Below is the schedule for when GLEs can occur in ELA classes. Students will complete one of the performance assessments from one of the collections in the textbook as the Inquiry GLE per grade level. Use the lesson overviews included in this libguide for the performance assessment you choose for your inquiry GLE. All other performance assessments should follow the textbook. Items in bold are included as GLE options in this libguide. Items in bold yellow are new options for the 2019-2020 school year. Some of the GLE names have been changed to match the name of the Collection in the textbook. The previous name is listed in parenthesis. Proficiency scales coming soon.
If you notice any errors in the GLE information or have any feedback on the projects, please email Laura Pietsch. Thank you!
|
Grade |
1st Quarter |
2nd Quarter |
3rd Quarter |
4th Quarter |
|
6th |
C1 Facing Fear |
C2 Animal Intelligence |
C4 Making Your Voice Heard (Exotic Animals) |
C5 Decisions that Matter |
|
7th |
C5 The Stuff of Consumer Culture |
C2 Perception and Reality
|
C3 Nature at Work
|
C6 Guided by a Cause (Triangle Fire) |
|
8th |
C1 Culture and Belonging |
C2 The Thrill of Horror |
C4 Approaching Adulthood |
C5 Anne Frank's Legacy (Life During the Holocaust) |
|
9th |
C3 The Bonds Between Us |
C5 A Matter of Life and Death |
C4 Sweet Sorrow (Choices & Consequences) |
C2 Struggle for Freedom (Freedom Fighters) |
|
10th |
C1 Ourselves and Others |
C3 Responses to Change (was 3rd QTR) |
C6 Hard-won Liberty |
C5 Absolute Power (Universal Trait) |
|
11th |
C1 Coming to America (with selected pieces from other collections) |
C6 The Modern World (with selected pieces from other collections) |
||
|
12th |
C1 Chasing Success |
C2 Gender Roles |
C4 Seeking Justice, Seeking Peace (Effects of Violence) |
C5 Taking Risks (was 1st QTR) |
Students benefit from experiences that foster skills of life-long learning. This Guaranteed Learning Experience allows all students to use multiple skills and higher levels of thinking as they increase their knowledge, understanding, and experience regarding a significant topic.
Reminders:
This is a collaborative lesson taught by both the classroom teacher and the school librarian. Get in contact with your school librarian early to discuss scheduling and teaching responsibilities.
This document is a guideline for this lesson. If you need to make adjustments or changes to best suit the needs of your students or the resources in your building, please do so. If you have questions about the curricular requirements, please contact Julie Schik or Shelley Erikson.
At the completion of this lesson, you will need to send two student examples each of a level 2, 3, and 4 project to your curriculum specialist or department head who will in turn send those on to Mrs. Schik (unless otherwise specified).
The Big 6+ Guide and Toolbox are available with more information and graphic organizers. Look for the tabs at the top of this page.
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).