School: 24Q296 Pan American International High School @ Elmhurst
Content Area Connections: ELA
Grade Level: 9 and 10
Email: katieruiz1294@yahoo.com
Unit Description: The 9/10th grade ELA class consists of 100 % ELLs with the common language, Spanish. The student's English language proficiency levels vary from entering- to commanding. Students are learning about working conditions within the garment industry outside of the USA and the impact on today’s society. Students will have the opportunity to explicitly draw on preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. In addition, they will have to percolate the arguments of the opposing side and have a rebuttal ready to attack those arguments by using their teammates to help develop meaningful claims. Part II of the project will consist of students gathering information that was presented during the debate and formally drafting Part 2 of the ELA regents following the rubric attached.
Curriculum Map/ Unit Plan:
https://drive.google.com/file/d/1VZmfJ8y3EIRh6DYgq1puiyY_DUeNM3X_/view
Rubric:
https://drive.google.com/file/d/1M3_5ywYiv-aTMKeu9ayNVuWYfun-bUIl/view?usp=sharing
Sample of Student Work: https://drive.google.com/file/d/1hyDW3lZRz7TU1KPF8wbyDdzNtTiKMwm_/view
https://drive.google.com/open?id=1WCZPGg5dLHRY0FkDZPcUmaYsrZSIsD9W
https://drive.google.com/open?id=1r4HgXJ3F0KvrPk9pza5CXdJYS1E6qgdc

School: 24Q236 International High School for Health Sciences
Content Area Connections: ELA
Grade Level: 11
Email: Wesley Hoffman wesleyhoffman1969@gmail.com
Unit Description: The ELA GWP requires students to write a literary analysis essay in which they trace a central idea through 2 different creation stories, Ideally they will use:
● 1 Greek creation myth or 1 world creation myth
● 1 creation myth from their own geographic background.
In this essay students are to write persuasively about their central idea, using sufficient evidence that is relevant and directly supports that their central idea exists in the myths they choose. A central idea is a universal message or a lesson that the reader learns after reading a piece of literature. To find the central idea, students will first choose a topic and then they will change that topic into a central idea that is present in both the creation myths they choose. Topics they are researching are: 1) Inequality: based on status, age, race, appearance 2) Gender: Issues related to gender stereotypes or gender discrimination 3) Incarceration and punishment 4) Family: Issues surrounding family dynamics 5) Vanity: Selfishness, thinking about yourself and not others 6) Love: Romantic love,familial love,lust
The students will then show examples from all their chosen texts to support the central idea they identify. These examples are in the form of quotes from the literature chosen and the quotes are then analyzed according to their relevance to the central idea and the literary devices that they exemplify. The students should limit themselves to 2 or 3 different literary devices total. The purpose of including literary devices in the essay is to explain what literary devices the quotes are examples of, the essay will also explain how the literary devices help to effectively communicate the central idea to the reader. A final analysis will propose a theory about why the creation myths they chose share so many features that are common to all creation myths. The students are also expected to make text, world or self connections throughout the essay.
https://drive.google.com/open?id=1BmTXysBvtKw2nZZxiL2Po5AYoGLlCWoe
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1Ccb2VnWALg-PD1whqDQ163LmcXpVogfD
https://drive.google.com/open?id=145K8MUMdzyVWzjiMWeAnL3MTKsZ6jJwk
https://drive.google.com/open?id=1wC5gLoqxKbTt7rxY_Kki_Z9RCZJULyh4
Rubric:
https://drive.google.com/open?id=13YN1r1VLDgd1Dt0RS7G0SlDzxDxwUrho
Samples of Student Work:
https://drive.google.com/open?id=1VivcKNDa_JkqJm-BQ7FyOqLOz-Bft4O4
https://drive.google.com/open?id=1yLPHxT7Y22jd8lP2UC23gmHV9RVHSOtA
https://drive.google.com/open?id=1ak5RNfdIrc8ygDs00HiVFkcUcwDdlzZr

School:24Q520 Middle College High School at LaGuardia
Content Area Connections: ELA, Social Studies
Grade Level: 9,8,7
Email: Rachel Wolff rachelwolff@mchslic.org
Unit Description: Reading the NY Times gives students access to a variety of topics and text structures. It provides opportunity for choice readings and to focus on skills across all levels. Reading the NY Times also opens opportunities for students to become more aware of subjects that interest them or explore new ideas independently.

Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1XCc7iZEaebEpRBHl4LOyxOE4fu0z5APCh6k058qOxQ0
https://drive.google.com/open?id=11nmxq34pXeebBv7LT8GHdWNgt4YsWqXd_GXD_0ZUzpg
Rubric:
https://drive.google.com/open?id=1wpVONO05rpu727KkxgEbFNCLjLhA7jkNuslPApiYjBg
Samples of Student Work:
https://drive.google.com/open?id=1XCc7iZEaebEpRBHl4LOyxOE4fu0z5APCh6k058qOxQ0
https://drive.google.com/open?id=11nmxq34pXeebBv7LT8GHdWNgt4YsWqXd_GXD_0ZUzpg

School: 28Q167 Metropolitan Expeditionary Learning School
Content Area Connections: Social Studies
Grade Level: 12, 11
Email: Sarah Newberger snewberger@metropolitanels.com
Unit Description: In The Crossing at Jamaica Station, students look at a key fight in government at all levels, through the lens of a development happening within students’ own neighborhood. In order for neighborhoods to be resilient, new affordable housing must be built. However, the best form for that housing is unknown. Students will consider whether or not The Crossing at Jamaica Station has made the neighborhood more resilient. Students will then zoom out to consider other options for affordable housing. In analyzing affordable housing, students will build understanding of levels of government involved in the policymaking process, the function of the NYC city council and borough presidents, and how to advocate for policy using persuasive letter-writing techniques.

Curriculum Map/Unit Plan:
21_22_PartGov_Housing_STA_Newberger_v2 (2) - Sarah Newberger.pdf - Google Drive
Rubric:
https://drive.google.com/open?id=1FnvFbO2zw5bJcjv5UYFK7E0OM_mRvvA-
Samples of Student Work:
https://drive.google.com/open?id=1AaKIdpQ5T1nzusL7oVmVCfmyFI0qjB7_
https://drive.google.com/open?id=1uiDgkss-3ZdJkLIqWBb_X-FSL6xl8Za9
https://drive.google.com/open?id=1DYKvW8z3rx32mHjKVjhaV63AFEY3FKWu

School: 25Q263 Flushing International High School
Content Area Connections: Science
Grade Level: 10, 9
Email: Min Hye Park minhye@flushinginternational.org, Ruby Jiang rjiang2@schools.nyc.gov, Andrew Maikels andrew@flushinginternational.org, Angela Papageorgiou angela@flushinginternational.org
Unit Description: The purpose of this project is to welcome new arrivals to the community and local neighborhoods of Queens, New York City. As a school made up predominantly of immigrant students who are recent arrivals to the United States, students learn about the neighborhoods they and their families inhabit and teach others about the resources available to them to help for a smoother transition into high school. Students choose a neighborhood in Queens they are interested in learning more about and work collaboratively to create a website design. Students, as website designers, create a Neighborhood Resource Guide to represent the different neighborhoods students and their families belong to. They translate the guide to the diverse languages represented in our student body for students and families to easily access. Including resources for public access to information about important facilities, landmarks, notable people, demographics, and more.
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1athme26zUZ6KSbd-g2rK2YfL48bRCjR5
Rubric:
https://drive.google.com/open?id=1m27gcJepzBFo-wMR32Y4lHaRTbGP0szZ
Samples of Student Work:
https://drive.google.com/open?id=1ubYgi5Z2xm8T9ckWKwd9LXm4V2Oafghb

School: 29Q243 Institute for Health Professions at Cambria Heights
Content Area Connections: Science
Grade Level: 12, 11, 10
Email: Harrison Gonzaga hgonzaga@ihpch.org
Unit Description: The motivating force for the engineering design process begins with human need. In this unit we discuss the intersection of science, technology and society, specifically how technology allows society to meet its needs. With the lens of human need and technology we look at real world cases of refugee populations as a framing device to study how transportation meets basic human needs. Because refugee populations rely on airdrops to deliver necessities, it motivates us to study the motion of falling objects. Some questions to consider are: What happens when societies cannot meet the needs of their people? Under what circumstances are airdrops used to send supplies? How are parachutes designed to create air resistance? To better understand how to engineer an airdrop we must understand one dimensional motion and the nature of falling objects. We do so through studying the kinematic equations as well as analyzing and constructing diagrams and graphs to represent that motion. Students then research and analyze how parachutes are designed to balance the forces of gravity and air resistance to lower terminal velocity. With this understanding of the context students can begin work on the engineering problem. The Engineering Design Process has cycles of designing, testing, evaluating, and revising prototypes to develop solutions to engineering problems. This cycle allows designers to test out new ideas and find more optimal solutions. Our students will work through this cycle to improve their airdrop devices (parachuted).
Curriculum Map/Unit Plan:
https://drive.google.com/open?id=1sSZJr0jIui__iMSCjN7UnVmieCGtBX-Z

https://drive.google.com/open?id=1MoPMChB40u51mprt32T-r5-bd2WPn5Wp
https://drive.google.com/open?id=191g9tbz3FBpZOmzpBOeEHnb7xXttwdRj

https://drive.google.com/open?id=13kp2o7asNydIp7pY2w4xgZKWurr0xH9p
Rubric:
https://drive.google.com/open?id=12CuPoM991ZWFPFtkI7Q3XnqI6Nsy7A_T
Samples of Student Work:
https://drive.google.com/open?id=1961-iu1ELCL7PH1CfL6EMsHgNAt_P5_z
https://drive.google.com/open?id=1_ECjBRNe0e_QEc4AmtULXCYQnTa0InBU

School: 25Q540 Queens Academy High School
Content Area Connections: ELA
Grade Level: 12, 11
Email: Anastasia Huerta ahuerta2@schools.nyc.gov
Unit Description: Like Water for Chocolate by Laura Esquivel is a compelling story of a Mexican family of women whose challenges, growth and adherence to cultural norms are reflected within the context of the novel’s setting, the Mexican Revolution. The novel is written in a strong female voice and offers many levels of understanding that allow students to apply several critical perspectives when exploring the novel’s themes. The enduring understanding that guides lesson planning is the understanding that there are different ways of understanding the truth and that truth actually depends on perspective. Critical perspectives, like Feminist, Archetypal and Historical perspectives, are an excellent way of coming to this understanding.

Curriculum Map/Unit Plan/Rubric:
CRSE Unit Plan - Like Water for Chocolate - ANASTASIA HUERTA.pdf - Google Drive

School: 27Q261 Voyages Preparatory South Queens
Content Area Connections: ELA
Grade Level: 12, 11, 10, 9
Email: Chris Losurdo closurdo@schools.nyc.gov, Rachel Corsini and Michael Tramontano
Unit Description: Sonny's Blues by James Baldwin is a diverse, engaging, urban text about the complexities of addiction, the desire to belong, and the pull of home. Through close reading, text analysis, use of literary techniques and elements, as well as text-to-self comparisons within the musical scope of the text, the students develop a deep understanding of the character of Sonny and his brother. As an inherently culturally responsive text, Sonny's Blues allows for students to explore the urban landscape and their relationship to New York City, as well as the Harlem Renaissance and how it affects the music of today. In the end, students devise a project that reveals their window to the world, much like the windows that Sonny and his brother search through within the story. It is an extensive look at their urban landscape, their dreams, and the possibilities for what's to come.
Curriculum Map/Unit Plan/Rubric:
https://drive.google.com/open?id=1nc1Tdv-CczUVpnw_vSGs-nGUs4XEPGF8
https://drive.google.com/open?id=1OO6iDRpcMu85_DbGS75VlrrTycNf4d0z