OCG - Service Learning 1

READING

 

Key Ideas and Details

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

 

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

 

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

 

Craft and Structure

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

 

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

 

Assess how point of view or purpose shapes the content and style of a text.

 

Integration of Knowledge and Ideas

Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

 

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

 

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

 

WRITING and COMMUNICATION

 

Text Types and Purposes

 

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

 

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

 

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

 

Production and Distribution of Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

 

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

 

Research to Build and Present Knowledge

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

 

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

 

Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

Range of Writing

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

 

 

Other Standards:  (List national or local standards students are expected to master in this course)

 

Meaningful Service: Service-learning actively engages participants in meaningful and personally relevant service activities.

Reflection: Service-learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.

Youth Voice: Service-learning provides youth with a strong voice in planning, implementing, and evaluating service-learning experiences with guidance from adults.

Progress Monitoring: Service-learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.

Link to Curriculum: Service-learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.

Diversity: Service-learning promotes understanding of diversity and mutual respect among all participants.

Partnerships: Service-learning partnerships are collaborative, mutually beneficial, and address community needs.

Duration and Intensity: Service-learning has sufficient duration and intensity to address community needs and me

Required Instructional Materials and Resources: (List required materials including SDOC provided textbooks, including any fees that apply, etc.)

Off-Site Mentor

Transportation

*(Not sure of required reading yet)