1.
Nothing
2.
Do what you’ve always done
3.
Adapt and correlate
4.
Use State Frameworks modified to your needs or units you have created
5.
Go kicking and screaming into that dark night
6.
Embrace the standards

1.
Text complexity
2.
Balance of literary and informational text
3.
Close reading and using evidence from text
4.
Writing to multiple sources and research
5.
Academic vocabulary
6.
Focus and cohesive structure

1.
The standards are vertically aligned
2.
The standards are conceptual
3.
There are few “elements”
4.
There is a stairstep increment of development from grade to grade
5.
The standards follow a backwards design process from the College and Career-Ready
Anchor Standards
6.
The standards are built on the same principal as the GPS

1.
Change
2.
Finding informational text
3.
Finding time to teach everything
4.
Preparing for this year’s state tests while teaching the CCGPS
5.
Finding or purchasing new texts for the units
6.
Preparing for the unknown

1.
Reading, writing, and speaking grounded in evidence from texts
2.
Academic vocabulary
3.
Writing to and across multiple resources

1.
All of the items on the PARCC assessments will proceed from the reading of multiple texts
2.
Students must be able to cite direct evidence from text for both explicit ideas and for inferences
3.
Students must be able to determine central ideas and themes from text

1.
Complex vocabulary that is used across disciplines
2.
Words that students cannot define from context clues
3.
Frequent, not random, words pulled directly from the texts students are reading

1.
It’s not just a synthesis of ideas from several texts
2.
It requires deep analysis of texts
3.
It requires determining the effect of one text on another

1.
Start using the idea of “selected response” rather than “multiple choice”
2.
All of the assessments – both selected response and writing – are grounded in multiple texts
3.
There are no rote or DOK 1 questions
4.
The questions may call for multiple correct answers

1.
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come to
Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus.
2.
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come to
Triumph” by Anne Sexton to write an essay that analyzes how Icarus’s experience of flying is portrayed differently in the two texts.
(Students are given a four-page excerpt from “Daedalus and
Icarus” and the short poem by Anne Sexton.)

Part A
Which of the following sentences best states an important theme about human behavior as described in Ovid’s
“Daedalus and Icarus”?
a.
Striving to achieve one’s dream is a worthwhile endeavor.
b.
The thoughtlessness of youth can have tragic results.
c.
Imagination and creativity bring their own rewards.
d.
Everyone should learn from his or her mistakes.

Part B
Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A. a.
“and by his playfulness retard the work/his anxious father planned”
(lines 310-311) b.
“But when at last/the father finished it, he poised himself” (lines 312-
313) c.
“he fitted on his son the plumed wings/with trembling hands, while down his withered cheeks/the tears were falling” (lines 327-329) d.
“Proud of his success/the foolish Icarus forsook his guide” (lines 348-
349) e.
“ and, bold in vanity, began to soar/rising upon his wings to touch the skies” f.
“and as the years went by the gifted youth/began to rival his instructor’s art” g.
“Wherefore Daedalus/enraged and envious, sought to slay the youth” h.
“The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall”

1.
Close reading and analysis of texts
2.
Academic vocabulary
3.
Regular practice with reading, writing, and speaking grounded in evidence from texts, both literary and informational