Housing+in+Spokane

__**COMMON CORE STANDARDS **__ [|CCSS.ELA-LITERACY.RL.9-10.1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

[|CCSS.ELA-LITERACY.RL.9-10.2] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

[|CCSS.ELA-LITERACY.RST.9-10.2] Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

[|CCSS.ELA-LITERACY.RST.9-10.7] Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

__**ELP STANDARD **__ ELP.9-12.1. construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing

__**MATH COMPONENT A (**created by Jayson Orth)__ //Jayson Orth is a 1 year MIT student at Gonzaga University. He recently finished his student teaching within Spokane Public Schools as a high school math teacher. Jayson will graduate in August 2016 with endorsements in secondary mathematics and ELL.//
 * Algebra 1 lesson for ELL 1/2 students:**
 * Lesson Plan: [[file:Lesson plan 1.docx]]
 * Associated Materials: [[file:Reading document, lesson 1.docx]]
 * Algebra 1 lesson for ELL 3/4 students**
 * Lesson Plan:[[file:Lesson plan 2.docx]]
 * Associated Materials:[[file:Worksheets, lesson 2.docx]][[file:Reading document, lesson 2.docx]]

__**MATH COMPONENT (**created by Jessica Moon)__ Jessica Moon is a 2 year MIT student at Gonzaga University. She graduated from Whitworth University with a BA in Mathematics and is just beginning her journey within the education field. Jessica is pursuing an endorsement in secondary mathematics and ELL.


 * Algebra 1: Lesson for ELL 1/2 students;**
 * Lesson Plan: [[file:ELL1_2 Lesson Plan.docx]]
 * Associated Materials:[[file:ELL1_2 Example Thinking Sheet.docx]][[file:ELL1_2 Student Thinking Sheet.docx]][[file:Extra Information.docx]]http://www.spokesman.com/stories/2013/may/12/a-home-to-call-their-own/


 * Algebra 1: Lesson for ELL 3/4 students;**
 * Lesson Plan:[[file:ELL3_4 Lesson Plan.docx]]
 * Associated Materials:[[file:Example Breakdown.docx]][[file:Breakdown Sheet.docx]][[file:ELL3_4 Zip Code Map.docx]]


 * __ SOCIAL STUDIES COMPONENT ( __**__ created by Katherine Dynes) __


 * Hillyard Neighborhood History** Representing a potential way to enhance a unit on local history, economics and/or regional government, these lessons illustrate the close relationship between economic history and neighborhood. Industry greatly affects a region’s economy and examples can often be seen even at the local neighborhood level. These materials highlight how one neighborhood can change based on an industry moving in to, or out of, the area.


 * Lesson Plan for 3/4 ELLs:
 * Associated Materials:


 * Lesson Plan for 1/2 ELLs:
 * Associated Materials:

// Katherine is a 1-year MIT student at Gonzaga University. She graduated from Gonzaga with a BA in History and is pursuing ELL, Social Studies, and English Language Arts endorsements. //