Amazing A+

Race!!

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.

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.

CCSS Match: 6.RP.2 and 6 RP.3bSource: College and Career Readiness Sample Mathematics Tasks

Elsa Miki Aisha

3.25 3.55 3.67

3.95 3.88 3.78

4.28 3.61 3.92

2.95 3.97 3.62

3.66 3.75 3.85

3.81 3.59 3.73

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!

.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!!!!

ROUTE INFO

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 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.

ROUTE INFO

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 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

ROUTE INFO

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.

Ihttp://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

J

K

L

M

N

O

P

Q

R

S

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

Route Information clues instruct the teams where to go next. The clue usually only provides the name of the team's next destination.

U

Route Info

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!!!

V

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

Route Info

W

Define a haiku and create an original haiku.

1. Write down the definition

2. Create an original haiku and show your tiara wearing essential queen

X

HAIKU CHALLENGE

.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 skipping OFF to complete the IMMIGRANT DETOUR on the next slide

ROUTE INFO

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

AA

Perform for the Tiara Wearing Essential Queens

.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!)

ROUTE INFO

BB

experiment A Requirement #1You and your partner will perform the following tasks:A) Roll a die 10 times and record the results using tally marksB) 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 #2You 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

PROBABILITY CHALLENGE

.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

ROUTE INFO

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

EE

FF

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

Science Savvy Challenge

.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

ROUTE INFO

II

CREATED BY SONYA FERGESON & THERESA PEAK-MOSIER

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 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 of

interdisciplinarythematic 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 students

and 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 -assess

by 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 arts

in 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.

Name that Driver…..• written for:• K-12 mathematics• K-12 English language arts• 6-12 literacy in history/social studies, science,

and technical subjects

Name that Driver…..

Aligned with college and work

expectations Focused and coherent Include rigorous content and application of

knowledge through high-order skills Build upon strengths and lessons of current state

standards Internationally benchmarked so that all students

are prepared to succeed in our global economy and society

Based on evidence and research State-led and coordinated by NGA and CCSSO

Name that Driver…..

Reading Balance of literature and informational texts– Measurement of Text Complexity

Writing Emphasis on argument and informative/explanatory Writing about sources

Speaking and Listening Inclusion of formal and informal talk

Language Focus on general academic and domain-specific

vocabulary

Name that Driver…..

Standards for reading and writing in history/social studies, science, and technical subjectsComplement rather than replace content

standards in those subjectsResponsibility of teachers in those subjects

Name that Driver…..

Focus and Coherence Focus on key topics at each grade level Coherent progressions across grade levels

Balance of concepts and skills Content standards require both conceptual understanding

and procedural fluency Mathematical practices

Foster reasoning and sense-making in math College and career readiness Level is ambitious but achievable

Name that Driver…..

1. Include more reading and writing related to informational text in all content areas.

2. Provide practice in rhetorical modes of writing (informational, argument, narrative) in all grades.

3. Provide assignments that require use of multiple data displays.

4. Provide assignments using sample performance tasks (CCSS ELA - Appendix B and College and Career Readiness Sample Mathematics Tasks).

5. Require students to justify mathematical reasoning.

Name that Driver…..

Use complex text which is comparable to grade - appropriate exemplars in CCSS (ELA Appendix B).

Provide assignments that require students to cite evidence to support interpretations of text.

Collect student writing samples from each grade that illustrate proficiency.

9. Teach PASS using real-world applications.

10. Provide technical assistance and training for students and teachers on the use of technology tools.

Bibliography

http://aplusok.org/

http://www.sde.state.ok.us/Curriculum/CommonCore/default.html

http://www.coreknowledge.org/our-philosophy

Julie Dill is a National Board Certified Teacher from Oklahoma City and mother of two.

http://www.metrofamilymagazine.com/July-2011/Great-Expectations-in-the-Classroom/

The Essential