Updated FLC Guidelines

Guidelines for FLCs

Once the course blueprint has been developed, edited, and finalized, you will begin the process of vetting educational content and then pairing those resources with the blueprint to create a “fully loaded course” or “FLC.”We want our courses to be as interactive, engaging, and creative as possible. With that in mind, we encourage you to take advantage of the wide variety of high quality resources available.We suggest that each course include resources from as many of the following categories as possible.

Resource categories:

1. Instruction:

This includes video lectures,textbook chapters, examples,powerpoint presentations, and explanations (content that might be in a typical lecture or textbook).

2. Reading:

This includes books, short stories, poetry, literary non-fiction, articles, and informational texts. This will generally be content used to meet Common Core literacy standards

3. Web Media:

This is an umbrella category for other multimedia content such as artwork, maps, images, YouTube clips, math applets, music, movie clips, animations, guided tours, and Wordle graphics.

4. Activity:

This is an interactive resource that requires students to produce something or participate in something but that does not provide any formal feedback or measure learning outcome mastery; for example: worksheets, study guides, journal entries, graphic organizers, writing exercises, problem sets, vocabulary practice.

5. Did I Get This? Activity:

This is a resource that allows students to do a quick self-check to assess their own understanding of the material before doing a graded activity; for example, practice problems with step-by-step explanations of the answers, flashcards, matching exercises, or an activity that requires the student to create a plot summary and compare it with a sample response. The purpose of this resource is more important than the form, i.e. a resource of any media type that is designed for students to do a quick self-check would go in this category.

6. Interactive Lab:

This includes any online lab, demo, or exercise that enables the user to directly manipulate or interact with the website/applet as a learning tool.Generally, this would be an extended activity requiring a student to work through a number of concepts across some distinct steps, as by solving a problem through discovery.

7. Questions & Answers (Q&As):

These Q&As are intended to “stand in” for teacher-student “question and answer” sessions in the classroom.Use these to address frequently asked questions or common roadblocks to understanding.

8. Checkpoint:

This is an assessment to test/evaluate mastery of learning outcomes.Each checkpoint should be accompanied by an answer key, grading rubric, guide to responding, or some other feedback mechanism. Examples include end-of-chapter assessments, research papers, end-of-unit projects, extended writing assignments.

Each unit should contain the following at minimum:

●An interactive activity

Examples:

●Graphing stories

●Problem sets

●Web activity

●Game

●Flashcards

●Simulation

●Guided Tour

●Instruction in at least two different formats:

Examples:

●Reading and a video lecture

●Graphic/illustration and an audio recording

●Reading and a graphical representation

●Checkpoint (Assessment)

Examples of each resource category:

1. Instruction

1.1.1. Subject-Verb Agreement

Instruction:Scott McLean’s “Writing for Success”

Link: Scott McLean’s “Writing for Success”

Instructions: Please scroll down and click on the link to “Chapter 2: Writing Basics: What Makes a Good Sentence?” On the left side of the page, click on section 2.2,“Subject-Verb Agreement.” Read this section in its entirety, completing exercises 1–4 as you go. After reading, think about how subject-verb agreement and inversion are related. Both involve the subject and verb of a sentence, but one is a rule that cannot be broken and the other is an issue of style. Which is which?

This exercise should take you approximately 1 hour.

Standards Addressed (Common Core):

●CCSS.ELA-Literacy.W.9-10.2

1.1.1 Early Colonial Life and Values

Instruction: Henry A. Beers’ “A Brief History of English and American Literature”

Link: LibriVox Henry A. Beers’ “A Brief History of English and American Literature”

Instructions: Please scroll down and listen to the entire audio lecture entitled “Part 2, Preface & Chapter 1, 1607–1765.” As you listen, take notes on the connections the speaker makes between the history of the Colonial Period and the literature produced during this period.What does she say about the literary significance of this early literature? How does she explain the lack of noteworthy literature during this period? What adjectives does she use to describe the literature that does exist?

In addition, take notes on how the speaker characterizes the life and values of the early settlers. What kinds of people were the Puritans, according to the speaker? Make a list of traits. Keep these notes handy as you proceed through the rest of this unit.

This activity should take approximately 30 minutes.

Standards Addressed (Common Core):

●CCSS.ELA-Literacy.RI.11-12.3

●CCSS.ELA-Literacy.CCRA.SL.3

1.1.1 Review of Mean, Median, and Mode

Instruction:Khan Academy’s “Statistics Intro: Mean, Median andMode"

Link: Khan Academy’s “Statistics Intro: Mean, Median and Mode"

Instructions: Please click on the link above, and take notes as you watch the video (9 minutes). Note any steps or terms that are unclear.

Viewing this lecture and taking notes will take approximately 10 minutes.

Standards Addressed (Common Core):

●CCSS.Math.Content.HSS-ID.A.2

1.1.1Composing Functions

Instruction: Lippman and Rasmussen’s “Precalculus: An Investigation of Functions”

Link: Lippman and Rasmussen’s “Precalculus: An investigation of Functions”

Instructions: Please read section 1.4, which is on pages 49–56.As you complete the reading, use pencil and paper to work through the examples and do the Try It Now problems.(Answers are on page 56.)

This reading and example problems should take approximately 40 minutes.

Standards Addressed (Common Core):

●CCSS.Math.Content.HSF-BF.A.1c

2. Reading

1.1.1. “Here Follow Some Verses Upon the Burning of Our House”

Reading: Poetry Foundation: Anne Bradstreet’s “Here Follow Some Verses Upon the Burning of Our House”

Link: Poetry Foundation: Anne Bradstreet’s “Here Follow Some Verses Upon the Burning of Our House”

Instructions: Please read the full version of Anne Bradstreet’s “Here Follow Some Verses Upon the Burning of Our House” two or three times until you are able to recount the events detailed in the poem. Take note of how the speaker’s perspective changes during the course of the poem. What does she realize at the end? Then, think about this poem in light of what you have learned about Puritan values. How is it representative of the Puritan culture?

This exercise should take you approximately 30 minutes.

Standards Addressed (Common Core):

●CSS.ELA-Literacy.RL.11-12.5

1.1.1 Macbeth

Reading: The Saylor Foundation’s version of William Shakespeare’s Macbeth

Links: The Saylor Foundation’s version of William Shakespeare’s Macbeth (PDF)

Also available in:
HTML(play)
eText format on the Kindle
ePub format on Google Books
Instructions:Please read the first act of Shakespeare’s play.Note any elements of tragedy that you can find evidence for in the first act.

This reading should take approximately 1 hour.
Standards Addressed (Common Core):

●CCSS.ELA-Literacy.RL.11-12.2

●CCSS.ELA-Literacy.RL.11-12.3

●CCSS.ELA-Literacy.RL.11-12.4

1.1.1 Euclid’s Elements

Reading: John Casey and Euclid’s “The First Six Books of the Elements of Euclid”

Link: John Casey and Euclid’s The FirstSix Books of the Elements of Euclid(PDF)

Instructions:Please read Book 3 and take notes on the properties of circles that are explained in the text.How are these properties similar or different than properties of circles you are already familiar with?

This reading should take approximately 1 hour.
Standards Addressed (Common Core):

●CCSS.Math.Content.HSG-GMD.A.1

3. Web Media

1.1.1 “Beowulf” in Old English

Web Media: Dr. Wheeler’s “Beowulf: An Online Exercise”

Link: Dr. Wheeler’s“Beowulf: An Online Exercise”

Instructions: Please click the link for the original manuscript of “Beowulf” in Old English.Look at the image of the manuscript carefully.Try to find words on the manuscript that you could translate to modern English.Next look through the images on the page “Modern English translation of Beowulf.”Even though many of these words look different than the ones we use today, Shakespeare’s language is Modern English—the same category as the English we use today.

This resource will take approximately 5 minutes to complete.

Standards Addressed (Common Core):

●CCSS.ELA-Literacy.CCRA.R.6

1.1.1 Waves

Web Media:Math Images’ “Sinusoid Implicit Flame” and “Sinusoidal Waves”

Link:Math Images’ “Sinusoid Implicit Flame” and “Sinusoidal Waves”

Instructions: Please click on the first link and observe the image.Brainstorm some ideas about the formula that this graph might be illustrating.Then click on the second link and read the explanation, paying attention to the different types of waves.

This resource will take approximately 10 minutes to complete.

Standards Addressed (Common Core):

●CCSS.Math.Content.HSF-TF.C.8

●CCSS.Math.Content.HSF-TF.C.9

1.1.1 Interpretations of Romeo and Juliet

Web Media:Musopen: Skidmore College Orchestra’s “Romeo and Juliet Overture by Tchaikovsky”

Link:Musopen: Skidmore College Orchestra’s “Romeo and Juliet Overture by Tchaikovsky”

Instructions:Please click on the link and listen to the recording.What type of mood does this music set for the story?Please support your answer by referencing specific portions of the recording.For example, even though the music starts off quiet and sweet in the first 30 seconds, you can hear low, mournful tones in the background that let you know the story might not have a happy ending.

This resource will take approximately 30 minutes to complete.

Standards Addressed (Common Core):

●CCSS.ELA-Literacy.RL.9-10.7

4. Activity

1.1.1. Paraphrasing

Activity: Connexions’“How to Paraphrase: Writing in Your Own Words”

Link: Connexions’“How to Paraphrase: Writing in Your Own Words”

Instructions: Please read the first section of the webpage entitled “How to Paraphrase.” Then, follow these steps to paraphrase Anne Bradstreet’s “Here Follow Some Verses Upon the Burning of Our House”(see unit 1.2.1).

This exercise should take you approximately 30 minutes.

Standards Addressed (Common Core):

●CCSS.ELA-Literacy.CCRA.W.8

1.1.1 Modernist Poetry

Activity: Wallace Stevens’ “Thirteen Ways of Looking at a Blackbird”; Thirteen Ways of Looking: Introducing Modernist Poetry; Thirteen Ways Graphic Organizer

Links: Wallace Stevens’ “Thirteen Ways of Looking at a Blackbird”; “Thirteen Ways of Looking: Introducing Modernist Poetry”; Thirteen Ways Graphic Organizer

Instructions: Please click on the first link and read the full text of Wallace Stevens’ “Thirteen Ways of Looking at a Blackbird.” Then, click on the second link and scroll down to Activity 2. Read through the last bullet point of the activity, which lists, stanza by stanza, the characteristics of modern poetry as they are demonstrated throughout the poem. Finally, click on the third link and follow the directions to complete the graphic organizer.

This activity should take you approximately 45 minutes.

Standards Addressed (Common Core):

●CCSS.ELA-Literacy.RL.11-12.4

1.1.1 Graphing Linear Inequalities

Activity: GeoGebra: Terry Lee Lindenmuth’s “Linear Inequalities N1v2 y<=,>= mx + b”

Link: GeoGebra: Terry Lee Lindenmuth’s “Linear Inequalities N1v2 y<=,>= mx + b”

Instructions: Please click on the link above. This page contains an interactive graph that allows you to change the y-intercept and slope to adjust the line and change from <= to >= in order to affect the shading. This is good practice for using the comparison method of solving inequalities.

This activity should take approximately 15 minutes.

Standards Addressed (Common Core):

●CCSS.Math.Content.HSA-REI.B.3

5. Did I Get This? Activity

1.1.1Determining Membership in a Function

Did I Get This? Activity: Khan Academy’s “Domain of a Function”

Link: Khan Academy’s “Domain of a Function”

Instructions: Please click on the link. This page provides a series of practice problems that you can answer and check online. Each question has solutions worked out step-by-step if you need hints along the way.

This activity should take approximately 15 minutes.

Standards Addressed (Common Core):

●CCSS.Math.Content.HSF-IF.A.1

1.1.1 Linear Equation Forms

Did I Get This? Activity: GeoGebra: David Cox’s “Linear Equation Mixed Forms”

Link: GeoGebra: David Cox’s “Linear Equation Mixed Forms”

Instructions: Please click on the link above. This page contains an interactive graph that allows you to plot points for equations of different forms. Once you have the x and y intercepts of the line plotted correctly, by dragging and dropping the two points they provide, the line appears. By clicking on the refresh icon in the top right corner of the graph, you can get a new equation to practice.

This activity should take approximately 15 minutes.

Standards Addressed (Common Core):

●CCSS.Math.Content.HSF-LE.A.2

1.1.1. Adding and Subtracting Mixed Numbers

Did I Get This? Activity: Khan Academy’s “Adding Subtracting Mixed Numbers 1”

Link: Khan Academy’s“Adding Subtracting Mixed Numbers 1”(HTML)
Instructions: Please click on the link above and complete the assessment that tests your knowledge on adding and subtracting mixed numbers.This quiz incorporates concepts from adding and subtracting mixed numbers with like and unlike denominators.You can review the concepts associated with the questions with the Khan videos in sub-subunit 3.2.2.Compute the answer to the given problem, and input your response into the answer box.Then, click on “Check Answer” to see if you were correct or if you need to try again.
Completing this activity should take approximately 45 minutes.

Standards Addressed (Common Core):

●CCSS.Math.Content.4.NF.B.3c

6. Interactive Lab

1.1.1. Slope Intercept Form of a Line

Interactive Lab: GeoGebra: Matt Huttenlock’s “Exploring Slope and Y-Intercept”

Link: GeoGebra: Matt Huttenlock’s “Exploring Slope and Y-Intercept”

Instructions: Please click on the link above. This interactive graph has a wealth of information to it. It allows you to change slope and y-intercept with slide bars to see how other values and the graph change. Find the blue slope line legend in the middle of the graph.Slide the circle left and right, and notice how the line changes when the slope is 1 or -1.For an explanation of some of the items seen, “A” is the y-intercept, “B” is the point on the line when x = 2, “a” is the standard form of the line, “f(x)” shows the slope-intercept form, and “m” is the slope.

This resource should take approximately 20 minutes to complete.

Standards Addressed (Common Core):

●CCSS.Math.Content.HSF-LE.A.1a

1.1.1. Word Problems and Percentages

Interactive Lab: Larry Green’s “Money and Mixing Word Problems”

Link: Larry Green’s“Money and Mixing Word Problems”(HTML)
Instructions: Please click on the link above.This website will help you solve various mixture problems (including the ones involving percentages) one step at a time.Try to solve at least five problems or more, if necessary.You can also click on “More information on Money and Mixing Problems” at the bottom of the page to see more examples of mixture and percentage mixture problems.
Solving the practice problems should take approximately 45 minutes.