l Pathways | Smart Jr. High School
  • Smart Jr. High School
    Principal: Chad Jones
    Associate Principal: Nicole Talbot
    1934 West 5th Street
    Davenport, Iowa 52802
    Phone: (563) 445-5100
    Fax: (563) 445-5957

  • Pathways

     

    Name of Course: Pathways 7
    Course #: M18711
    Course Length: Yearlong

     

    Course Description:

    This course is designed to give students an overview of the multiple forms of post secondary education and career opportunities available to them after high school.  They will learn more about themselves, their interests and abilities, and  build real-world skills through writing, inquiry, collaboration, organization, and reading.  

     

    Standards

    Writing P1-WRI 

    A. The Writing Process 

    1. Use pre-writing, graphic organizers and quick-writes to prepare for writing assignments 
    2. Analyze prompts, in order to effectively respond to writing assignments
    3. Begin considering the audience, purpose and form for writing assignments 
    4. Revise drafts or writing to improve and clarify 
    5. Edit students’ essays, especially checking for errors in capitalization and pronoun usage
    6. Utilize rubrics to self-evaluate and peer evaluate work 
    7. Reflect on one’s own writing to encourage continual growth 

    B. Writing Skills 

    1. Understand strategies to write effective paragraphs 
    2. Apply strategies to build and expand on vocabulary/word choice 
    3. Effectively use pronouns in writing 
    4. Use proper capitalization in writing
    5. Develop a clear thesis for expository writing 
    6. Engage and orient the reader by establishing a context and point of view through the development of a strong introduction
    7. Apply strategies to develop ideas and use specific details 

    C. Writing Applications 

    1. Develop and strengthen writing through the creation of a narrative essay 
    2. Develop and strengthen writing through the creation of an expository essay
    3. Develop and strengthen writing through the creation of an informational essay
    4. Develop and strengthen writing through the creation of a memoir essay 
    5. Use writing activities from content area classes to practice, develop and refine writing skills 

    D. Writing to Learn 

    1. Write summaries which include only the most important information 
    2. Compose well-written summaries using the writer’s own words, not copying the original text 
    3. Differentiate between a summary and a reflection 

    Inquiry P1-INQ 

    A. Bloom’s Taxonomy

    1. Develop an awareness of Costa’s Levels of Thinking and/or Bloom’s Taxonomy
    2. Recognize differences between levels 

    B. Tutorials 

    1. Establish a foundational understanding for collaborative tutorial skills
    2. Participate in academic tutorials with peers as group members once per week.
    3. Develop questioning strategies to help peers understand rigorous work in core classes.

    C. Socratic Seminar and Philosophical Chairs 

    1. Introduce the basic components of Philosophical Chairs and Socratic Seminars using topics based on student interest 
    2. Analyze how two or more authors, writing about the same topic, shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts in a Socratic Seminar or Philosophical Chairs discussion 
    3. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words) in a Socratic Seminar or Philosophical Chairs discussion 

    Collaboration P1-COLL 

    1. Participate in team building lessons to learn about valuing and effectively working with others following established rules. 
    2. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
    3. Participate in group discussions and reflections based on collaborative work (e.g., ThinkPair-Share, Jigsaw, Numbered Heads)
    4. Acknowledge new information expressed by others and, when warranted, modify views accordingly
    5. Engage in dialogue within a large, teacher-supported group discussion, to gain a deeper understanding of the topic discussed and the process used 
    6. Refine inquiry, listening, and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs 

    Organization P1-ORG 

    A. Organization and Time Management 

    1. Develop and maintain an organization system through drive, classroom, a planner, and other academically useful materials 
    2. Begin an academic portfolio, demonstrating personal and academic growth
    3. Publish final versions of writing for the academic portfolio
    4. Evaluate personal time management habits and monitor effectiveness accordingly 

    B. Note-Taking 

    1. Understand the history and functionality of focused notes.
    2. Develop an understanding of the various forms of focused notes. 
    3. Develop an understanding of the summary in focused notes.
    4. Understand how to identify important points, use abbreviations, and use shorthand in the right column of Cornell notes
    5. Begin writing questions (any level) in the left column that correspond to chunks of information in the notes section 
    6. Compose an essential question based on the standard or objective covered by the lesson

    C. Test Preparation/Test-Taking 

    1. Develop an understanding of how to prepare for content area final exams, focusing on before, during and after an exam
    2. Identify and reflect on particular problems in preparing for, or taking, tests 
    3. Identify and distinguish strategies to study for different types of exams (such as matching, true-false, multiple-choice, vocabulary and essay tests) 
    4. Understand the testing requirements for admittance into college. 

    Reading P1-REA 

    A. Vocabulary 

    1. Identify key vocabulary while reading

    B. Textual Analysis 

    1. Read and discuss various examples of text, including, but not limited to, articles from magazines and newspapers 
    2. Determine the main idea of grade appropriate text 
    3. Use multiple reading strategies, including, but not limited to, Marking the Text, annotating text and numbering paragraphs to better understand text while reading
    4. Summarize informational text 
    5. Connect visuals (captions, illustrations, etc.) to the surrounding text

    Circle and underline relevant information Character Development P1-CD 

    A. Self-Awareness

    1. Develop an understanding of SLANT interactions (Sit up, Listen, Ask Questions, Note key information, Track the speaker) and apply strategy in all classes 
    2. Develop awareness of proper behaviors in varied settings such as proper introductions and handshakes
    3. Complete self-evaluations about conflict management, personal behavior, learning styles, and interactions with others 
    4. Differentiate between the three basic learning styles (auditory, visual, kinesthetic) 

    B. Goals 

    1. Understand how to calculate grade point average 
    2. Understand how to set SMART goals(specific, measurable, attainable, relevant, and timely).
    3. Understand the difference between goals and wishes. 
    4. Identify and confront barriers in goal setting and accomplishing goals 

    C. Community and School Involvement 

    1. Identify various opportunities to become involved in and contribute to the school/community and why these will help in the future

    D. Ownership of Learning 

    1. Access grades online or from teachers on a regular basis

    Communication COMM P1-COMM

    A. Speaking 

    1. Understand basic terminology associated with public speaking 
    2. Practice monitoring word choice when speaking 
    3. Develop awareness of nonverbal communication when speaking.
    4. Understand the difference between formal and informal communication. 
    5. Participate in impromptu speeches to build confidence in public speaking 
    6. Practice speaking skills in front of small groups

    B. Listening 

    1. Understand the difference between hearing and listening
    2. Practice how to be a “critical listener” by taking notes and reflecting with class 

    POST SECONDARY Preparedness P1-PSP 

    A. Guest Speakers 

    1. Choose guest speakers who represent careers of interest and prepare questions for the speakers with teacher support 
    2. Use listening skills during presentations by guest speakers, regarding career preparation and required schooling. 
    3. Draft, peer edit, revise and create a final draft of a thank-you letter to guest speakers Po

    B. Post Secondary Education and Career Knowledge 

    1. Understand the different postsecondary options. 
    2. Research colleges of interest 
    3. Develop an understanding of the value of post secondary education 
    4. Begin a basic understanding of college vocabulary 
    5. Prepare for and conduct a career interview on a profession of choice 
    6. Research various careers, comparing salaries and qualifications

    Writing P1-WRI 

    A. The Writing Process 

    1. Use pre-writing, graphic organizers and quick-writes to prepare for writing assignments 
    2. Analyze prompts, in order to effectively respond to writing assignments
    3. Begin considering the audience, purpose and form for writing assignments 
    4. Revise drafts or writing to improve and clarify 
    5. Edit students’ essays, especially checking for errors in capitalization and pronoun usage
    6. Utilize rubrics to self-evaluate and peer evaluate work 
    7. Reflect on one’s own writing to encourage continual growth 

    B. Writing Skills 

    1. Understand strategies to write effective paragraphs 
    2. Apply strategies to build and expand on vocabulary/word choice 
    3. Effectively use pronouns in writing 
    4. Use proper capitalization in writing
    5. Develop a clear thesis for expository writing 
    6. Engage and orient the reader by establishing a context and point of view through the development of a strong introduction
    7. Apply strategies to develop ideas and use specific details 

    C. Writing Applications 

    1. Develop and strengthen writing through the creation of a narrative essay 
    2. Develop and strengthen writing through the creation of an expository essay
    3. Develop and strengthen writing through the creation of an informational essay
    4. Develop and strengthen writing through the creation of a memoir essay 
    5. Use writing activities from content area classes to practice, develop and refine writing skills 

    D. Writing to Learn 

    1. Write summaries which include only the most important information 
    2. Compose well-written summaries using the writer’s own words, not copying the original text 
    3. Differentiate between a summary and a reflection 

    Inquiry P1-INQ 

    A. Bloom’s Taxonomy

    1. Develop an awareness of Costa’s Levels of Thinking and/or Bloom’s Taxonomy
    2. Recognize differences between levels 

    B. Tutorials 

    1. Establish a foundational understanding for collaborative tutorial skills
    2. Participate in academic tutorials with peers as group members once per week.
    3. Develop questioning strategies to help peers understand rigorous work in core classes.

    C. Socratic Seminar and Philosophical Chairs 

    1. Introduce the basic components of Philosophical Chairs and Socratic Seminars using topics based on student interest 
    2. Analyze how two or more authors, writing about the same topic, shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts in a Socratic Seminar or Philosophical Chairs discussion 
    3. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words) in a Socratic Seminar or Philosophical Chairs discussion 

    Collaboration P1-COLL 

    1. Participate in team building lessons to learn about valuing and effectively working with others following established rules. 
    2. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
    3. Participate in group discussions and reflections based on collaborative work (e.g., ThinkPair-Share, Jigsaw, Numbered Heads)
    4. Acknowledge new information expressed by others and, when warranted, modify views accordingly
    5. Engage in dialogue within a large, teacher-supported group discussion, to gain a deeper understanding of the topic discussed and the process used 
    6. Refine inquiry, listening, and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs 

    Organization P1-ORG 

    A. Organization and Time Management 

    1. Develop and maintain an organization system through drive, classroom, a planner, and other academically useful materials 
    2. Begin an academic portfolio, demonstrating personal and academic growth
    3. Publish final versions of writing for the academic portfolio
    4. Evaluate personal time management habits and monitor effectiveness accordingly 

    B. Note-Taking 

    1. Understand the history and functionality of focused notes.
    2. Develop an understanding of the various forms of focused notes. 
    3. Develop an understanding of the summary in focused notes.
    4. Understand how to identify important points, use abbreviations, and use shorthand in the right column of Cornell notes
    5. Begin writing questions (any level) in the left column that correspond to chunks of information in the notes section 
    6. Compose an essential question based on the standard or objective covered by the lesson

    C. Test Preparation/Test-Taking 

    1. Develop an understanding of how to prepare for content area final exams, focusing on before, during and after an exam
    2. Identify and reflect on particular problems in preparing for, or taking, tests 
    3. Identify and distinguish strategies to study for different types of exams (such as matching, true-false, multiple-choice, vocabulary and essay tests) 
    4. Understand the testing requirements for admittance into college. 

    Reading P1-REA 

    A. Vocabulary 

    1. Identify key vocabulary while reading

    B. Textual Analysis 

    1. Read and discuss various examples of text, including, but not limited to, articles from magazines and newspapers 
    2. Determine the main idea of grade appropriate text 
    3. Use multiple reading strategies, including, but not limited to, Marking the Text, annotating text and numbering paragraphs to better understand text while reading
    4. Summarize informational text 
    5. Connect visuals (captions, illustrations, etc.) to the surrounding text
    6. Circle and underline relevant information 

     

    Text/Materials/Resources

    www.avid.orgwww.avid.org

     

    Instructional Practices & Support

    Instructional practices will be aligned to the National Institute for Excellence in Teaching (NIET) Framework.

    Teachers will maximize classroom time to provide instructional opportunities that are targeted and tailored to student needs. Students will experience high-quality instruction which includes: 

    • A classroom culture that adheres to productive classroom norms and relationships
    • High quality tasks that lend to authentic engagement
    • Productive discussions where students make sense, justify and generalize

     

    Classroom Management Procedures

    Classroom management procedures will be aligned to the multi-tiered system of support framework, Positive Behavior Intervention and Support (PBIS) to build an emotionally safe, positive and engaging environment. Teachers will understand, support and implement orchestration of the elements in the classroom:

    • Establish positive ongoing teacher-student relationships
    • Establish, post, and teach rules and procedures regularly
    • Implement proactive strategies and interventions
    • Use of acknowledgment system with specific immediate praise, and feedback 
    • Manage student behavior with a continuum of corrective strategies 

     

    Assessment Plan

    • Students will be given multiple opportunities to demonstrate proficiency following additional instruction and ongoing assessment, 
    • Multiple data points will be used to determine the reported grade (formative and/or summative)
    • Ongoing assessments may be given in a format different than the original and re-assessment will be given when students demonstrate new learning 
    • The time frame of ongoing assessments will be determined by the team and individual teachers based on student progress.
    • Late work will be accepted without penalty within the unit of study.
    • Extra credit will not be factored into grading.

     


     

    Name of Course: Pathways 8
    Course #: M18811
    Course Length: Yearlong

     

    Course Description:

    This course is designed to give students an overview of the multiple forms of post secondary education and career opportunities available to them after high school.  They will learn more about themselves, their interests and abilities, and  build real-world skills through writing, inquiry, collaboration, organization, and reading.  Taking Intro to Pathways before this course is encouraged.

     

    Standards

    Writing P2-WRI 

    A. The Writing Process 

    1. Use varied strategies to prepare for and plan writing assignments 
    2. Budget and plan time to complete all steps of the writing process 
    3. Use feedback from readers to revise drafts 
    4. Edit students’ essays, especially checking for word choice and voice 
    5. Utilize rubrics to self-evaluate and peer evaluate work

    B. Writing Skills 

    1. Incorporate a body paragraph structure, which establishes and maintains a formal style 
    2. Provide a conclusion that follows from and reflects on the narrated experiences or events 
    3. Apply strategies to build and expand on vocabulary/word choice, in order to avoid using clichés in writing 
    4. Write descriptive sentences with varied structure 
    5. Understand and utilize active and passive voice in writing assignments, as appropriate 
    6. Correctly integrate quotes, while citing sources appropriately 

    C. Writing Applications

    1. Develop and strengthen writing through the creation of a persuasive/editorial essay 
    2. Develop and strengthen writing through the creation of a “description of a place” essay 
    3. Write to a prompt under timed circumstances 

    D. Writing to Learn 

    1. Compose well-written summaries adhering to the five criteria of good summaries
    2. Evaluate summaries using rubrics and checklists 
    3. Write detailed self-reflections on experiences, presentations, speeches and field trips 

    Inquiry P2-INQ 

    A. Bloom’s Taxonomy

    1. Develop an awareness of Costa’s Levels of Thinking and/or Bloom’s Taxonomy
    2. Recognize differences between levels 

    B. Tutorials 

    1. Establish a foundational understanding for collaborative tutorial skills
    2. Participate in academic tutorials with peers as group members once per week.
    3. Develop questioning strategies to help peers understand rigorous work in core classes.

    C. Socratic Seminar and Philosophical Chairs 

    1. Actively participate in and evaluate the process of Philosophical Chairs and/or Socratic Seminar, focusing on strategies for continuous improvement 
    2. Reference text, citing location to support claims and questions 
    3. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation in a Socratic Seminar or Philosophical Chairs discussion 
    4. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea in a Socratic Seminar or Philosophical Chairs discussion 

    Collaboration P2-COLL 

    1. Continue to foster trust building skills by working with classmates 
    2. Refine inquiry, listening, and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs 
    3. Enhance understanding of collaboration and develop leadership skills by working in groups during team building and motivational activities or problem solving 
    4. Identify roles within a team/study group to complete a task 

    Organization P2-ORG 

    A. Organization and Time Management 

    1. Develop and maintain an organization system through drive, classroom, a planner, and other academically useful materials 
    2. Begin an academic portfolio, demonstrating personal and academic growth
    3. Publish final versions of writing for the academic portfolio
    4. Evaluate personal time management habits and monitor effectiveness accordingly 
    5. Create a weekly action plan based on the student’s academic needs 

    B. Note-Taking 

    1. Understand the history and functionality of focused notes.
    2. Develop an understanding of the various forms of focused notes. 
    3. Develop an understanding of the summary in focused notes.
    4. Understand how to identify important points, use abbreviations, and use shorthand in the right column of Cornell notes
    5. Begin writing questions (any level) in the left column that correspond to chunks of information in the notes section 
    6. Compose an essential question based on the standard or objective covered by the lesson

    C. Test Preparation/Test-Taking 

    1. Identify and reflect on personal challenges in preparing for or taking tests, specifically in advanced and honors courses 
    2. Utilize strategies to prepare for different types of exams 
    3. Utilize relevant notes/resources to anticipate test questions and study for upcoming assessments 
    4. Understand teacher’s grading rubric and seek further explanation of test expectations when necessary 
    5. Use test taking strategies, such as reading the directions, completing easier problems first, returning to more challenging problems, and checking all answers 

    Reading P2-REA  

    A. Vocabulary 

    1. Understand how to use context clues in interpreting new vocabulary 

    B. Textual Analysis 

    1. Compare and contrast the structure of two or more texts and analyze how the structure of each text contributes to its meaning and style 
    2. Read and discuss various examples of text, including, but not limited to, articles from fiction and non-fiction 
    3. Understand use of persuasive techniques in advertisements and writing 
    4. Use multiple reading strategies, including, but not limited to, Marking the Text and annotating text 
    5. Understand and use pre-reading strategies to build background knowledge of unfamiliar texts 
    6. Utilize strategies to identify an author’s purpose and reading for a specific purpose 
    7. Practice rereading to deepen understanding of a text 
    8. Identify and discuss traits of voice found in literature 
    9. Build understanding of drawing inferences from texts 
    10. Determine the main idea of grade-appropriate text 

     

    Text/Materials/Resources

    www.avid.orgwww.avid.org

     

    Instructional Practices & Support

    Instructional practices will be aligned to the National Institute for Excellence in Teaching (NIET) Framework.

    Teachers will maximize classroom time to provide instructional opportunities that are targeted and tailored to student needs. Students will experience high-quality instruction which includes: 

    • A classroom culture that adheres to productive classroom norms and relationships
    • High quality tasks that lend to authentic engagement
    • Productive discussions where students make sense, justify and generalize

     

    Classroom Management Procedures

    Classroom management procedures will be aligned to the multi-tiered system of support framework, Positive Behavior Intervention and Support (PBIS) to build an emotionally safe, positive and engaging environment. Teachers will understand, support and implement orchestration of the elements in the classroom:

    • Establish positive ongoing teacher-student relationships
    • Establish, post, and teach rules and procedures regularly
    • Implement proactive strategies and interventions
    • Use of acknowledgment system with specific immediate praise, and feedback 
    • Manage student behavior with a continuum of corrective strategies 

     

    Assessment Plan

    • Students will be given multiple opportunities to demonstrate proficiency following additional instruction and ongoing assessment, 
    • Multiple data points will be used to determine the reported grade (formative and/or summative)
    • Ongoing assessments may be given in a format different than the original and re-assessment will be given when students demonstrate new learning 
    • The time frame of ongoing assessments will be determined by the team and individual teachers based on student progress.
    • Late work will be accepted without penalty within the unit of study.
    • Extra credit will not be factored into grading.