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Portfolio Description
Assessment:
Throughout this unit the students will
continually be assessed to check for
understanding and make sure they are grasping
the overall goals and themes of this unit.
Assessment will be carried out in many different
ways in order to meet the needs and also address
the strengths of each student. Assessment will
be done by daily activities, worksheets, and
assignments, comprehensive and summative
projects and also daily informal assessment
based on teacher observations.
Rationale:
The portfolio is designed so that students are
able to visually see their work compiled
together and also have opportunities to look
back over it as a reminder of important topics
and assignments. The portfolio for this unit can
also be used in parent teacher conferences to
display to parents what the student has been
learning and also where their strengths and
weaknesses may be in particular subject
material. In doing this unit, students learn
about how special and unique each child of God
truly is, and these portfolios are created to
showcases that uniqueness.
Specifics:
Students will choose at least two artifacts from
each subject area that they feel best showcase
their competency in that subject area. After
choosing their two artifacts, students will
write a short reflection on each artifact they
have chosen with the help of a teacher as
needed. Their reflections will tell what they
learned by doing this project and also how this
artifact has helped them realize the uniqueness
and biblical importance of the “Gift of Life.”
Academic:
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English: Treasure Chest (Lesson
5-9)
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English: One-Page Paper (Lesson
9)
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English: Color Worksheet (Lesson
6)
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English: Perfect Community
Worksheet (Lesson
1)
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English: Character Worksheet (Lesson
3)
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Exploratory: Abortion Response
Paper (Lesson 1)
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Exploratory: Abortion Note Cards
(Lesson 1)
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Math: Hand Measurement Worksheet
(Lesson 4)
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Math: Golden Ratio Hand (Lesson
2)
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Math: Prime Factorization
Worksheet (Lesson 3)
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Math: Recipe Conversion (Lesson
1)
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Social Studies: Create Your Own
Nuremburg Law (Lesson
2)
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Social Studies: News
Headline-Jewish Liberation (Lesson
3)
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Social Studies: The World of
Anne Frank (Lesson
3)
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Social Studies: Christian
Perspective in Rwanda Journal
(Lesson 5)
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Science: What Do You Know about
Cells? (Lesson
1)
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Science: Personal Punnet Squares
(Lesson 4)
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Science: Cell Representation
Model (Lesson 5)
Emotional:
Physical:
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Art: Self-Portrait Collage (Lesson
1)
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Exploratory: Abortion Response
Paper (Lesson 1)
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Math: Hand Measurement Worksheet
(Lesson 4)
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Math: Golden Ratio Hand (Lesson
2)
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Science: Microscope View and
Draw Activity (Lesson
1)
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Science: More Alike than
Different Lab Results (Lesson
2)
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Science: Personal Punnet Squares
(Lesson 4)
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Science: Cell Representation
Model (Lesson 5)
Social:
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English: Color Poem (Lesson 8-9)
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English: Journal Writing
(Lessons
1,
2,
3,
5-9)
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Exploratory: Abortion Response
Paper (Lesson 1)
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Math: Rwanda Journal (Lesson 4)
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Math: Recipe Conversion (Lesson
1)
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Social Studies: News
Headline-Jewish Liberation (Lesson
3)
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Social Studies: The World of
Anne Frank (Lesson
3)
Spiritual:
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Art: Self-Portrait Collage (Lesson
1)
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English: One- Page Paper (Lesson
9)
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English: Journal Writing (Lesson
1,
2,
3)
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Exploratory: Abortion Response
Paper (Lesson 1)
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Math: Rwanda Journal (Lesson 4)
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Social Studies: Who Are You?
Segregation Activity (Lesson
3)
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Social Studies: Christian
Perspective in Rwanda Journal
(Lesson 5)
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Rubrics
Academic Goal:
By studying
The Giver,
students will better understand the dangers
of stripping away the value of life. Students
will be able to critically analyze this piece of
literature and recognize how similar social
concepts can be recognized throughout history.
The social studies exploration of the Holocaust
is one of the many examples where the value of
human life was belittled. By studying the
Holocaust students will see the tragedy of this
time period and also become aware of racial and
religious prejudices. Students will also spend
time studying the intricacy of the human body’s
cells and DNA.
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Category
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Level Four:
Outstanding
Competency
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Level Three:
Advanced
Competency
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Level Two:
Competency
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Level One:
Minimal
Competency
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Quality of work
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Completed and
Presented work
of the highest
quality
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Completed and
Presented high
quality work.
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Completed and
Presented work
that has
mistakes and
errors
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Completed and
Presented work
that has many
errors and
mistakes
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Growth of
Knowledge
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Demonstrates
highest level of
acquired
knowledge in all
subjects of
learning.
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Demonstrates
a high level of
acquired
knowledge in all
subjects of
learning.
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Demonstrates
some acquired
knowledge in all
subjects of
learning.
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Demonstrates
some acquired
knowledge in one
or two subjects.
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Critical
Thinking
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Exhibits the
highest level of
critical
thinking within
all subjects.
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Exhibits a high
level of
critical
thinking within
all subjects.
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Exhibits some
critical
thinking within
all subjects.
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Exhibits some
critical
thinking within
some of the
subjects.
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Emotional Goal:
Each adolescent is made uniquely. This unit
on the “Gift of Life” will help the students
understand their individuality and God’s unique
plan and story for their lives.
Students will learn to appreciate
themselves and their peers through discussions
and assignments. God’s great love will be shown
through this unit because each student will
realize that he or she is an image-bear of God.
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Level One:
Minimum
Competency
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Level Two:
Basic Competency
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Level Three:
Advanced
Competency
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Level Four:
Outstanding
Competency
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Relationships
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Would rather
work alone. Does
not like working
with others.
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Demonstrates
little growth in
building
relationships
with classmates.
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Demonstrates
some positive
growth in
building
relationships
with classmates.
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Demonstrates
significant
positive growth
in building
relationships
with classmates.
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Awareness of
Gifts
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Does not
recognize
personal
giftedness.
Seems to see
self as inferior
to peers.
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Minimal
recognition of
personal
giftedness.
Struggles to see
self as
significant
compared to
peers.
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Recognizes
personal gifts,
but is unsure
how to use them
positively. Sees
self as equal or
as significant
as compared to
peers.
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Recognizes
personal gifts
and has
discovered ways
to use them
effectively.
Sees self as
uniquely created
and purposefully
different from
peers.
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Responsiveness
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Does not share
responses or
ideas with
classmates.
Ignores ideas of
classmates or
participates
with a sense of
boredom.
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Hesitantly
shares responses
with peers.
Demonstrates
little
enthusiasm for
the ideas of
peers.
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Shares ideas
with peers.
Listens to the
ideas of peers
with respect and
with some
enthusiasm.
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Freely shares
ideas and
responds
positively with
peers.
Respectfully
listens to peers
and encourages
them to
contribute their
ideas.
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Reaction to “The
Giver”
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Poor attitude
and no response
to the
uniqueness of
each human being
and the gift of
life.
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Cared little
about the
uniqueness of
the human being
and the gift of
life.
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Cared about
uniqueness but
did not
appreciate human
beings as a gift
of life.
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Understood and
cared about the
uniqueness of
each human being
and the gift of
life.
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Spiritual Goal:
Through studying the book “The Giver,” by Louis
Lowery, students will understand the gift and
uniqueness of life God has blessed them with. We
will look at Psalms 139, which states that God
created our inmost being, he knitted us together
in our mother’s womb. As Christians, we must
praise him because we are fearfully and
wonderfully made. Students will understand that
God values their bodies and they must use their
bodies to go honor God in this world. Students
will also be asked to find their identities
fully rooted in the fact that they belong fully
to our loving Savior, Jesus Christ.
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CATEGORY |
Level Four:
Outstanding
Competency |
Level Three:
Advanced
Competency |
Level Two:
Basic
Competency |
Level
one:
Minimal
Competency |
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Worldview |
The
student displays
a great
understanding of
a complete
Christian
perspective as
it relates to
the uniqueness
of the human
body. |
The
student displays
a good
understanding of
a complete
Christian
perspective as
it relates to
the uniqueness
of the human
body. |
The
student makes
little effort to
build a complete
Christian
understanding
and perspective
as it relates to
the uniqueness
of the human
body. |
The
student does not
make an effort
to build a
complete
Christian
understanding
and perspective
as it relates to
the uniqueness
of the human
body. |
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Understanding
and Expression |
The
student displays
complete
evidence that
they have
considered the
topics being
discussed and
they always
express personal
ideas or an
understanding of
the topics being
addressed. |
The
student makes a
good effort to
consider topics
being discussed
and usually
expresses
personal ideas
or an
understanding of
the topics being
addressed. |
The
students makes
little effort to
consider topics
being discussed
and sometimes
expresses
personal ideas
or an
understanding of
the topics being
addressed. |
The
student does not
consider topics
being discussed
and does not
express any
personal ideas
or an
understanding of
the topics being
addressed. |
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Interaction and
Acceptance of
Others |
The
student always
displays a
Christ like
attitude towards
others and
encourages the
classroom to be
a community in
Christ. |
The
student usually
displays a
Christ like
attitude toward
others and
generally
contributes to
the classroom
being a
community in
Christ. |
The
student
occasionally
displays a
Christ like
attitude toward
others and
sometimes
contributes to
the classroom
being a
community in
Christ. |
The
student does not
display a Christ
like attitude
toward others
and does not
contribute to
the classroom
being a
community in
Christ |
Social Goal:
In this unit,
students will advance their knowledge of who God
created them to be. They will do this communally
through various activities, projects, and
through a comfortable, community-inspired
classroom. They will grow to appreciate their
fellow classmates, as they understand the unique
and precious way that God created each of them.
This unit seeks to help students gain an
appreciation for others as individuals created
in the image of God.
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Category |
Level Four:
Outstanding
Competency |
Level Three:
Advanced
Competency |
Level Two:
Basic
Competency |
Level
one:
Minimal
Competency |
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Appreciation of
Others |
Student
recognizes and
consistently
celebrates the
unique ways God
has created
their fellow
classmates |
Student
recognizes the
unique ways God
has created
their fellow
classmates, but
does not always
celebrate the
differences |
Students
sometimes
demonstrates
understanding of
the ways that
God has created
their peers, and
sometimes
celebrates the
differences |
Student rarely
demonstrates
understanding,
and rarely
celebrates their
peers. |
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Building of
Relationships |
Student actively
pursues the
building of
relationships,
continually
working to
develop the
relations
further |
Student works to
build
relationships,
but does not
always further
them beyond
basic
acquantence |
Student
sometimes work
to build
relationships
with others, and
will develop a
few relations
further |
Student rarely
attempts to
build
relationships,
and very seldom
develops any
relations
further than
basic aquantence |
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Development of
Community |
Student is
constantly
trying to be a
part of the
community and to
incorporate
others into a
community
environment
where each
individual is
cherished as a
Child of God |
Student is
trying most of
the time to be a
part of the
community, and
is trying to
bring others
into the
community
environment |
Student is
sometimes trying
to be a part of
the community,
and sometimes
brings others
into the
community
environment |
Student rarely
tries to be a
part of the
community, and
very seldom
brings others
into the
community
environment |
Physical Goal:
God designed us all
with different talents and abilities and this
indicates that all students will have different
physical capabilities as well. Our goal in this
unit on “The Gift of Life” is to have all
students participate in hands on activities that
help kinesthetic learners understand more fully
but to also give all students hands on
experiences to keep learning engaging. Students
will also have the opportunity to work in groups
and share information with their peers. Group
participation, peer interaction, and hands on
learning will all engage students in their
learning and also help them create meaning for
what the knowledge they are gaining as they
study “The Giver.”
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Student lacked
cooperation and
has room for
improvement…
1
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Minimal
participation
and cooperation
in activities
2
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Adequate
participation
and cooperation
in activities
and group work
3
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Outstanding
participation-Student
served as
excellent
example
4
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Creativity in
personal
creations-
Artistic
Imagination and
Effort put forth
in projects
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Student did not
meet the minimal
requirements.
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Student showed
effort in their
assignments but
only to
completion—did
not go beyond
requirements
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Student went
beyond the
requirements and
occasionally
asked questions
of further
thinking and
displayed
imaginative
abilities.
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Student always
went above and
beyond the
requirements and
asked questions
that displayed
“out of the box”
thinking to
increase
learning.
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Behavior during
“hands on”
learning
experiences
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Student refused
to take place in
hands on
experiences
during class
time.
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Student
participated in
hands on
activities but
caused
disruption and
was at times out
of control.
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Student behaved
during
participation of
hands on
activities but
did not
cognitively
engage
themselves.
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Student
participated
appropriately in
hands on
experiences and
made connections
to learning and
active
engagement.
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Group Work
Activities
Fulfillment of
Assigned Roles
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Student
misbehaved
during group
work and was a
disruption to
the learning
experiences.
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Student was
present during
group activity
but did not
participate or
vocalize ideas
and take
responsibility
for learning.
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Student
participated and
cooperated
during group
work and
activities
adequately and
did required
work.
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Student was an
outstanding
leader within a
group. Student
made sure to
complete their
task and also
kept other
students on
task.
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