|High School Curriculum Map|
|2003/2004 School Year|
|Teacher Class:||Barbara Castro||Global Business|
utilize a variety of software programs to
manipulate, analyze and produce data. (Career Preparation-Business
Core-Benchmark1.6.1) Basic Operations and concepts; Students demonstrate a
sound understanding of the nature and operation of technology systems;
Students are proficient in the use of technology. (ISTE/NETS) 1.0 Word
Analysis, Fluency, and Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new words
encountered in reading materials and use those words accurately.
|How to orient students in various computer programs for business and use of the internet||Copy, cut, format commands; bold italic, underline, indenting paragraphs; formatting, tabs, explore commands; format disk, new folder, moving folders, copying files; copy various files and developing files and format styles, renaming files||Develop simple letters; formatting letters; addressing envelopes; develop correspondence; answering the phone and taking messages; Research Stock market and other information from the WEB.||Project oriented. Each week an assignment is given to the class. Completion is one week. All work can be done in class with additional research material from home.|
communications-To discuss the skills necessary for communicating in an
international, pluralistic business environment (Career Preparation-Business
Core-Benchmark 1.6.4)Technology innovations-examine the role of technology in
future business applications. (Career Preparation-Business Core-1.6.9) Social
issues-discuss the technological issues of ethics and etiquette as they
relate to emerging technologies and the impact on society. Career
Preparation-Business Core-1.6.8)2.0 Reading Comprehension (Focus on
Informational Materials);2.1 Analyze the structure and format of functional
workplace documents, including the graphics and headers, and explain how
authors use the features to achieve their purposes.
||How to identify and demonstrate use of computer hardware and peripherals||Identify and explain use of computer software; identify and use operating systems; input and retrieve information; understand the importance of lifelong learning in adapting to changing technology;||Exploring the internet; developing understand of email and various communication needs of the NEW office setting; email correspondence; writing family and friends; email attachments; Sending a graphic; developing graphic and photos for internet publication||Project oriented. Each week an assignment is given to the class. Completion is one week. All work can be done in class with additional research material from home.|
Positive Attitude role play a work situation to demonstrate positive working
relationships with customer, employers and employees (Career
Write business letters;. Provide clear and purposeful information and
address the intended audience appropriately;
Use appropriate vocabulary, tone and style to take into account the
nature of the relationship with and the knowledge and interest of the
recipients.; Follow a conventional style with page formats, fonts, and
spacing that contribute to the documents readability and impact. (HSEE
Language Arts Blueprint)2.0 Reading Comprehension (Focus on Informational
Materials)2.6 Demonstrate use of sophisticated learning tools by following
technical directions(e.g., those found with graphic calculators and
specialized software programs and in access guides to World Wide Web sites on
|How students will prepare for conflicts and solutions; Self-esteem and self examination.||Develop positive attitudes in letters; emails; daily interaction; write thank you notes; letters of appreciation.||Acts of Kindness- Each day say something nice, do something nice and have a positive attitude; track your Acts of Kindness; complete in 30 days; Sent thank you notes to imporant people in your life; write various letters.||Project oriented. Each week an assignment is given to the class. Completion is one week. All work can be done in class with additional research material from home.|
|September||Career Exploration explore career opportunities in each monthly career theme. investigate required education; training experience; life experience; develop an individual educational plan for each student to explore. (Career Preparation-Business Education, California Department of Education.)||How will students understand the career preparation and job acquisition skill||Explore career opportunities and projected trends, investigate required education, training and experience and develop and individual education plan||Identify steps for setting goals and writing personal goals and objectives; Goal timelines; Develop your own skills and abilities list; Develop personal success list.|
Management prioritize working to fulfill responsibilities, meet deadlines,
and achieve personal satisfaction (Career Preparation-Business Education);
Routinely and efficiently use online information resources to meet needs for
collaboration, communications and productivity. (National Educational
Technology Standards-NETS/ISTE)Reading Standards-2.2 Prepare a bibliography
of reference materials for a report using a variety of consumer,workplace,
and public documents
||How can students examine the aptitudes that relates to career options; relate personal characteristics and interest to educational and occupational opportunities.Discuss small business and marketing.||For students to develop interest assessment; To have students understand and adapt to changing technology; to identify and demonstrate use of computer hardware and peripherals; to have students identify and use operating systems; to have students input and retrieve information; to have students understand the importance of lifelong learning in adapting to changing technology.Fibonnacci. computer Skills developed will be HTML WEB pages; DOS systems; Windows structures; Development of repairs and Maintenance.||Marketing you business for success; understanding the Marletplace; The World of E-commerce; The automated Supply Chain; Starting a business on-Line; The beginning of a Virtual WEB page Business.||1. Develop Marketing Plan, Develop a Price Quility Plan; Develop Marketing Tips; Promotion and Advertising.|
|October||Business and Marketing Plan (Career Preparation-Business Core-Benchmark 1.2.2) Students present polished format and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0- 2.0 Speaking Applications, (Genre and their Characteristics, 2-1, 2.5)||How to understand the Fibonacci Sequence and how it effects all of us.Develop a Marketing Plan.Understanding the Marketing and Business plans.||To read; understand; analyze, and develop English grammar and legal terminology for daily use in business and personal affairs; Demonstrate the use of various methods of communications, research, compose and orally present information using appropriate information concerning the law. To have the student work cooperatively, shape responsibilities, accept supervision and assume leadership roles.Computer Skills developed use of the hard drive; installation of hard drive; installation of A drive; basic HTML programming.||Sheets on Marketing your Business for Success; The Marketing Plan; The New World of E-Commerce; Starting an On-Line business. Activites sheets given weekly to be completed.|
|October 1.1||Business Ethics; to define business ethics and explain the importance of ethical standards and social responsibilities in the business environment and daily life. (Career Preparation-Business Education-Benchmark 1.2.1) Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purpose. (HSEE Language Arts)||How will our educational system prepare our student for various complex life situations as it pertains to the business and business needs? If you could develop a plan for a business how would you do this?||Research skills; Computer skills; English development; develop basic business correspondence; research on the internet or library various business situations; Vocabulary builders and anaylsis business needs.Computer skills developed will be Microsoft word and Microsoft Powerpoint||Answer in complete sentences and multiple choice complex packets for Developing your own business; Develop HTML sheets; Develop your own WEB pages; Conmplete packet on Consumer Rights.|
for the Foundations of Basic Concepts; Marketing Environment. (Career
Preparation-Business Education-Business Law)1.0 Word Analysis, Fluency, and
Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. READING: Vocabulary and Concept Development
1.1 Trace the etymology of significant terms used in political science and history.
1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of scientific and mathematical terminology.
1.3 Discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences
|How to open up awareness of various career positions and the need for a strong educational base? How do you forecast future business success's?||Recognize the importance of good reading, writing, math, and keyboarding skills in the business environment and implement a plan for self improvement as needed; Exhibit critical and creative thinking skills and logical reasoning skills; Recognize problem situations; identify, locate and organize needed information or data; and propose, evaluate and select from alternative solutions. Structure your answers||Packets to be answered on the Marketing Environment; vocabulary word builders for business; Packets on target markets' Packets on Strategic targets for Marketing;Discusses on competitors, population pattersn, beliefs of groups, and ethical behavior of business.|
United States Business system as our framework we will develop teamwork by
developing the ability to work in teams by participating in group activities.
(Career preparation -Business Education-Benchmark 1.5.6) Deliver reflective
presentations.(2.0 Speaking Applications Genre and Their Characteristics,
2.1, 2.5) Reading Standards-Structural Features of Informational Materials
2.1 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.
|How to have students analyze a story that has legal ramifications and develop a awareness of various legal terminology and situations||Develop Excel spreadsheets for business related plans; Read and comprehend business and marketing in a World market; Developing graphics for computer graphic skills; Using Word and Power Point for computer marketing skills; Develop a well constructed poster for selling and tracking sales. by using the computer and marketing tools||Excel spreadsheets as it relates to our business plan; development of computer intregration of programs as Word, Excel, Powerpoint and Access. Beginning network work and netmeeting setups|
|November 1.1||Nonverbal Communications to identify and use nonverbal communications in a group activity. (Career Preparation-Business Core-Benchmark 1.1.5) Oral communications and orally present information using appropriate language, style and format; utilize different communication techniques to address the intended audience appropriately (Career Preparation-Business Core-Benchmark 1.1.6); Collaborate with peers, experts, and others to contribute to a contenting related knowledge base by using technology to compile=, synthesize, produce, and disseminate information, models and other creative works (NETS/ISTE)||To have students work in a cooperative behavior to discuss the legal ramifications of Jack in the Beanstalk.||Understand principles of effective communications; read and implementing written instructions; present a positive image through verbal and nonverbal communications through use of appropriate methods; demonstrate proper etiquette in a legal setting; Demonstrate writing skills; editing skills; write; proofread; and edit legal and business correspondence|
|January 1.1||Analyze the way in which a work of literature is related to the themes and issues of its historical period. ( HSEE Language Arts Standards); Economic Culture-explain how culture affects economic practice and business ethics. (Career Preparation-Business Core) Reading Comprehension (Focus on Informational Materials- 2.2) Analyze the way in which clarity of meaning is affected by patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the test)||How to have students aware of various ethnic and cultural groups. To begin an understanding of Equal Opportunity; Civil rights; Affirmative Action; Harassment in the workplace.||Write biographical narratives; relate a sequence of events and communicate the significance of the events to the audience; locate scenes and incidents in specific places; Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. (HSEE Language Arts) Use of Word and Powerpoint. The intergration of the internet and research tools.||Research African America's on the internet; complete questions on 25 famous African Americans; Research on the internet various WEB sites that have biographical information on the assigned African Americans; Why do you think African Americans experience tendencies in our society?; Do you think people are still racist? To who and why?; What is Racial Profiling?; What importance has the African American brought to our society?; To a Future Free of Bias; Do you remember reading or hearing phrases as "Sit cross-legged like Indians", Single file, "Indian style", "Playing cowboys and Indians"; Like a bunch of wild Indians." What does this means?; Why did White American Indians lands were taken?; Name two famous American Indians;|
|Write a biography about them; What are the tribes that live Santa Cruz county?" Where are the burial lands of these tribes?' How do you feel we have treated American Indians?; Quiz on African Americans and other ethnic groups.|
demonstrate the ability to work and communicate effectively with persons of
different ethnicities and culturally diverse backgrounds. (Career
Preparation-Business Core); Social, ethical and human issues; students
understand the ethical, cultural, and societal issues related to technology.
(NETS/ISTE) Reading Comprehension, (Focus on Informational Materials,
2.1,2.6; 2.3, Verify and clarify facts presented in other types of expository
texts by using a variety of consumer, workplace and public documents.Reading
standards- Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.
2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents.
2.4. Make warranted and reasonable assertions about the author's arguments by using elements of the text to defend and clarify interpretations.
2.5 Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.
|How will students best understand rights. Ethnic groups, inter-personnel relationships, and business relationships in the workplace.||Effectiveness compose oral and written business communications that demonstrate the use of critical thinking, decision making and problem solving skills. ( Career Preparation-Business Core) Students often fail to feel and understand the impact of racial, cultural, and or socio-economic intolerance in their own lives in relation ship to other individuals. For this reason this lesson is intended to deliver a vivid portrayal of intolerance and inequality as well as provoke a response to various types of intolerance that exist in our multi-cultural society. Using the internet for research correlate various research areas for organizing a term paper.||Intent
of this lesson is provide various activities that will provide the student
with a deeper understanding of relationships and intolerance that has existed
in our society both past and present. Because teachers should be story
tellers, we must provide education that can be seen felt, tasted, heard,
smelled and touched. It is only through a deeper understanding of the diverse
people around us will be begin to realize success in solving the worlds most
elusive problem. How do you feel about any incidence of intolerance or
- Students will gather information on minorities and their importance in our cultures
communications-orally present information using appropriate language, style
and format, utilize different communication techniques to address the
intended audience appropriately. (Career preparation-Business Core) 1.0
Written and Oral English Language Conventions; 1.3 Demonstrate an
understanding of proper English usage and control of grammar, paragraph, and
sentence structure, diction and syntax; 1.4 Produce legible work that shows
accurate spelling and correct use of the conventions of punctuation and
capitalization. Reading Standards-Expository Critique
2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion).
|How will our students deal with interrelationships of Business Operations. (Career Preparation-Business Core)||To have students analyze and write about rules of behavior for conflict resolution, procedures for successful integration into the business would with an understanding of all various cultures.||Example: 1. How do you feel about any incidence of intolerance or injustice (Racism, Sexism, Ageism, ETC.) 2. What is the Equal Opportunity Bill? Read on the Internet what the Equal Opportunity Bill is? You may look it up in the library also. Write two paragraphs about the Equal Opportunity bill. How will this affect you?|
|ACTIVITIES: 1. What is the Civil Rights Bill of 1964? Write three paragraphs about the Civil Rights Bill of 1964. Answer these questions along with your paragraphs please. 1. Why was the death of John F. Kennedy harmful to civil rights? 2. What president delivered the Civil rights bill to the House of Representatives? 3. Make sure you include Section 201, 202, and 203 of the Civil rights law. 4. What are some laws that protect you in the work place? 5. What is Affirmative Action> 6. Who was Hitler? What is a Jew? Is there another person who depicts hatred as did Hitler? Name that person or group.|
|Analyze the Novie- Higher Learning - Racism - Sexism- Religious differences- Ageism- any other ":ism" can be seen in many places; at home, at school, in the streets. Please look at this movie. Answer these questions as you analyze the movie. 1. Maleek, the athlete was depicted as what kind of person? 2. The professor was depicted as what type of a man? The African American professor wanted the black students to understand what in this movie? 3. The long time student, " Ice Cube", was depicted as what type of person? What was his theory on racism and blacks in our society? 4. The white man, Remy, from Iowa, was depicted how? What happen to him? Why did he "bound" with other white men, who invited him into their group? 5. The African American running team had a goal in college. What was it? 6. The Black women, who was an athelete, had a goal, what was it? 7. How do you feel about white supremacy groups? Do you think that this could happen or does it happen? 8. How important is education to any person?|
|8. How important is education to any person?|
|9. The girl with the bleached hair in the beginning of the movie, Christine, had a way of looking at school in the beginning of the movie, what was it? What transferred her from a na´ve women to someone who thought?|
|10. How do you see the campus police? Realistic or not?|
|11. When the professor discussed with the athlete, Maleek, how to make it in our society, the athlete said he would run fastest. What did this mean, besides physically running fast? 12. What is a non-sexist society?|
|13. In the movie, we had issues of racism, sexist, sexual preference, religion, and various other cultural questions. Which one of these do you feel important? Or does all these seem important? Why? Think?|
|14. What did the campus police do right or wrong through out the movie?|
|15. Wayne, the white roommate of Maleek, was depicted as what type of person? How was his character displayed? Why did Maleek move out of his room with Wayne? Explain. THINK.|
|16. There was a shooting. Who shot the gun? What happen? Why did the African American women, Maleek's girl friend, who was shoot, yell WHY? What did Why mean?|
|17. As Meleek and Remy fought after the shooting you will see a picture of George Washington and stained glass windows behind Remys head. What does this mean to you? What type of symbolize does this depict?|
|18. Why was Remy sorry? What happen to him in the end?|
|19. What was the conclusion to this movie? Moral message? Unmoral message? Value? Lesson? Explain.|
|20. As the titles are rolling you see on the screen the words, UNLEARN. What does unlearn really mean? Think.|
technical documents; report information and convey ideas logically and
correctly ; offer detailed and accurate specifications; include scenarios,
definitions, and examples to aid comprehension; Understand sentence
construction; consistency of verb tenses; (HSEE Language Arts) Systems-use
systems thinking to discuss the impact of cultural, organizational,
technological and behavioral characteristics on the selection of
communication strategies and methods. (Career Preparation-Business Core)
Reading Standards & Writing standards-1.0 Writing Strategies
Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process.
Organization and Focus
1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments.
1.2 Use point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes.
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.
1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action.
1.5 Use language in natural, fresh, and vivid ways to establish a specific tone.
|To have our students understand and work within a business frame work; Addresses the full range of learners in classrooms, with specific attention being given to language arts instruction and the learning needs of English Learners, special education students, students with learning difficulties, and advanced learners. The framework addresses students with special needs at both ends of the academic continuum; that is, those who enter with less-than-adequate skills and struggle to develop||All
students will utilize comprehensive instructional materials that address all
of the language arts; some students will need extra assistance to
successfully complete grade-level content; Increase background knowledge and
prerequisite skills and concepts for all lessons in class will be completed;
Skills will be provided for additional vocabulary development opportunities
by introducing new words into conversation. ---Provide additional practice,
as vignette; depict.
-Assist students in organizing and sorting tasks within assignments; Re-teach previously taught material.
-Vary the pacing -Why I gave you this lesson Week 1, 2, 3, 4, 5 AC
Yea, youre right it is a learning experience. But in our lives sometimes we dont analyze what is happening around us. Sometimes we need to do this. We will be continuing with work place issues. But how do we get there? We take what we learn everyday and use it in work. If you dont go to school everyday will you make a good employee? If you dont finish your work in school will you make a good worker?
one or all of the following familiar tales, or using your own CREATIVITY,
develop a monologue, talk show, or a vignette from your group. These Children
stories actually discuss an incident of intolerance due to racist, cultural,
and or socioeconomic reasons. Three people only to a group.You can do a play
or discussion with the class about the difference you will see in life.
Everyone will need to do this assignment. The discussion for each group need
last only 5 minutes. The dialogue for this activity can come from actual
speeches made by characters in history, (Martin Luther King, Abraham Lincoln,
John F. Kennedy, Caesar Chavez, Frances Willard, or literature, or personal
information. Please note you should use the Childrens stories below if you
need a reference. Please discuss with me a theme you would like to explore.
Otherwise, if you have not discussed this with me please keep to the game
plan.You have two weeks to complete this poster. This poster will be
submitted the end of 5th week.
|In the greater picture this assignment is also part of the local, state and federal guidelines for various information you should know. Let me enlighten you to the benchmarks, What your learning in school is to be a good productive citizen. Many times some of us have issues. We need to see those issues and resolve our conflicts.||fundamental competence and those who enter with advanced skills that require curriculum modifications to foster optimal achievement. (State Board Policy on K-8 Instructional Materials for English Learners)||Because Students and English Learners may not have access to the same cultural knowledge as English speakers do in order to analyze political assumptions, teachers may need to provide the learners with additional information. Students and English Learners may not have acquired the grammatical structures and vocabulary needed to complete literary analyses.||Answer questions on Defining Culture; Expl|
Standard Career Preparation Business Education; 1.1.1 Diversity-
demonstrates the ability to work and communicate effectively with persons of
difference to ethnicities and culturally diverse backgrounds. 2.3 Write
expository compositions, including analytical essays and research reports;
Marshal evidence in support of a thesis and all related claims, including
information on all relevant perspectives. Reading and Writing standards -
Research and Technology
1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources).
1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).
1.8 Integrate databases, graphics, and spreadsheets into word-processed documents.
|How will we have students set "Goals and objectives for student learning and development flow from the school's vision and include expectations for high academic achievement, citizenship, and preparation for life and work for all students. Curriculum, instruction, assessment, scheduling, staff development, hiring and student advising are designed to promote student success." (NAHS Elements for High School)||Understanding Economic problems; Understand Decision Making Process;Understand principles of effective interpersonal skills, conflict and resolutions and negotiation; 1. Demonstrate cooperative working relationships and prepare etiquette across gender and cultural groups; c. Understand the importance of good academic skills, critical thinking and problem solving skills in the workplace; 4. Exhibit critical and creative thinking skills and logical reasoning skills; 5. Recognize problem situations; identify, locate and organize needed information or data; and propose, evaluate and select from alternative solutions.||Here are some books to look at for discrimination: A. Three Little Pigs: Why did the Wolf seek to destroy the pig species? What does the wolf have to say and what do the pigs have to say? What would be the result of the destruction of the pig species? How could the issue be resolved peacefully? Create your own questions, three more, to show discrimination of the pigs by the Wolf species. B. Cinderella; Why was Cinderella the object of her families abuse? Why did she not feel comfortable attending the dance, with the aristocrats, in one of her own dresses? What problems might arise as she develops a relationship in a new socioeconomic group? Create your own questions related to socioeconomic problems in our society, as the thought that you must have designer jeans to be really cool, but they are very expensive. This is a socioeconomic issue. What is that? Think. Sexual Harrassment in the Work place,ie; Anita Hill.||Project oriented Activity continuation: Each student must have a poster to remind everyone of the need to solve issues of intolerance in our society and around the world. This poster could be on a poster paper, or 11X17 paper. You can do a timeline or pictures. You can use the computer for lettering and pictures. You have two weeks to complete this poster. This poster will be submitted the end of 5th week|
| C. The Ugly Duckling: What physical
difference or deformities cause the duckling to be an outcast? What positive
and negative aspects of the physical differences can be found? How can the
physical differences be used for the ducklings benefits? Was the ducklings
final transformation into a beautiful swan physical or mental? What really is
a super model? Use your own thoughts if you would like to use this story; The
second part of this lesson is this:
|March 1.2||Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (ISTE/NETS) Motivation-demonstrate self motivation and use motivation techniques in classroom and small group situations (Career Preparation-Business Core) Statistics, Data Analysis and Probability- 1.0 Students collect, organize and represent data sets that have one or more variables and identify relationships among variable within a data set by hand and through the use of an electronic spreadsheet software program. (HSEE Mathematics) Reading Standards-||How to make sure our students have academic growth along with personal growth. This would be achieved by incorporating a purposely developed and articulated program of studies clearly designed to ensure high levels of achievement for all students, including goals and challenging objectives for: academic learning, personal growth, citizenship development, and preparation for work and high education. (California State Office of Education Guidelines, 2000)||Organize information: Understand how personal skill development, including positive attitude, honesty, self-confidence, time arrangement, and other positive traits, affect employability; to have students write and speak with a command of standard English. Windows networking and distribution of information through networking, WEB pages and netmeeting.||PowerPoint autobiography for WEB publication and Power point demonstration. Complete "Motivation and Achievement" packet for exploring social achievements, academic achievement, self awareness, and motivation. Organizing Power Point Autobiography. Insert Excel spreadsheets.|
|April 1.1||Writing Applications Genres and their Characteristics, 2.1-2.6; 2.1 Write fictional, autobiographical or biographical narratives; 2.0 Reading Comprehension, Focus on Informative Materials, (2.1-2.6); 2.3 Verify and clarify facts apresented in other types of expository texts by using a variety of consumer, workplace and public documents; Presentation-develop and produce presentations utilizing electronic media.(Career Preparation-Business Core-1.6.6) Analyze data displays and explain why the way in which the question was asked might have influenced the results obtained and why the way in which the results were displayed might have influenced the conclusions reached.( 2.0 Students use data samples of a population and describe the characteristics and limitations of the sample. HSEE Mathematics)||How do we help students for each subject area have a coherent scope and sequence is in place designed to accomplish the expectation that each student will learn significant content and essential cross-content skills in order to be fully prepared for higher education and the world of work. Teaching recognizes students' special interests and learning styles and requires them to think, develop understanding and apply learning to real-life problems.||Explore the structure of the World Wide Web; Learn basic principles of Web documents; Get to know the HTML languages; Create an HTML documents; View HTML documents; Tag text elements, including headings, paragraphs, and lists; insert character tags; add special characters' insert horizontal lines; insert an inline graphic image; Word, Powerpoint, FTP's, Networking for distribution, TCP/ICP's.||To have all students develop a portfolio for employment. To have each student develop resumes, A portfolio is a collection of samples of a person's work, carefully selected and refined in order to show wills and knowledge. The samples are assembled in a binder or folder along with additional components needed to apply for a job. Develop Excel files and work for portfolio.|
technology to transmit and receive information. (1.6.10-Career
Preparation-Business Core) Communications-select and use modes of
communications appropriate to various employee/employer situaions.Career
Preparation-Business Core- 1.7.1) Compute the range, mean median, and made of
data sets (HSEE Mathematics-Statistics, Data Analysis, and Probability)
Reading and Writing - 2.3 Write reflective compositions:
a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion).
b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life.
c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas
|How will we have students incorporate computer programs and technology to become employed? How to obtain a profession?||Develop job acquisition documents, including job application, resume, appropriate cover and follow up correspondence and portfolio; to understand principles of effective interpersonal skills, conflict resolution and negotiation; demonstrate the dynamics of conflict resolution and negotiation and their importance within the business environment; work cooperatively, share responsibilities, accept supervision and assume leadership roles. Use of Word; Powerpoint; Access; Excel and HTML for business; Learn basic programming for exploration of skills; Skills in computer up keep and repair.||Portfolio development with career education. Develop a " Work Sample Evaluation". Develop "Portfolio Evaluation". Presentation of Portfolios. Develop school to work connection; Career search.|