by teaching and training professionals;
130.164(c)(2)(C)
demonstrate and implement personal characteristics needed by teaching and training professionals;
130.164(c)(2)(E)
investigate possible career options in the field of education and training;
130.164(c)(2)(F)
discuss teaching and training in non-traditional setting such as those in corporations, community outreach, nonprofits, and government entities;
130.164(c)(3)
The student understands the learner and the learning process.
130.164(c)(3)(A)
relate and implement principles and theories of human development to teaching and training situations;
130.164(c)(3)(B)
relate and implement principles and theories about the learning process to teaching and training situations;
130.164(c)(3)(C)
demonstrate and implement behaviors and skills that facilitate the learning process;
130.164(c)(3)(D)
explain the relationship between effective instructional practices and learning differences, learner exceptionality, and special-needs conditions.
130.164(c)(4)
The student interacts effectively in the role of an educator.
130.164(c)(4)(A)
demonstrate effective interaction skills with stakeholders such as students, educators, parents/guardians, community members, and other professionals;
130.164(c)(5)
The student plans and develops effective instruction.
130.164(c)(5)(B)
explain the rationale for having a fundamental knowledge of the subject matter in order to plan, prepare, and deliver effective instruction;
130.164(c)(5)(D)
describe principles and theories that impact instructional planning;
130.164(c)(5)(E)
create clear short-term and long-term learning objectives that are developmentally appropriate for students;
130.164(c)(5)(F)
demonstrate lesson planning to meet instructional goals.
130.164(c)(6)
The student creates an effective learning environment.
130.164(c)(6)(A)
describe and implement a safe and an effective learning environment;
130.164(c)(6)(B)
demonstrate teacher and trainer characteristics that promote an effective learning environment;
130.164(c)(7)
The student assesses teaching and learning.
130.164(c)(7)(A)
describe the role of assessment as part of the learning process;
130.164(c)(7)(B)
analyze the assessment process;
130.164(c)(7)(C)
use appropriate assessment strategies in an instructional setting.
130.164(c)(8)
The student understands the relationship between school and society.
130.164(c)(8)(B)
recognize and use resources for professional growth such as family, school, and community resources;
130.164(c)(8)(C)
collaborate with stakeholders such as family, school, and community to promote learning.
130.164(c)(9)
The student develops technology skills.
130.164(c)(9)(A)
describe the role of technology in the instructional process;
130.164(c)(9)(B)
use technology applications appropriate for specific subject matter and student needs;
130.164(c)(9)(C)
demonstrate skillful use of technology as a tool for instruction, evaluation, and management.
130.164(c)(12)
The student documents technical knowledge and skills.
130.164(c)(12)(A)
update professional portfolio components such as resume, samples of work, service learning log, assessment results, and mock scholarship applications;
130.164(c)(12)(B)
present the portfolio to interested stakeholders.

130.385, Social Media Marketing

130.385(c)(1)
The student demonstrates professional standards/employability skills as required by business and industry.
130.385(c)(1)(A)
communicate effectively with others using speaking, listening, and writing skills;
130.385(c)(1)(B)
demonstrate collaboration skills through teamwork;
130.385(c)(1)(C)
demonstrate professionalism by conducting oneself in a manner appropriate for the profession and workplace;
130.385(c)(1)(D)
demonstrate a positive, productive work ethic by performing assigned tasks as directed;
130.385(c)(1)(E)
show integrity by choosing the ethical course of action and complying with all applicable rules, laws, and regulations;
130.385(c)(1)(F)
demonstrate time-management skills such as prioritizing tasks, following schedules, and tending to goal-relevant activities in ways that use time wisely and optimize efficiency and results;
130.385(c)(2)
The student knows the nature and scope of social media marketing.
130.385(c)(2)(C)
identify the various social media platforms and purposes;
130.385(c)(2)(F)
understand how the development of social media has shaped online media and communications;
130.385(c)(4)(D)
identify potential risks, advantages, and limitations of digital marketing tools.
130.385(c)(6)
The student demonstrates how to use social media as a marketing tool.
130.385(c)(6)(C)
analyze, evaluate, and communicate information effectively through the use of social entertainment platforms such as YouTube, Flickr, and Vine as marketing tools;

This unit may address the following Texas College and Career Readiness Standards.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.
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