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Packing for Your Amazing A+Race: 1. You are to pack your luggage (all 6 of your 4 square packages) into the green suitcase before you leave for your AMAZING A+ RACE.2. You will need 24 cubes (6 packs of four cubes)3. You must get all of the cubes into your green suitcase and be able to close the lid to your suitcase.NO Taking apart the 4 Square Packages!No Bulging trunks!!!!No Broken Suitcases!!!!!!!GO!!!!!!!!!!!!!! When finished, Take to a Tiara Wearing, Amazing Essential queen. The Amazing RACE A
Example: Our school has to select a girl for the long jump at the regional championship. Three girls are in contention. We have a school jump-off. Their results, in meters, are given in the accompanying table. Table 3: Data from the jump-off: distances are given in meters. Hans says, “Aisha has the longest average. She should go to the championship.” Do you think Hans is right? Explain your reasoning in a paragraph containing at least 5 complete sentences. Be sure to show a tiara wearer! CCSS Match: 6.RP.2 and 6 RP.3b Source: College and Career Readiness Sample Mathematics Tasks
. ROUTE INFO Route Information clues instruct the teams where to go next. The clue usually only provides the name of the team's next destination. Carry the egg using the spoon over to the Rhythm Challenge sign and take it back to your beginning location. Upon completion, head to the RHYTHM CHALLENGE with the Tiara wearing Essential Queens!!!! B
Who’s Got RHYTHM??? Challenge One Player alone shall go to the teacher and must correctly play or clap the rhythm pattern on the card for the tiara wearing queen. D
. ROUTE INFO Route Information clues instruct the teams where to go next. The clue usually only provides the name of the team's next destination Players must sit back to back on floor interlocking elbows. Players must stand up without unlocking elbows or letting elbows touch the ground. You will start at the Whose Got Rhythm Challenge sign and proceed to the Know the Difference Challenge on the next slide. E
KNOW THE DIFFERENCE CHALLENGE: Team must write down examples for the following and take it to the teacher to check it: They MUST be labeled! IDIOM METAPHOR PERSONIFICATION SIMILE F
. ROUTE INFO Route Information clues instruct the teams where to go next. The clue usually only provides the name of the team's next destination Players must attempt to Moonwalk (walk backwards like Michael Jackson) from the Know the Difference Sign to the Book Detour Challenge G
DETOUR • A Detour presents the team with a decision between two tasks, each with its own pros and cons. • The decision on which task to attempt lies solely with the team. • A team may choose to switch tasks as many times as they wish with no penalty other than the time lost in attempting the tasks and traveling between task locations. • Unless otherwise instructed, teams can work together to finish a Detour option. • Once a team has completed one of the tasks, they are given the clue to their next location • BOOK DETOUR NEXT SLIDE H
BOOK DETOUR CHALLENGE 2 Find a fantasy book online at the Norick Library. Write down the title, author and call number. Show it to a teacher and explain how you know it belongs in this genre. BOOK DETOUR CHALLENGE 1 Find an historical fiction book online at the Norick Library. Write down the title, author and call number. Show it to a teacher and explain how you know it belongs in this genre. I http://www.mls.lib.ok.us/mls/mls_library/dn.htm
Label the following Picturing America art prints according to their 5 geographical locations. Be sure to include the art print label. (GW is 4a) Show it to the tiara wearing essential queen!!!! Some prints will have more than one correct answer!!!!! Be able to defend your answer!!!!! Northeast, Southeast, Midwest, Southwest, and West The Amazing RACE J
Route Info Route Information clues instruct the teams where to go next. The clue usually only provides the name of the team's next destination. Both Players must make a paper airplane and throw it over the line before heading off to the Call Number Search Challenge on the next slide U
What is the call number for the book Aesop’s Fables BY John Cech in the Norick Library? http://www.mls.lib.ok.us/mls/mls_library/dn.htm Write it down and show a tiara wearer!!! The Amazing RACE V
Route Info Route Information clues instruct the teams where to go next. The clue usually only provides the name of the team's next destination. Players must circle their waists 10 times WITH THE BASKETBALL BEFORE DOING THE HAIKU CHALLENGE ON THE NEXT SLIDE W
HAIKU Challenge • Define a haiku and create an original haiku. • Write down the definition • Create an original haiku and show your tiara wearing essential queen The Amazing RACE X
. ROUTE INFO Route Information clues instruct the teams where to go next. The clue usually only provides the name of the team's next destination; Do 10 Jumping Jacks before skippingOFF to complete the IMMIGRANT DETOUR on the next slide Y
DETOUR • A Detour presents the team with a decision between two tasks, each with its own pros and cons. • The decision on which task to attempt lies solely with the team. • A team may choose to switch tasks as many times as they wish with no penalty other than the time lost in attempting the tasks and traveling between task locations. • Unless otherwise instructed, teams can work together to finish a Detour option. • Once a team has completed one of the tasks, they are given the clue to their next location Z
IMMIGRANT DETOUR 2: Create a song which contains at least 3 specific reasons why immigrants came to America IMMIGRANT DETOUR 1: Create a commercial which contains at least 3 specific reasons why immigrants came to America Perform for the Tiara Wearing Essential Queens AA
. ROUTE INFO Route Information clues instruct the teams where to go next. The clue usually only provides the name of the team's next destination; Each player must pass the ball figure eight style through their legs 10 times before heading to the PROBABILITY Challenge (find the Sign!) BB
Probability challenge experiment A Requirement #1 You and your partner will perform the following tasks: A) Roll a die 10 times and record the results using tally marks B) Roll two dice 10 times and record the results. Not the sum of the results. For example, if you roll a 5 & 4, record that in a second column of tally marks. Requirement #2 You must answer the following questions twice. Once after experiment A and once after experiment B. A) What number(s) appeared most often? Least often? B) Make a prediction for the 11th roll. C) Roll the die/dice again. What was the result? http://www.eduref.org/Virtual/Lessons/Mathematics/Probability/PRB0200a.pdf CC
. ROUTE INFO Route Information clues instruct the teams where to go next. The clue usually only provides the name of the team's next destination Players must each blow up a balloon at least as big as their head and walk with it between their knees to the Alphabetized Artist Challenge and back to this location DD
Look up the paintings and find their famous artists. Alphabetize by the artist by last name and show them to the teacher American Gothic The Scream Water Lilies Three Musicians Oriental Poppies The Amazing RACE EE
Science Savvy Challenge Number the following classification groups from the largest to the smallest (the largest group will be Number 1). Hint: This may be a new way of doing things. You will show the tiara girls some numbers _____ Class _____ Genus _____ Kingdom _____ Species _____ Phylum _____ Order _____ Family The Amazing RACE FF
. ROUTE INFO Route Information clues instruct the teams where to go next. The clue usually only provides the name of the team's next destination. Congratulations!!! Please let the tiara wearers know you have finished then…Run in Slow Motion to the Finish Line of the Amazing A+Essentials Race!! II
http://amazingrace.wetpaint.com/page/Rules+of+the+Race • http://en.wikipedia.org/wiki/The_Amazing_Race • http://picturingamerica.neh.gov/ • http://www.sde.state.ok.us/Curriculum/CommonCore/default.html 1 • Probability Lesson http://www.eduref.org/Virtual/Lessons/Mathematics/Probability/PRB0200a.pdf • Thank you Tiffany Avance Wylie from NPS for helping us get started. • sonyafergeson@mooreschools.com • theresamosier@mooreschools.com Created by Sonya Fergeson & Theresa Peak-Mosier JJ
Name that Driver…… • is the state’s only research-based whole school network with a mission of nurturing creativity in every learner. • provides schools with ongoing professional development, an intricate network of support, and an active research component conducted by university professors. • Spanning the state and growing every year, this network of 65 schools represents every kind of school from early childhood through high school, in urban, suburban and rural Oklahoma. Schools select their level of engagement from several Categories of Affiliation.
Name that Driver…… • Leading the way, preparing youth with skills for the 21st century workplace, this system develops schools that encourage creativity, innovation, and critical thinking. • Leads to higher achievement, joyful, engaged students, teachers, and community, and more creative, focused instruction. • This public/private partner model is increasingly sought as collaborator in state, national and international initiatives, helping communities create the schools we need to prepare the children we love for continued leadership in the 21st century.
Name the Essential……… taught daily inclusive of drama, dance, music, visual art and writing integrated valued as essential to learning included in planning practiced a part of personal experience
Name the Essential……….. mapping that reflects alignment thematic webbing development of essential questions creation and use ofinterdisciplinarythematic units cross-curricular integration
Name that Essential….. is grounded in arts-based instruction is a creative process acknowledges entry points includes differentiated instruction provides multi-faceted assessment opportunities
Name that Essential….. used within planning& assessment understood by studentsand parents studied, and new research is explored by teachers creating balanced learning opportunities
Name that Essential….. is on-going is designed for learning is used as documentation is a reflective practice helps meet school system requirements is used to self -assessby teachers and students
Name that Essential….. is intentional occurs within & outside of school occurs during planning time:classroom teachers with arts teachers occurs with teachers,students, families,the community, & local businesses includes broad-based leadership
Name that Essential….. addressing logistics, such as schedules thatsupport planning time providing appropriate space for the arts continually developing faculty commitment creating a shared vision providing related professional development continual team building
Name that Essential….. teachers can manage the artsin their classrooms stress is reduced teachers are treated as professionals morale improves excitement about the program grows A+ whole school reform is invigorating
Write About 5 Ways This Fits Into the OKA+ Framework • Our work is not driven by ideology, but logically by science, history, and research. • For the sake of academic excellence, greater equity, and higher literacy, elementary and middle schools need to teach a coherent, cumulative, and content-specific core curriculum. • The persistent gap in reading achievement in U.S. schools can never be reduced until the knowledge gap is reduced. And the knowledge gap will not be reduced unless broad, rich content knowledge is integrated into the many hours devoted to language arts instruction. • We recognize that every school and community is different, and each student and teacher has individual interests and strengths. Schools teaching the Core Knowledge curriculum should still have ample time over the course of the school year to address any additional state or local requirements not reflected in the Core Knowledge Sequence. • An effective curriculum must be coupled with effective teaching. We believe teaching excellence requires a mastery of subject matter, as well as the ability to engage students, build language competency, use assessment to drive instruction, scaffold instruction to meet individual needs, and provide targeted feedback to students to further shape their learning. • We need to see the reading comprehension problem for what it primarily is–a knowledge problem. There is no way around the need for children to gain broad general knowledge in order to gain broad general proficiency in reading. • —E. D. Hirsch, Jr.
Pick Two Beliefs That You Believe Are Shared With OKA+ Schools and Write About It • our motto–educational excellence and equity for all children. • To make that mission a reality we offer detailed help and materials to schools, teachers and parents; and effective advocacy grounded in scientific research to citizens and policy makers. • We believe that every person in a diverse democratic society deserves equal access to the common knowledge base that draws together its people, while recognizing our differing traditions and contributions. • We believe that offering universal access to this shared knowledge is a primary duty of schooling, critical to literacy, and to the closing of the achievement gap between ethnic and racial groups. • Most important of all, we believe that shared knowledge, a shared narrative, and shared ideals of liberty and tolerance are indispensable ingredients for effective citizenship and for the perpetuation of our democratic institutions.
Compare and Contrast With OKA+ Schools Essentials • Classroom atmosphere is crucial… and it’s not just about pretty curtains and a matching lamp. The atmosphere that a teacher creates within her four walls can make a successful, productive learning year possible. • The Oklahoma City School District recently approved the Great Expectations (GE) method with unanimous school board support. GE is based on harmony, respect, positive attitudes and the pursuit of academic excellence. According to the GE website, it’s a method that focuses “on the learning climate and the HOW of teaching.”
Write a 5 Sentence Paragraph about the similarities between OKA+ & GE • The GE Classroom • “GE has two important components which are the foundation of how to be a great classroom or an exemplary school,” said Dzialo. “When a teacher goes through GE training the teacher receives tools for developing a climate of mutual respect. In addition, we [GE] give teachers strategies so their students can achieve academic success and reach their full potential,” said Dzialo. • In a GE classroom, you will not find rules posted with the negative “Don’ts” of what not to do—rather, you will find positive “Do’s” of what is expected. GE demonstrates positive reminders of what all teachers want their classroom to be: a productive, successful place for learning
Name that Driver….. • • Students on task and working cooperatively. • A climate of mutual respect among students and teacher. • A word, quote and life principle posted each week. • Teachers modeling expected behavior. • Students willing to take risks in a nonthreatening environment. • Things you will hear in a GE classroom include: • Creeds recited by both students and teacher. • Students and teacher speaking in complete sentences. • Celebrations of successful moments. • Integrated lessons relative to real-life experiences.
Name that Driver….. • • High expectations. Students respond to high expectations by reaching up to achieve them. • Teacher attitude and responsibility. Positive attitudes shape students. • All children can learn. No matter their circumstances or labels placed upon them, all children can learn. • Self-esteem. Help students realize they are capable. • Mutual respect. Mistakes are used as growth opportunities. • Teacher knowledge and skill. A skilled teacher helps children to achieve academic success.
