COMMON CORE
Georgia Performance Standards
English Language Arts and Literacy Grades 6-8
WEBINAR SERIES 3: BUILDING INSTRUCTIONAL UNITS
This session will begin at 3:30 p.m. on Nov. 16, 2011
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Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/12/2016
1
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Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/12/2016
2
COMMON CORE
Georgia Performance Standards
English Language Arts and Literacy
TRANSITION AND IMPLEMENTATION
Introductory Professional Learning Webinars
STANDARDS: October 3-6, 2011
TEXT COMPLEXITY: October 24-27, 2011
INTEGRATED LEARNING: November 14-17, 2011
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
NOVEMBER 2011
Three Sets of Standards
College and Career Readiness Standards
(CCR)
Common Core Georgia Performance
Standards (CCGPS)
Literacy Standards for History/Social
Studies, Science, and Technical Subjects
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
ELACC8RL1: Cite the textual evidence that most
strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
The long and
the short of it!
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
a. Identifies the difference between the concepts of theme in a literary work and
author’s purpose in an expository text.
b. Compares and contrasts genre characteristics from two or more selections of literature.
c. Analyzes a character’s traits, emotions, or motivations and gives supporting evidence from the text(s).
d. Compares and contrasts motivations and reactions of literary characters from different historical eras confronting similar
situations or conflicts.
e. Evaluates recurring or similar themes across a variety of selections, distinguishing theme from topic.
f. Evaluates the structural elements of the plot (e.g., subplots, climax), the plot’s development, and the way in which conflicts
are (or are not) addressed and resolved.
g. Analyzes and evaluates the effects of sound, form, figurative language, and graphics in order to uncover meaning in
literature:
i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme, meter)
ii. Figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, imagery).
h. Analyzes and evaluates how an author’s use of words creates tone and mood and provides supporting details from text.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
ELACC11-12RL1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.
ELAALRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view,
figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry,
prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction and provides evidence from the
text to support understanding; the student:
a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (i.e.,
chronological, in medias res, flashback, frame narrative, epistolary narrative) in works of American fiction from different time periods.
b. Identifies and analyzes patterns of imagery or symbolism.
c. Relates identified elements in fiction to theme or underlying meaning.
d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic
purposes.
e. Analyzes the influence of mythic, traditional, or classical literature on American literature.
f. Traces the history of the development of American fiction.
The student identifies and analyzes elements of poetry from various periods of American iterature and provides evidence from the text to
support understanding; the student:
a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as
these elements relate to meaning.
i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance
ii. form: fixed and free, lyric, ballad, sonnet, narrative poem, blank verse
iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion
b. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images, figurative language, extended metaphor,
understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.
c. Traces the historical development of poetic styles and forms in American literature.
The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic American literature and provides
evidence from the text to support understanding; the student:
a. Identifies and analyzes types of dramatic literature (i.e., political drama, modern drama, theatre of the absurd).
b. Analyzes the characters, structures, and themes of dramatic literature.
Dr. dramatic
John D. Barge,
State
School
Superintendent
c. Identifies and analyzes
elements,
(i.e.,
stage directions,
fourth wall, expressionism, minimalism, dramatic irony).
“Making
Educationelements
Work forsupport
All Georgians”
d. Identifies and analyzes
how dramatic
and enhance the interpretation of dramatic literature.
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Tools for Transition…
TRANSITION STANDARD
Teach parallel structure in grade 10 and 11 in transition year
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Tools for Transition…
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Text Complexity
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What do we know?
• K-12 Reading texts have seen a decline in
the levels of difficulty over the last halfcentury
• The reading demands of college and
workforce training have held steady or
increased over the past 50 years
• Only between 7% and 15% of elementary
and middle school reading is expository
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Qualitative aspects of text
complexity best measured by an
attentive human reader, such as levels
of meaning or purpose; structure;
language conventionality and clarity;
and knowledge demands
Quantitative
aspects
of text complexity, such as word
length or frequency, sentence
length, and text cohesion, that
are difficult if not impossible for a
human reader to evaluate
efficiently, especially in long
texts, and are thus today
typically measured by computer
software
Reader and task considerations focus on the inherent complexity of text,
reader motivation, knowledge, and experience and the purpose and complexity of the task
at hand. This kind of assessment is best made by teachers employing their professional
judgment.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Text Complexity Rubric
• Intended to assist
educators in evaluating
multiple dimensions of a
text.
• The rubric addressees the
three aspects of text
complexity required for
consideration in Common
Core Appendix B:
qualitative, quantitative,
and reader/task match.
• Each of these three
dimensions includes
specific relevant
categories, each of which
is listed with a short
explanation to assist
users in making the best
possible determination.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Integrated Learning
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
WHAT IS INTEGRATED LEARNING?
Although the standards are divided into strands for clarity, the
processes of communication are closely connected.
Reading comprehension and student writing always require direct
textual evidence for claims, inferences, and analyses. Research and
media skills are blended into the standards as a whole.
To be ready for college, workforce training, and life in a technological
society, students need the ability to gather, comprehend, evaluate,
synthesize, and report on information and ideas, to conduct original
research in order to answer questions or to solve problems.
The need to conduct research and to produce and consume text and
media is embedded into every aspect of today’s curriculum. Similarly,
research and media skills and understandings are embedded
throughout the standards rather than treated in a separate section.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
WHAT IS INTEGRATED LEARNING?
Although the standards are divided into strands for clarity, the
processes of communication are closely connected.
Reading comprehension and student writing always require direct
textual evidence for claims, inferences, and analyses. Research and
media skills are blended into the standards as a whole.
To be ready for college, workforce training, and life in a technological
society, students need the ability to gather, comprehend, evaluate,
synthesize, and report on information and ideas, to conduct original
research in order to answer questions or to solve problems.
The need to conduct research and to produce and consume text and
media is embedded into every aspect of today’s curriculum. Similarly,
research and media skills and understandings are embedded
throughout the standards rather than treated in a separate section.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
BACKWARD DESIGN
THE BIG PICTURE
IDENTIFY DESIRED RESULTS
COLLEGE AND
WORKFORCE READY
DETERMINE ACCEPTABLE EVIDENCE
GATHER, COMPREHEND,
EVALUATE, SYNTHESIZE, AND
REPORT ON INFORMATION
FROM COMPLEX TEXTS,
CONDUCT ORIGINAL
RESEARCH, SOLVE PROBLEMS
PLAN INSTRUCTION
INTEGRATED
INSTRUCTION BASED ON
PARCC FRAMEWORK
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
As learning - and research about learning - evolves, we are beginning to
understand that meaningful scholarship is really a whole universe of
simultaneous events.
Common Core emphasizes a 21st century classroom that transcends the
idea of teaching standards in isolation and embraces a holistic approach
where reading, writing, listening, speaking, and language are woven
together to engage students with meaningful and relevant lessons.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
• Georgia is a governing partner in the PARCC consortium
• States working together to develop a common set of K-12
expectations in English and math
• Anchored in CCR standards what it takes to be ready for
college and careers
• Creating an instructional framework to create a pathway
to college and career readiness by the end of high school,
mark students’ progress toward this goal from 3rd grade
up, and provide teachers with timely information to inform
instruction and provide student support
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
INTEGRATED FRAMEWORKS IN DEVELOPMENT
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
BACKWARD DESIGN
IN UNIT PLANNING
IDENTIFY DESIRED RESULTS
Meet standards RL1-RL10/RI1-10/W1-10/SL1-6/L1-6
GATHER, COMPREHEND,
EVALUATE, SYNTHESIZE, AND
REPORT ON INFORMATION
FROM COMPLEX TEXTS,
CONDUCT ORIGINAL
RESEARCH, SOLVE PROBLEMS
DETERMINE ACCEPTABLE EVIDENCE
EXTENDED TEXT/SHORT TEXTS
ANALYSES: INDV. VS. SOCIETY
GENDER & IDENTITY
PERS AND POL ISSUES IN AMLIT
INDV VS. NATURE
RESEARCH: EVOLUTION OF PERS
RESPONSIBILITY IN US (ETC.)
PLAN INSTRUCTION
RESEARCH
PEER REVIEW
NEWSPAPER
MOCK TRIAL
DEBATE
DRAMATIC PRESENTATION
SOCRATIC SEMINAR
ACADEMIC CONFERENCE
FIELD TRIP (ETC.)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
SINGLE CCGPS ENGLISH LANGUAGE ARTS
INSTRUCTIONAL UNIT
NOTICE THAT ALL STANDARDS ARE INCLUDED IN EACH UNIT, UNLIKE GPS
UNITS WITH A DISCRETE STANDARD OR GENRE FOCUS
THIS UNIT HAS A LITERARY FOCUS
BUT WILL INCLUDE INFORMATIONAL TEXTS
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Can units of this rigor and complexity be translated to middle school?
SINGLE CCGPS ENGLISH LANGUAGE ARTS
INSTRUCTIONAL UNIT FOR HIGH SCHOOL
Moby Dick, Herman Melville
Among the Multitude, Walt
Whitman
To a Stranger, Walt Whitman
Each Life Converges, Emily
Dickinson
Hope Is the Thing with
Feathers, Emily Dickinson
Of All the Souls that Stand,
Emily Dickinson
The Tell Tale Heart, Edgar Allan
Poe
The Fall of the House of Usher,
Edgar Allan Poe
Walden, Henry David Thoreau
(excerpts)
On Civil Disobedience, Henry
David Thoreau
Map of Exploration and
Settlement of North America
1850-1890, Primary Source
Andrew Johnson’s speech on
John Brown’s raid, December
1859, Primary Source
Film: The Last of the Mohicans,
adapted from James Fennimore
Cooper
Oil on Canvas: Various, from
The Landscape of Belief, John
Davis
Oil on Canvas: Various, from
Painting the Dark Side: Art and
the Gothic Imagination in
Nineteenth-Century America,
Sarah Burns
The
Scarlet
Letter
*Journal writing
*Mock news
reporting
*Informal literary
response
*Echo poem
*Biographical
sketch
*Correspondence
*Extended analysis on
the Individual versus
Society in American
Literature of the mid19th century
*Gender and Personal
Identity essay; a
comparison and
contrast of the poetry of
Whitman and Dickinson
*The Personal versus
the Political; a study of
governmental and civic
influences on American
ideas of individuality
and autonomy based
on a close reading of
Thoreau’s Walden.
*The Individual versus
Nature: literary analysis
of the use of imagery
The Last of the
Mohicans (film) as
representative of “the
other” and the unknown
as represented by the
American frontier
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
The Evolution
of Personal
Responsibility
in American
Society: a
study of laws,
politics, and
social mores
of the U.S.
through 1865.
*Journal Writing
*Echo poem
*Biographical
sketch
*Correspondence
*Informal literary
response
Absolutely!
SINGLE CCGPS ENGLISH LANGUAGE ARTS
INSTRUCTIONAL UNIT FOR GRADE 8
“The Thaw,”
Primo Levi
Literary discussion: “The
Thaw”
Structure, imagery, context,
purpose, point of view
http://www.holocausttrc.org/thethawdiscussion.htm
Anne Frank: Beyond the
Diary - A Photographic
Remembrance
Ruud van der Rol and Rian
Verhoeven
Shamash: Holocaust
Photography Exhibit
http://www.shamash.org/holo
caust/photos/
The Scream”
Edward Munch
Oil on Canvas
The Freedom Writers Diary :
How a Teacher and 150
Teens Used Writing to
Change Themselves and the
World Around Them
(Excerpts)
Zlata’s Diary: A Child’s Life in
Sarajevo (Excerpts)
Zlata Filipovic
http://www.annefrank.com
“First They Came…”
Martin Niemoller
Anne
Frank:
Diary of a
Young
Girl
Example One: Keep your own diary
daily for two weeks; examining your
text, do you find yourself to be an
optimistic person or a pessimistic
person?
Example Two: Look at the
newspaper clippings provided to the
class this morning. What human
rights issues can you identify in our
own country or community? Write a
letter to the editor expressing your
opinion on this issue and/or
suggesting a course of action.
Example Three: Write a single diary
entry for Anne describing an
imaginary day that, unfortunately,
never actually took place. Describe
successful rescue/liberation of the
people in Anne's hiding place. How
does the rescue come about? What
are the historic and personal
circumstances (be accurate). How
does everyone feel/react?
Shadow Poetry: Write a poem
based on the structure of the “They
Came For” poem, expressing your
own unique viewpoint or
experience.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
* Analysis Essay #1:
Anne Frank is often
described as an optimistic
person. What evidence
from the text supports this
belief? In a 2 page paper
(typed, MLA style, 500 word
minimum), discuss Anne's
word choice, syntax,
imagery and any other
pertinent rhetorical
elements that help create
her voice and tone in the
diary.
Analysis Essay #2:
Anne Frank's famous quote,
"In spite of everything, I still
believe that people are
really good at heart," is
borne out by some of the
people portrayed in the
diary and disproved by
others. Choose one
individual from the diary
and use evidence from the
text to show how they
prove or disprove Anne's
maxim (2 pages typed, MLA
style, 500 word minimum).
Is human
character
shaped by
"nature" (e.g.,
genes, nutrition,
and inherent
skill) or by
"nurture" (e.g.,
upbringing,
cultural values,
good or bad
habits).
Research the
latest scientific
findings and
philosophical
debate on this
issue and write
a 3 page paper
in APA format
presenting your
research. Use
appropriate
citations.
What Anne Frank
experienced was an
extreme version of
the kinds of
intolerance, bullying,
and bigotry that
people still
experience every
day. Write a personal
narrative describing a
time you were a
victim of this type of
behavior, or a time
when you treated
someone else
unfairly. Be sure to
let your own unique
voice come through
in your writing, using
tense, voice,
imagery, and all the
other literary tools at
your disposal to
engage your
audience.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Curriculum Maps and Comprehensive
Integrated Unit Frameworks will be
provided for every grade for 2012-2013
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Resources
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
SUBSCRIBE TODAY!
JOIN-ELA-K-5@LIST.DOE.K12.GA.US
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
SUBSCRIBE TODAY!
JOIN-ELA-6-8@LIST.DOE.K12.GA.US
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
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TEACHER GUIDANCE DOCUMENT
FEEDBACK AND REVIEW PROCESS
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
How can we be of service?
Kim Jeffcoat
State Program Coordinator
English Language Arts and Literacy
kjeffcoat@doe.k12.ga.us
Sallie Mills
ELA & Literacy Program Specialist
smills@doe.k12.ga.us
Susan Jacobs
ELA & Literacy Program Specialist
sjacobs@doe.k12.ga.us
Andria Bunner
ELA & Literacy Program Specialist
abunner@doe.k12.ga.us
Angela Baker
Education Technology Specialist
anbaker@doe.k12.ga.us
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Julie Morrill
Literacy Program Specialist
jmorrill@doe.k12.ga.us
Mary Lynn Huie
Gates Literacy Trainer
mhuie@doe.k12.ga.us