THE COLLEGE-READY ARGUMENT
Resources, Examples,
Scaffolding, Setting Standards,
Giving Feedback
DAY OVERVIEW
1. Common Core Shifts in Literacy
2. Implications for the Classroom

Two related research-based models for teaching writing

SRSD

GRR

Research on improving adolescent writing
3. The Mini-Research Paper or Simulated Research (PARCC)
4. Phase 1: Demonstration by teacher
5. Phase 2: Guided practice
6. Phase 3: Observed practice
7. Phase 4: Independent practice
8. Begin to develop your mini-research activity
OVERVIEW OF THE WORKSHOP
Goal for today: Develop a “college ready” argument
lesson series appropriate for your students.
This argument unit is really a guided research unit that
requires close reading, note-taking, pre-writing
organization, collaboration, drafting, providing
feedback, and editing.
This sequence of readings and writings can also be:
 a skeleton for a more extensive project or a plan for
providing many opportunities, each more challenging and
each requiring more independence,
 a clear plan for students to do many “quick turnaround”
research projects as recommended by the Common Core
(2011 MA Frameworks)
STANDARDS REQUIRING MULTIPLE TEXTS
PASSAGE SELECTION GUIDELINES PARCCONLINE.ORG
Grade
3
4
5
6
7
8
9-10
11
6-8
HTTP://WWW.PARCCONLINE.ORG/SITES/PARCC/FILES/COMBINED%20PASSAGE%
20SELECTION%20GUIDELINES%20AND%20WORKSHEETS_0.PDF
Number
of RL, RI, RH, and RST
standards requiring more than one
stimulus (stimulus may be text, art,
Standard Codes
graphic, quantitative info,
multimedia)
4
RL.7, 9; RI.7, 9
6
RL.6, 7, 9; RI.6, 7, 9
6
RL.7, 9; RI.5, 6, 7, 9
8
RL.7,9; RI.7,9; RH.7,9; RST.7,9
8
RL.7,9; RI.7,9; RH.7,9; RST.7,9
9
RL.5, 7,9; RI.7,9; RH.7,9; RST.7,9
9
RL.7,9; RI.7,9; RH.6,7,9; RST.7,9
8
RL.7,9; RI.7; RH.6,7,9; RST.7,9
400- 1000 words
FOCUS OF MULTI-TEXT STANDARDS
RL 11-12.9
Literary Elements
Demonstrate knowledge of eighteenth-, nineteenth- and earlytwentieth-century foundational works of American literature,
including how two or more texts from the same period treat
similar themes or topics.
RL 9-10.9, 9-10.6, 11-12.6,
Central Ideas, topics, points of view
RL 11-12.7
Different versions of the same text
RL 9-10.9
Transformation of ideas
RL 11-12.7, 9-1-.7
Integration of sources
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in
words in order to address a question or solve a problem.
RESEARCH-BASED MODEL
The Gradual Release of Responsibility
Self-Regulated Strategy Development
Optimal models of instruction
 4 recursive phases for both
 Based on Vygotsky’s research on learning
 Based on Writing Next research on
writing from most to least effective:










Planning, revising, editing
Summarization
Collaborative writing
Specific product goals
Technology use
Sentence combining
Prewriting
Inquiry focused
Process writing
Models
I Model
Students
Learn from
teacher
Teacher
I Guide
Students
gradually try
out
I Coach
I Conference
Students put
Students work
ideas into their on their own
own words
(with
guardrails)
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Students
Teacher
Teacher
Students
Students
Teacher
Students
Students
Students
Students
Students
Students
Students
Demonstration
Guided Practice
GRR: Teacher leads
GRR: Student watches
Observed Practice Independent Practice
Teacher guides
Teacher coaches
Teacher conferences
Students begin to grapple with the concept
Reading complex texts
Low stakes writing
Student begins to find her own
words for the concepts
Student works independently with
“guardrails” in place
SRSD Background knowledge of
writing skill
In the secondary classroom
1. Video: Pinwheel
2. Video: Scaffolding Socratic
Seminars
3. Persuasion versus Argument
T and Ss describe and discuss concepts
Use models
1. Get the Gist
2. Interactive note taking (GO)
3. Collecting evidence graphic organizer (GO)
4. Thesis development GO
5. They Say/I Say GO for incorporating sources
6. Argument templates
Ss Memorize process
Ss Supported independent use
1.
2.
3.
Collaborative note taking
Socratic Seminar
Pinwheel discussion
Your role
1. Writing Strategies (researchbased)
1.
2.
3.
4.
1.
Scaffolding and training for
effective practice
Effective Group Work
Collaborative activities
(Greece, NY list)
Training peers to provide
helpful feedback
1. Writer’s workshop
2. Writing process
3. Peer feedback
4. Teacher feedback
5. Rubrics, checklists, models
6. Rehearsal
7. Publishing/Presenting
Supports:
1. GO
2. Templates
3. Rubrics, checklists
4. Peers
5. Professional models,
6. student exemplars










2.
3.
Planning, revising, editing
Summarization
Collaborative writing
Specific product goals
Technology use
sentence combining
prewriting
Inquiry focused
Process writing
Models
GRR, SRSD,
Templates, GO,
Get the Gist (CCSS)
Shifting Gatsby (to the CC)
The Road Not Taken (taught subversively)
Where the Wild Things Are (lesson
sequence)
2.
3.
4.
GRR=Gradual Release of Responsibility
SRSD=Self-Regulated Strategy
Development
THE CHASM BETWEEN HS READING AND WRITING
AND COLLEGE EXPECTATIONS
Since 1967, text complexity has decreased K-12, but particularly in HS whose texts do not
become progressively more challenging, but are generally on a grade 7-8 level and are
below newspaper reading levels
SAT scores decreased over this time as well (and 80 points were added to the verbal scores in
the 90s)
70% of students in grades 4-12 demonstrate low achievement in writing
50% of college students are “not prepared for college writing” according to professors
30-35% of students say their writing is “not good enough” for their jobs or college
And as to reading, college texts have remained the same or increased in complexity (science)
since 1967.
(See Appendix A of Frameworks for a full discussion of these changes)
Reading Complex Texts
Students who can comfortably read and comprehend most high
school texts may be able to access only the important ideas in
“about one fourth of the reading materials in military, citizenship,
and workplace text collections and perhaps as little as five
percent of postsecondary texts.
(Gary Williamson. A Text Readability Continuum for Postsecondary Readiness, 2008).
AS A RESULT
20% of college freshmen are in remedial courses
Only 30% of these remedial students finish college
75% of college dropouts report reading as a
primary cause for leaving college
Aspects of Text Complexity Project David Liben
www.achieve.org
SPECIFICALLY WHY TEXT COMPLEXITY MATTERS
The determining factor for students passing a reading benchmark for the ACT
1. Was not inferential or critical thinking questions
2. Was not textural questions about main idea/author’s purpose, supporting
details, relationships, meaning of words, and generalizations and
conclusions
3. Was the degree of text complexity
4. The ACT study shows that, at least for this group of nearly a half million
high school students, critical thinking does not distinguish those who are
college and career ready from those who are not; facility with reading
complex text does.
The American College Testing Service “Reading Between the Lines” (ACT 2006).
More Challenging Reading
Complexity of thinking: Regular practice with complex
text and its academic language
Knowledge: Building knowledge through content-rich nonfiction
Writing to Text
Evidence: Reading, writing, and speaking grounded in
evidence from text, both literary and informational
EXPOSITORY TEXT:
GIVEN SHORT SHRIFT AND OVER-SCAFFOLDED
When [expository text] is read, it is over scaffolded by [K-12] teachers, and taught
superficially (“Read these pages, and find the answers”).
Given all of this, it is not surprising that Heller and Greenleaf (2007), in findings that
paralleled the ACT Between the Lines study, found that advanced literacy across
content areas (reading of expository, subject focused text), is the best available
predictor of students’ ability to succeed in introductory college courses. Far too many
students are not only ill prepared cognitively for the demands this type of text
presents; but are unaware there is even a problem, aside from how boring their
informational texts seem to be.
WHEN IS SCAFFOLDING TOO MUCH SUPPORT?
Learned helplessness
Lower order work (Recall only never independent application in a new situation.)
Attribution Theory video and summary:
http://education-portal.com/academy/lesson/teacher-expectationsattributions.html#lesson
Positive Attribution
Negative Attribution
Control
No Control
Effort Based
Ability Based
Hard Work; use of strategies
Luck-Based
High expectations
Low expectations
You can do this
You’re smart
HOW TO BUILD A SUPPORTIVE SCAFFOLD
TODAY
Demonstration
1. Defining the Argument
through the CCSS
2. Pinwheel video
3. Scaffolding a Socratic
Seminar video
4. Modeling thinking out
loud
Guided Practice
For This Class :
1. CCSS and the Argument
(Get the Gist Activity 1)
2. Shifting Gatsby
3. Where the Wild Things
are Lesson Sequence
For Your Students:
1. Interactive Note Taking
2. How to Read a Poem
Template
3. Collecting Evidence GO
4. Developing a thesis GO
5. Argument Template
6. Argument Rubrics
7. They Say/I Say template
for incorporating
evidence
Observed Practice
Students practice puting the
concept into their own words
Effective Group Work
• Accountability
• Feedback
• Rubrics
• Scaffolding
Independent Practice
Effective Feedback
1. Peer feedback steps
2. Rubrics
3. Checklists
4. Writer’s Workshop
5. Process writing
Examples of Group Activities 6. Argument models
1. Socratic Seminar
• Exemplars from
2. Pinwheel Seminar
peers
3. Get the Gist
http://achievetheco
4. Other effective
re.org/page/503/co
interactive activities
mmon-coreargument-opinionwriting-list-pg
• Professional models
THE FOCUS TODAY IS ON A
MINI-RESEARCH, SIMULATED RESEARCH (PARCC)
Research to Build and Present Knowledge (CCSS Writing)
7. Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple print and digital sources, assess
the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
What is missing in my old Gatsby argument assignment? How might you
change it?
PARCC LITERARY ANALYSIS
PARCC INFORMATIONAL TEXT RESEARCH SIMULATION
Icarus Myth Transformation in a
contemporary poem
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.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but
feel free to develop your own focus for analysis.
Develop your essay by providing textual evidence
from both texts. Be sure to follow the conventions of
standard English.
PHASE 1
TEACHER LEADS, DEFINES,
MODELS
MODELING THINKING OUT LOUD
PHASE I
1. Lecture or Mini-lesson
2. Demonstration
3. Read aloud
4. Exemplars
5. Models
6. Videos
7. Modeling thinking out loud (The Road Not Taken)
8. NOTE TAKING IN Interactive notebook by Students in Phase I
INTERACTIVE NOTEBOOKS
The Important Role of Taking Notes
1.
Annotations are a record of a student’s thinking.
2.
Annotations make remembering your thoughts much easier.
3.
The act of annotating is a multi-sensory interaction with the text
4.
Also, “annotation” means more than merely highlighting. It is a dynamic way of
interacting with the text. In general, annotation refers to two things used together:
5.
Symbols = These are the physical interactions on the text itself. These might include
highlighting, boxing and circling words/phrases, underlining, stars, arrows, question
marks, numbers and bullets.
6.
Marginalia = These are the words a reader writes next to the text in the margins that
record thoughts.
7.
The trick to good annotation is that both symbols and marginalia should be used in
conjunction with one another. As students highlight or underline a phrase, for example,
they should also write a note in the margin that records why that phrase stood out to
them. Similarly, if they have a thought they write in the margin, they should physically
mark the specific words and phrases that inspired that thought.
Marginalia
Symbols and
Marginalia
must work
together
http://www.teachhub.com/how-annotation-reshapes-student-reading
?
Questions = Our minds constantly asks questions about things we don’t understand, things we
are predicting, things we are trying to make sense out of. Recording these questions while reading
will help students’ minds automatically search for answers.
Connections and Contrasts = The more students can connect the information they read to what
they already know about themselves, their world, or other readings, the more the passages in front
of them will make sense.
= Interpretations = The meaning or depth of a passage may not be stated at the surface level of
the text, but after thinking and inference, it is important that students identify the puzzle pieces and
start putting them together.
Summaries = Even just putting something into their own words helps to clarify and solidify its
meaning in a student’s mind. Writing paraphrases of information in the margins and at the end of
sections/chapters helps enormously to enhance understanding.
Patterns = As lists, series, sequences, chronologies, or motifs are identified within a text, it’s
important for students to use numbers, bullets, or a their own method of annotation to organize the
passage.
Point of view Words = Individual words often hold a great deal of meaning, so making vocabulary
words, course-specific terms, and unique diction choices stand out with annotation is essential.
INTERACTIVE NOTEBOOK
Left Side
Each student’s way of interpreting the
notes, handouts, etc.
The left is the student’s way of
understanding the material.
The left side belongs to the student.
The left side is where a student
records processing (questions,
surprises, connections) of the
teacher-provided notes, handouts,
etc. (i.e. of the right side items).
Right Side
Right Side (Class Notes, handouts, etc.)
Notes
Vocabulary & literary terms
Handouts
Graphic organizers
Content to go on a foldable
Reading Comprehension Qs
CLOSE READING OF LITERATURE SCAFFOLDING
Reading without Limits
Maddie Witter
1. PREVIEW
2. PREDICT
3. LITERAL MESSAGE
4. FIGURATIVE or INFERRED
MEANING
5. PUTTING IT ALL TOGETHER
How to Read a Poem Template
2. Look
Title: Meaning?
Number of Lines:
Number of Stanzas:
Rhyme Pattern: (ABAB,
etc.)
Type of rhyme pattern?
Sonnet, ballad, free
verse, blank verse,
haiku, etc.
4. Literal
meaning
Summarize by stanza
what is literally
happening below.
7. Imagery
Identify with highlight
Identify sense(s)
3. Listen: Read
aloud twice!
(Document and label
with letters below on
poem)
1)
Enjambed lines
2)
End stopped lines
3)
Alliteration
4)
Assonance
5)
Consonance
6)
Internal rhyme
7)
Slant rhyme
8)
Regular rhythm
5. Figures of
Speech
Underline and label as
Simile
Metaphor
1. Title of Poem 6. Figurative
Author
meaning
Genre
Attach copy of poem
with annotations and
notes
What is a figurative
interpretation of the
poem?
8. (Style) Powerful 9. Theme(s) List
language, unique
below:
word choice? Ironic
use of words?
10 Quality of poem? 4,3,2,1: Why?
Universality? Unique statement?
Powerful images, language, figures of speech?
2. Look
Title: Meaning?
Number of Lines:
Number of Stanzas:
Rhyme Pattern: (ABAB, etc.)
Type of rhyme pattern? Sonnet,
ballad, free verse, blank verse,
haiku, etc.
4. Literal meaning
Summarize by stanza what is
literally happening below.
7. Imagery
Identify with highlight
Identify sense(s)
3. Listen: Read aloud twice!
(Document and label with letters
below on poem)
1)
2)
3)
4)
5)
6)
7)
8)
Enjambed lines
End stopped lines
Alliteration
Assonance
Consonance
Internal rhyme
Slant rhyme
Regular rhythm
1. Title of Poem
Author
Genre
Attach copy of poem with annotations
and notes
5. Figures of Speech
Underline and label as
Simile
Metaphor
6. Figurative meaning
What is a figurative interpretation
of the poem?
8. (Style) Powerful language,
9. Theme(s) List below:
unique word choice? Ironic use of
words?
10 Quality of poem? 4,3,2,1: Why? Universality? Unique statement? Powerful images, language, figures of
speech?
Demonstration
GRR: Teacher leads
GRR: Student watches
Whole Class uses
poetry template
Three
week
unit
Guided Practice
Observed Practice Independent Practice
Teacher guides
Teacher coaches
Teacher conferences
Students begin to grapple with the
concept
Reading complex texts
Low stakes writing
Student begins to find
her own words for the
concepts
Student works independently
with “guardrails” in place
In 2’s students work on 3
progressively more
challenging poems.
The dyads are
Students pick favorite
given a
song; I match it with a
“challenge”
canonical poem.
poem and they
Students research
present it to
song, create
the class in
PowerPoint that
carousel/muse
compares and
um format
contrasts their favorite
song with a canonical
poem. Then they write
a literary analysis of
CLOSE READING IN LITERATURE SCAFFOLDING
Reading without Limits
Maddie Witter
PREVIEW
PREDICT
LITERAL MESSAGE
FIGURATIVE or
INFERRED MEANING
PUTTING IT ALL
TOGETHER
The Eight Elements of Fiction
1. Plot
2. Setting
3. Character
4. Point of View
5. Tone
6. Theme
7. Style
8. Symbol
Demonstration
GRR: Teacher leads
GRR: Student watches
Guided Practice
Observed Practice Independent Practice
Teacher guides
Teacher coaches
Teacher conferences
Students begin to grapple with the
concept
Reading complex texts
Low stakes writing
Student begins to find
her own words for the
concepts
Student works independently
with “guardrails” in place
Whole Class
Whole Class reading of Short
identifies the 8
Stories
elements of fiction in Each group is assigned an
Where the Wild
element of fiction and the
Things Are.
whole class puts the story
together. The groups are
Groups define each assigned different elements.
term and give visual
and quoted examples Short summary how their
from WTWTA
element reflects the theme.
Read a novel
Is Gatsby Great literary
(The Great
analysis.
Gatsby) and a
(Tone, Style, Theme
class chart of
are required elements)
the 8 elements
are
maintained.
Two,
threeweek units
ACTIVITY 1: DEFINING THE ARGUMENT
(GUIDED PRACTICE ACTIVITY: PHASE 2)
Getting the Gist:
Reading, Writing, The Argument 9-10, 11-12 and Cognitive Load
Research-based Summarizing Strategy for Expository Text (Cunningham, 1982)
1.Directions:
1.
2.
3.
Read your assigned section of the text.
Collaboratively decide on the gist of the text
Report out your gist for reading, writing, cognitive load 9-10, 11-12
2.20-word Gist (practice for creating a summary)
3. Modifications
 Full Sentences
 Sentences with images
 Fewer words
 Increase the “chunk” of reading
4.http://www.readwritethink.org/classroom-resources/lesson-plans/gistsummarizing-strategy-content-290.html
PERSUASION VS. ARGUMENT (STUDENTS MAY NEED THIS)
Persuasion
• Ethos (author
credibility)
• Pathos (emotional
appeals)
Argument
• Logos (logical
appeals)
• Reason
TWO EXAMPLES OF ARGUMENT
ASSIGNMENTS
Is Gatsby great?
Should the title of Frost’s poem
be the “Road Not Taken” or the
“Road Less Traveled”?
SHIFTING GATSBY—CRITIQUING A MODEL
APPLY RUBRIC TO ONE OF MY OLD UNITS
Standard-Based Unit before 2011 Massachusetts Frameworks
How Great is Gatsby Academic Essay, Debate, and Vote
After reading the novel and discussing it as a class, using lenses of 8 elements of fiction (teams) plot,
character, setting, symbol, theme, tone, point of view, style (from Frameworks)
• 10th grade class
 Rate Gatsby’s greatness or lack thereof on a 1 to 10 scale
 Find three passages/events that support your opinion
 Using a “Living Liker Scale” arrange yourselves from 1 to 10. 10=Greatest
 With those with the same number, discuss your passages and rational
 Break line at 5 and line up 1/5,
2/6, 3/7, 4/8, 5/9-10. Discuss your position with your opposites; listen carefully to the position of your
partner and his/her citations
 Draft a collaborative essay with argument/counterargument and at least 5 citations from the text.
 Write your own essay. 6-traits rubric: Ideas, Organization, Voice, Sentence Structure, Conventions,
 Peer critique at least two papers, one who agreed with you, one who disagreed.
 Debate (1-5; 6-10)—who won? Secret ballot.
STANDARDS BASED VERSUS COMMON CORE
GATSBY UNIT
How Great is Gatsby?
Living Likert Scale
Partnered evidence and counter
argument
Thesis
Argument with rating
Counter Argument
Conclusion
Academic Critique
Examining Author’s Purpose
and Point of View
Living Likert; partnered evidence
gathering
Individual Essay
 Fitzgerald’s purpose in writing the novel
 Filtered through Nick’s perspective
 Interpreted by movies
 Scripts, words
 Images
 Modifications
 Authentic writing: Rotten Tomatoes
MODELING THINKING OUT LOUD (PHASE I) “THE ROAD NOT TAKEN”
Typical Reading
Second Subversive Reading
Students annotate their first reading
From Frey’s Deeper Reading (2012)
Briefly summarize the meaning of each stanza.
And summarize the theme. (Get the Gist can be
used or collaborative note taking.)
While walking in a “yellow” wood, the
narrator stands a long time looking at first
one as far as he could.
Then he looked down the other which was
not often used since it was “grassy and
wanted wear.”
They seemed equal, but I chose the second
and doubted I would ever travel the first.
Sometime in the future I’ll discuss the
decision about selecting the one less
traveled and that it has made all the
difference.
Theme: Individualism and following one’s
passions
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
Using Gradual Release of Responsibility
1: Read aloud (twice) by teacher noting the third line
pause and how the meter reflects walking and a pause.
2. Modeling thinking aloud by teacher:
Stanza 1: Frost called this poem a wolf in sheep’s closing.
The yellow wood indicates the season is fall , but the
autumn may mean the autumn of a person’s life.. He is
alone (1 line3),
Stanza 2: (2 line 4) “really the same” What is this
saying? Is this an important choice?
Stanza 3 line 5 I “doubted” I’d be able to make this
decision again.
Stanza 4. line 1” Sigh” Sadness? Relief?
Summary: A middle-aged man alone is not confident
about his choices and may have regrets.
Text-dependent
Questions for students
1: Which phrases indicate the two roads are similar?
2. Which words signal regret?
3. Is the sigh one of regret or relief?
4. Is the difference a positive or negative difference?
5. Does the Title help with the meaning?
6. People incorrectly call this “The Less Traveled”
Collaborative analysis of poem as class:
PHASE 2:
GUIDED PRACTICE WITH TEMPLATES, GRAPHIC ORGANIZERS,
INTERACTIVE NOTE-TAKING, COLLABORATIVE ACTIVITIES (GET THE GIST)
ARGUMENT RUBRICS AND TEMPLATES
DELAWARE RUBRICS K-12 ALL TEXT TYPES (CCSS ALIGNED; SPECIFIC):
HTTP://WWW.DOE.K12.DE.US/AAB/ENGLISH_LANGUAGE_ARTS/WRITING_RUBRI CS.SHTML
1.
Provide a rubric or template
2.
Review an accessible student essay (http://achievethecore.org/page/503/common-coreargument-opinion-writing-list-pg)
3.
Apply to a text or exemplar
4.
Generate a classroom rubric or template; modify as the year goes on
5.
Teach students how to use a rubric as a learning tool

It’s good feedback because



it focuses on a few aspects of writing and uses the same standards over and over
It limits the number of critical responses to the students to the most important
(As opposed to red pen correcting that sometimes communicates that if a student fixes
each area, the composition is perfect. Often corrections are at a sentence level and
not at a thinking level.)
TEMPLATES AND RUBRICS
Apply to models
 Claims
 Evidence: relevant and verifiable
 Warrant: explanation of how the evidence supports the claim; often
common sense rules, laws, scientific principles or research, and wellconsidered definitions.
 Backing: support for the warrant (often extended definitions)
 Qualifications and Counter-arguments: acknowledgement of
differing claims
File Name: A11-12R Macduff True Hero
http://achievethecore.org/page/503/common-core-argument-opinion-writing-list-pg
Argument/Opinion
annotations
Grade 12
Range of Writing
Macduff: A True Hero
Though many refer to the titular character of William Shakespeare’s
Macbeth as a tragic hero, another character stands out as a much greater
Begins by acknowledging
counterclaim, then
distinguishes from own
claim to follow
protagonist. While Macbeth is driven towards madness and to committing
atrocities through his tragic flaw of ambition, Macduff lacks such a flaw
and remains uncorrupted and heroic throughout the play. As Macbeth
strives to gain power and prestige at the expense of the lives of his king, his
friends, and his countrymen, Macduff meanwhile endures great personal
loss in his attempts to stop Macbeth’s tyrannical rue and to restore justice
and freedom to Scotland. With a name so similar to Macbeth’s, it is ironic
yet fitting that Macduff acts so much more nobly than his king (Piotr 20).
Throughout the tragic, events of William Shakespeare’s Macbeth, Macduff
Introduces a
knowledgeable claim about
a substantive topic and
establishes its
significance: gives context
about the play itself by
contrasting Macbeth and
Macduff, and then states a
precise claim
States focus, precise claim
serves as a heroic figure through his demonstrations of intelligence, loyalty,
and righteousness.
Macduff’s prevalence is minimal early in the play, though his
Creates an organization
intelligence can first be noted in his actions that follow King Duncan’s
that logically sequences,
death. While many Scottish nobles prepare to welcome Macbeth to the
develops, and supports the
throne and accept him as their king, Macduff shows his skepticism of the
claim
story surrounding the king’s demise. Though Macduff at first accepts the
verdict that Malcolm and Donalbain are the most likely suspects in the
murder of their father, he does so reluctantly and only because the evidence points to them given
that they have fled the scene. When asked if he will attend Macbeth’s
Uses words, phrases, and
inaugural ceremonies, Macduff responds, “No, cousin, I’ll to Fife” (2.4.36).
varied syntax to create
Macduff is less convinced than the others that the mystery of the king’s
cohesion, clarify the
death has been solved, and he wisely distances
relationships among claims
and reasons
http://learning.blogs.nytimes.com/category/poetry-pairings/
http://learning.blogs.nytimes.com/2014/04/10/text-to-text-ofmice-and-men-and-friendship-in-an-age-ofeconomics/?_php=true&_type=blogs&_r=0#more-144680
Text to Text: New York Times
Analyze an
Exemplar
Advanced
Reading/
Research
The writing –
makes effective use of available resources
skillfully/effectively supports an opinion with relevant and sufficient facts and details from resources with accuracy
uses credible sources*
Development
The writing –
addresses all aspects of the writing task with a tightly focused response
skillfully develops the claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for
each while pointing out the strengths and limitations of both
skillfully anticipates the audience’s knowledge level, concerns, values, and possible biases
Organization
The writing –
effectively introduces precise, knowledgeable claim(s); establishes the significance of the claim(s);
distinguishes the claim(s) from alternate or opposing claim(s)
skillfully creates an organization that logically sequences claims, counterclaims, reasons, and evidence
skillfully uses words, phrases, and /or clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims
provides an effective concluding statement or section that follows from and skillfully supports the argument
presented
Conventions
The writing –
demonstrates an exemplary command of standard English conventions
skillfully employs language and tone appropriate to audience and purpose
has sentences that are skillfully constructed with appropriate variety in length and structure
PARCC: The response uses precise language consistently including descriptive words and phrases, sensory details,
linking and transitional words, words to indicate tone, and/or domain specific vocabulary
follows standard format for citation with few errors
ARGUMENT TEMPLATE (USED TO ANALYZE A TEXT)
SCAFFOLD: NOTE TAKING SAMPLE (COLLABORATIVE POSSIBLY)
Claims
Reading
Evidence
Writing
Your analysis as it connects
the thesis of the paper
Quotation, summary, paraphrase of each
This means
major Easier
point. reading (picture books, lowerMore simply,
means Gradual Release of
Self this
Regulation:
Responsibility with rubrics, checklists,
models, reflections, conferences as
“Chunk”
reading—Get
the
Gist,
Expert
Major point: Social justice and poverty
Dickens sees
the injustice of poverty and the Sidney represents the wealthy classes, b
guides
Groups
suffering that results from poverty
his final act shows he sees justice as mor
Text Type Forms
important than his pleasure
Collaborative Groups or Pairs
Supportive
Notebook of
When Sidney Carton says, “It is a far, far
he is declaring
that hisMaterials:
sacrifice is something
The hope that Dickens’ sees for social jus
Gradual release of responsibility
theirand
common
errors, file
work, is shown in Carton’s selfless act to save
better….”
new for him,
this martyrdom
willof
bring
 Model
him to a templates,
better place,graphic
his own organizers
resurrection,
Dannay.
Lexiles)
 Guided practice
 Paired/team practice
 Individual Work
than he has
ever experienced
in his corrupt
Templates
for the Argument—They
life before
this final
Say/I
Say act.
Thesis, Claims
and Evidence,
What?
In A Tale
of Two Cities,
Dickens uses
the alouds:
characters to represent
the corruption
and the So
hope
for social justice in England and France.
Modeling
close reading:
Think
The
Synthesis—scaffolding
each
final chapter
showsmodel
the hope
that“Road
Dickens
despite the corruption. When Sydney Carton says, “It’s a far, far….known” (
), he
 Subversive
for the
Notsees
Taken”
symbolizes
the“The
possibilities
forTraveled”
reform and redemption. Carton is declaring that his sacrifice is new for him and that he will find a be
versus
Road Less
place, his own resurrection, than he has ever experienced in his corrupt life.
THESIS DEVELOPMENT
JAMES BURKE
1. Identify the subject of your paper
Social Justice in Dickens
2. Turn your subject into a guiding question
How does Dickens show his
attitude toward social justice in
his novels?
3. Answer your question with a statement
4. Refine this statement into a working thesis
Dickens’ attitude toward poverty, child labor, and prison is
demonstrated in his novels. Yet, Dickens seems to hold hope
for the future in the character of Sydney Carton.
Subject
GATSBY AND THE AMERICAN DREAM
THESIS: SETTING IS SYMBOLIC
The setting and colors in The Great Gatsby symbolize the failure of the American Dream. e
Guiding Question
What can be seen in the east to west map of Gatsby?
From the western-most Mid West through NYC to the Valley of the Ashes to West then East Egg
what is represented?
What do Fitzgerald’s selection of colors indicate in the novel?
Answer
Nick’s Midwestern father’s values are more and more corrupted in the East. From the careless
wealthy of East Egg to the pretensive Gatsby in West Egg, to the interloping Myrtle and her
husband who wants to go west and leave corruption of the American Dream to the crime under the
watchful eyes of Eckleberg, the setting reveals and reinforces the critique of the American Dream’s
delusions. Gatsby gazes east to Daisy’s mansion, not west to the moral fiber of America.
Refine to thesis
Fitzgerald has crafted the settings to intensify his theme about the failure of the American Dream.
SCAFFOLD: MODELING
THEY SAY, I SAY
OVERVIEW
I. They say (summarize, paraphrase, quote): Standard views, agreeing, implications…
2. I say (yes, no, okay, but…)
3. As a result, (connecting the essay; keeping your voice; so what?)
Examples from the text: Literary, Social Studies, and Science examples. Narrative
about a student’s revision based on a class discussion
Transitions
Using TSIS framework to facilitate revision of argument
TEMPLATES TO SCAFFOLD A SMOOTHLY WRITTEN
ANALYSIS OR ARGUMENT (JAMES BURKE)
They Say
I Say
What others say about this claim and
topic
I make a claim for the whole argument
Quote appropriately
I am responsible for organizing the claims, the
evidence, and my explanations
Cite appropriately
I am responsible for making links
between/among the sources using transitional
sentences and transitional words.
Worked into whole essay smoothly
I explain what “they say”
In contrast,….
Like…..
Somewhat similar to…
THEY SAY, I SAY
TEMPLATES
Some Template Topic Areas
Introducing what they say





Standard views
Something implied or assumed
An ongoing debate
Authorial belief/attitude
Using quotations
I SAY
 Explaining quotations
 Disagreeing, raising objections
 Making concessions
TYING IT ALL TOGETHER
META-Commentary
 Why this subject is important
PROFESSIONAL ESSAYS
Some Examples
Many people assume that….
Although…doesn’t say so directly, she
apparently assumes that…
On the one hand … argues, on the
other…contends…
…contends that….
…states, “…”
I think…is mistaken when she states, “…”
Although I agree up to a point, …
These findings challenge the work of….
Ultimately, what is at stake here…
SIMILAR AND SIMPLER RESOURCE THAN THEY SAY/I SAY
(70 SENTENCES)
Argue
a. Along similar lines, [X] argues that ___.
b. There seems to be no compelling reason to argue that ___.
Claim
a. In this [paper], I put forward the claim that ___.
b. [X] develops the claim that ___.
Data
a. The data gathered in the [pilot study] suggests / suggest that ___.
b. The data appears / appear to suggest that ___.
Debate
a. [X] has fostered debate on ___. (fostered = encouraged)
b. There has been an ongoing disagreement about
Discussion
a. In this section / chapter, the discussion will point to ___.
b. The foregoing discussion implies that ___. (foregoing = that came befor
c. For the sake of discussion, I would like to argue that ___.
Evidence
a. The available evidence seems to suggest that ___ / point to ___.
http://www.luizotaviobarros.com/2013/04/academic-writing-useful-expressions.html
COLLECTING EVIDENCE GRAPHIC ORGANIZER
They Say
(major claims,
Readingquoted)
I Say
(What does this mean)
Writing
Your analysis as it connects to
the thesis of the paper
Quotation,
summary,
paraphrase
here lower
This meansSelf Regulation: Gradual Release of
Easier
reading
(picture books,
Responsibility
Lexiles)
More simply,
this means with rubrics, checklists,
models, reflections, conferences as
I see a beautiful city and a brilliant people
“Chunk” reading—Get the Gist, Expert
guides
rising from this abyss, and, in their
Groups
struggles to be truly free, in their triumphs
Text Type Forms
Collaborative
Groups
or
Pairs
and defeats, through long years to come, I
Supportive Materials: Notebook of
see the evil of this time and of the previous
Gradual release of responsibility
their common errors, file of work,
time of which this is the natural birth,
 Model
templates, graphic organizers
gradually making expiation for itself and
 Guided practice
wearing out. (3.15.46)
Templates for the Argument—They
 Paired/team practice
Connecting
what they
say it to a
 Individual
Work
paragraph
Say
ConnectingSay/I
your interpretation
to a
paragraphThesis, Claims and Evidence, So What?
Modeling close reading: Think alouds:
 Subversive model for the “Road Not Taken”
versus “The Road Less Traveled”
The Synthesis—scaffolding each
PHASE 3
EFFECTIVE GROUP WORK
SOCRATIC SEMINARS WITH SCAFFOLDING
PHASE 3
GROUP WORK
Students begin to put the ideas in their own words
Theoretical Underpinnings: Vygotsky—“social
construction of learning.” We learn by rehearsal
through progressively more articulate “speech,” from
inner speech to social speech.
LIST OF GROUP WORK OPTIONS
Categories
# in group
Brief description
How/when this might
be used
Dyads
Think-Pair-Share
Turn and Talk
Collaborative Note-Taking
Collaborative writing
First 2, brief pause to think about
concept
Collaborative dyads can be very
effective in teaching writing
All phases to let students
think
Phases 2, 3, and
sometimes 4
Groups (3-5)
Teams
Roles—Immediate Purpose
Effective groups have roles,
assessments, clearly defined
process, and feedback.
Phase 3 when students
are ready to use
processes
Classroom Org.
Flexible,
Writer’s Workshop
Readers Workshop
Centers (with flexible groups)
Complex routines and
variable groups for different
purposes, routines to keep
focus on the task
Phase 4
Fishbowl, Medium Circle,
Socratic Seminar
Pinwheel Discussion
Academic focus
Scaffolding
Accountability
Phase 3
“GETTING THE STUDENTS TO DO THE WORK”
Resources for using Socratic Seminars
Edutopia
http://www.edutopia.org/critical-thinking-discussion-HSresources?utm_source=twitter&utm_medium=post&utm_campaign=roundup-HScritical-thinking-discussion-resources#graph1
Teaching Channel: Assessing (rubric), Progressively Increasing Expectations
https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom
Includes lesson plans, scoring guides, sample slides
SCAFFOLDING SOCRATIC SEMINARS
Multiple voices
Scaffolding the Socratic Seminar
https://www.teachingchannel.org/videos/usingsocratic-seminars-in-classroom
PHASE 4:
INDEPENDENT PRACTICE (WITH
GUARDRAILS)
Demonstration
Guided Practice
GRR: Teacher leads
GRR: Student watches
Observed Practice Independent Practice
Teacher guides
Teacher coaches
Teacher conferences
Students begin to grapple with the concept
Reading complex texts
Low stakes writing
Student begins to find her own
words for the concepts
Student works independently with
“guardrails” in place
SRSD Background knowledge of
writing skill
In the secondary classroom
1. Video: Pinwheel
2. Video: Scaffolding Socratic
Seminars
3. Persuasion versus Argument
T and Ss describe and discuss concepts
Use models
1. Get the Gist
2. Interactive note taking (GO)
3. Collecting evidence graphic organizer (GO)
4. Thesis development GO
5. They Say/I Say GO for incorporating sources
6. Argument templates
Ss Memorize process
Ss Supported independent use
1.
2.
3.
Collaborative note taking
Socratic Seminar
Pinwheel discussion
1.
2.
3.
4.
5.
6.
Your role
1. Writing Strategies (researchbased)
1.
2.
3.
4.
1.
Scaffolding and training for
effective practice
Effective Group Work
Collaborative activities
(Greece, NY list)
Training peers to provide
helpful feedback
Supports:
1. GO
2. Templates
3. Rubrics, checklists
4. Peers
5. Professional models,
6. student exemplars










2.
3.
Planning, revising, editing
Summarization
Collaborative writing
Specific product goals
Technology use
sentence combining
prewriting
Inquiry focused
Process writing
Models
GRR, SRSD,
Templates, GO,
Get the Gist (CCSS)
Shifting Gatsby (to the CC)
The Road Not Taken (taught subversively)
Where the Wild Things Are (lesson
sequence)
2.
3.
4.
Writer’s workshop
Writing process
Peer feedback
Teacher feedback
Rubrics, checklists, models
Publishing/Presenting
GRR=Gradual Release of Responsibility
SRSD=Self-Regulated Strategy
Development
FEEDBACK
Grading, Conferencing and Peer Feedback
Training Peers to Give Appropriate Feedback (a year-long process)
This is as good for peers as for the feedback that they give
1.
2.
3.
4.
Assume they do not know how to “criticize” or give feedback
Provide language models for them
Begin with only positive feedback plus questions. (No suggestions allowed.)
Model each new piece of feedback using the priorities for the class
1.
2.
3.
4.
5.
Claims
Evidence
Counterclaims
Organization
Incorporating quotations smoothly
YOUR TURN: BEGIN TO OUTLINE A LESSON ON
ARGUMENT
Demonstration
Shared
Demonstration
Guided Practice
Independent
Practice
Teacher Leads
Teacher/Student Work
Together
Student/Teacher Work
Together
Independent Practice
Modeling
Video
Text
Lecture
Question and Answer
Read alouds of anchor
texts
Modeling thinking aloud
Get the Gist
Socratic Seminar
Graphic Organizers for
 assigned notes
• Gathering
 team goals
evidence
 Group Work
• Developing Thesis
• Incorporating
Quotations
Writer’s Workshop
Drafting
Peer Feedback
Published, final work
Presentations
Authentic work
“JURIED” RESOURCES
Juried, Common Core Aligned
(in handout)
Literacy Design Collaborative (ASCD) Paideia Project: Active Thinking,
Reading, and Writing Through Dialogue The Power of Language
Achieve the Core. www.achievethecore.org. The Shifts in Practice Short
video about the process of creating the Common Core Close Reading
Model Lessons in ELA, History/Social Studies with both informational
and literary texts. Close Reading Model Lessons.. Tools, sample texts in
thematic units.
For example: The Glorious Whitewasher from The Adventures of Tom
Sawyer by Mark Twain (with mini-assessment) Grade 7 fiction. Text
Complexity Collection This collection includes both academic research
on text and qualitative and quantitative tools to assess texts
Odell Education http://odelleducation.com6-12 ELA (literary analysis),
HSSTheme-based texts (print and video) without lesson plans, variety
of text types: Informational, narrative, historical documents, and
literary. PD: how to read closely, how to compare multiple texts,
research, making evidence-based claims, etc.
CCSSO: Model Text Sets 6-12 ELA, HSS (Taking a stand: “The Lottery,”
MLKhttp://www.ccsso.org/Navigating_Text_Complexity/Showroom_M
odels.html
Lexile.com; http://www.arbookfind.com/UserType.aspx
Research engine: http://www.instagrok.com/
Software, Feedback, Researach,
Grammar, Literature
http://sqworl.com/00wui6 Everything
ELA
James Burke: English Companion Jing and his
personal web site
Kelly Gallagher: Articles of the week list.
http://kellygallagher.org/resources/articles.ht
ml;
http://www.teachingthecore.com/resources/art
icle-of-the-week-aow/
New York Times, The Learning Network:
weekly pairings plus poetry pairings
News ELA (nonfiction) http://newsela.com/
http://sqworl.com/00wui6 (software, ELA
resources)
MCU
Juried Curriculum from
Massachusetts
High School Writing to Text (Commissioner's Priority)
HSS
US History I
* Westward Expansion
HSS
11-12
* Massachusetts Remembers the Civil War Veterans
HSS
US History I
Constitutional Rights
HSS
US History II
African-American Civil Rights Movement
ELA
9-10
* Art and Poetry
ELA
10
* Exploring Topics in Education
ELA
11
The Art of Persuasion and the Craft of Argument
ELA
12
Hamlet and Psychological Criticism
ESTABLISHED GOALS G
CCSS.ELA-Literacy.RL.11-12.1 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.
CCSS.ELA-Literacy.RL.11-12.4 Determine
the meaning of words and phrases as they
are used in the text, including figurative
and connotative meanings; analyze the
impact of specific word choices on
meaning and tone, including words with
multiple meanings or language that is
particularly fresh, engaging, or beautiful.
MA.ELA-Literacy.RL.11-12.8.a Analyze a
work of fiction, poetry, or drama using a
variety of critical lenses (e.g. formal,
psychological, historical, sociological,
feminist).
CCSS.ELA-Literacy.W.11-12.9 Draw
evidence from literary or informational
texts to support analysis, reflection, and
research.
CCSS.ELA-Literacy.W.11-12.1 Write
arguments focused on discipline-specific
content.
CCSS.ELA-Literacy.RI.11-12.1 Cite strong
Transfer
Students will be able to independently use their learning to…
T
 Generate open ended questions and seek answers through critical analysis of text, media, interviews,
and/or observations.
 Read and comprehend a range of increasingly complex texts and media written for various audiences
and purposes.
Meaning
UNDERSTANDINGS
U
Students will understand that…
U1. Conflicts in literature (and in life) are often the
result of characters having different perspectives
on the same situation.
U2. Theories of literary criticism can provide
insights into literary characters and events and
ways of thinking about literature from different
cultures and historical periods.
U3. Evidence for character analysis comes from a
character’s speeches (e.g., choice of language and
syntax), actions, and relationships.
ESSENTIAL QUESTIONS Q
Q1. What do characters in literature reveal
about human nature?
Q2. How does using a critical lens enhance
our understanding of literature?
Q3. What kinds of textual evidence are
needed for an effective analysis of a
dramatic character?
Acquisition
Students will know…
K
K1. Psychological concepts applicable to
psychological criticism (e.g., id-ego-superego,
oedipal conflict, death drive, repression).
K2. Critical literary theories that shape arguments
for a particular interpretation of a text.
K3. What constitutes “evidence” in a literary
analysis.
Students will be skilled at…
S
S1. Applying psychological concepts to the
analysis of a literary character.
S2. Writing arguments that support claims
about a text based on valid reasoning and
relevant and sufficient evidence.
S3. Conducting research to answer a self-
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence

Precise and defensible interpretations of
both literary and informational texts and
insightful use of relevant evidence
Well-crafted writing and argument
Sophisticated use of academic vocabulary
Command of the conventions of standard
English grammar and usage
CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS)
PT
 Students analyze, from a psychological criticism perspective, the actions, decisions, and
motivations of a major character in Shakespeare’s Hamlet.
 The actions of the play are set into motion by the death of Prince Hamlet’s father, the King
of Denmark. By the end of the play, eight more characters have died unnatural deaths
and a new king, Fortinbras, is about to take the Danish throne.
 To better understand the cause of the recent spate of violence in the court of Elsinore,
Fortinbras demands a formal psychological report on the major characters’ actions and
mental states. In the role of crime scene investigators, students will write these reports using
evidence from Hamlet and insights from readings on psychological criticism. In addition to
writing a report, they must also orally defend their interpretation.
Use of relevant evidence
Accuracy in definition of and use of
domain-specific vocabulary
Application of insights from
psychological theory
Conducting and synthesizing research
OTHER EVIDENCE:
OE
 Oral presentation on the motivations of a character from Hamlet
 Group glossary of terms related to psychological criticism
 Analysis of Hamlet’s “To Be or Not to Be” speech
 Drafts of report and annotated bibliography







Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lesson 1: Making Inferences about Character Motivation in Hamlet
After a first reading of the whole play, students choose one of the major characters, develop a thesis statement about his or her motivations and find evidence in
the speeches and actions of that character to support their thesis. They make an oral presentation of their conclusions.
Lesson 2: Introduction to Theories of Literary Criticism
Students learn that literary scholars apply a variety of theoretical approaches to interpreting literature. They explore the approaches of new criticism, and
psychological, feminist, Marxist, historical, archetypal, and reader response theories and apply them to familiar folktales.
Lesson 3: Applying Psychological Criticism to a Folktale
After delving into psychological criticism in greater detail, and creating a class glossary of terms and concepts used in psychological criticism, students apply
principles of this approach to an analysis of the three characters in a traditional folktale, “Little Red Riding Hood.”
Optional Lesson 3.5: Analyzing Hamlet’s “To Be or Not to Be” Soliloquy
In groups, students closely read Hamlet’s speech, paraphrase the meaning of its sentences into modern English, and note Shakespeare’s use of figurative
language. They discuss why “to be or not to be” is the question for Hamlet at that point in the play and then interpret the speech using a psychological criticism
lens.
Lesson 4: Supporting a Thesis with Textual Evidence
Students develop criteria for the qualities of strong use of textual evidence. In small groups and then as a whole class, they use what they have learned about
psychological criticism to analyze the character Polonius. They develop a thesis statement and use evidence from the text to support their thesis.
Lesson 5: Curriculum Embedded Performance Assessment- Viewing a Major Character from Hamlet through a Psychological Criticism Lens
Students choose one of the major characters killed in the course of the play. They conduct research into critical studies of the play and its characters, and write a
report that analyzes one character’s actions and motivations. Their report cites evidence from the play and from relevant secondary sources to support their
thesis about the character’s mental state and relationships with other characters. In the final performance task, “Crime Scene Investigation: Denmark,” students
who have investigated the same character collaborate to make an oral presentation in which they defend their interpretation of the character.
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012
LITERACY DESIGN COLLABORATIVE
LITERACY DESIGN COLLABORATIVE (ASCD)
HTTP://WWW.LITERACYDESIGNCOLLABORATIVE.ORG/RESOURCES/SAMPLE -MODULES/
Sample Modules
English Language Arts
Science & Technical Subjects
History/Social Studies
LDC--SAMPLE COMPONENTS
Specific and scaffolded tasks with materials to accomplish the major task.
L1: How do authors use character relationships to develop theme in a story? After
reading Hamlet and related texts, write essay that explains how the relationship
between Hamlet and another character illustrates an important theme in this
tragedy. . What conclusion or implications can you draw? Cite at least two sources,
pointing out key elements from each source. A bibliography is required.
 1: Summarize: The Speaker's State of Mind (Lines 129-137 to "possess it merely").Summarize
the speaker's words/thoughts in section 1 of the soliloquy.
 2: Jarring Contrasts (Lines 138-155 to "She married.") Complete the graphic organizer
contrasting the speaker's tone/attitude toward his father, mother and uncle based on the
images, analogies and words and phrases associated with each character in this section of the
soliloquy.
 3, LONG CONSTRUCTED RESPONSE In the middle section of the soliloquy, the speaker
frequently interrupts himself. Why does he do this? How has the speaker’s state of mind been
affected by the actions of others? Use evidence from the text to support your analysis.
Formulate an answer to these questions in a thoughtful brief essay (approximately a page).
Rubrics
Standards
The entire teaching sequence with suggested techniques and materials
ODELL EDUCATION
ODELL PROVIDES
Theme-based texts ready for duplication
 The specific projects are not determined; it’s up to teachers to make those decisions
 Materials include digital and video texts
 A variety of text types: Informational, narrative, historical documents, and literary
How to read closely
How to compare multiple texts
 Guides for teachers
 Guides for students
Handouts
HOW TO READ CLOSELY—ODELL
HTTP://ODELLEDUCATION.COM/READING-CLOSELY
Part 1. Students learn what it means to read a text closely by attending to and analyzing
textual details. Students analyze visual-based texts.
Part 2. Questioning Texts: Students learn to use questions to guide their approach to,
reading, and deeper analysis of texts. Students read and analyze informational texts.
Part 3. Analyzing Details: Students learn to analyze textual detail as a key to discovering
meaning. Students read, analyze, and compare texts.
Part 4. Explaining Understanding: Students learn how to summarize and explain what they
have learned from their reading, questioning, and analysis of texts. Students read and
analyze three related texts.
Part 5. Discussing Ideas: Students learn the characteristics of an effective text-based
discussion and demonstrate skills in leading and participating in one.
READING CLOSELY UNITS—ODELL
HTTP://ODELLEDUCATION.COM/READING-CLOSELY
The curriculum is free.
Grade 6: “The wolf you feed”
Grade 7: “At the Pole”
Grade 8: “We had to learn English.”
Grades 9-10: “Brain Gain”
Grades 9-10: “Modern battlefield”
Grades 11-12: “Promised Land”
Grades 11-12: “Lay down all my joys”
Grade 12: “Life steps almost straight.”
MAKING EVIDENCE-BASED CLAIMS
UNITS--ODELL HTTP://ODELLEDUCATION.COM/MAKING-EBC-LESSON
ORGANIZATION OF INSTRUCTION
Part 1. Understanding Evidence-Based Claims: Students learn the importance and elements
of making evidence-based claims through a close reading of part of the text.
Part 2. Making Evidence-Based Claims: Students develop the ability to make evidencebased claims through a close reading of the text.
Part 3. Organizing Evidence-Based Claims: Students expand their ability into organizing
evidence to develop and explain claims through a close reading of the text.
Part 4. Writing Evidence-Based Claims: Students develop the ability to express evidencebased claims in writing through a close reading of the text.
Part 5. Developing Evidence-Based Writing: Students develop the ability to express global
evidence-based claims in writing through a close reading of the text
EVIDENCE-BASED CLAIMS ODELL EDUCATION
HTTP://ODELLEDUCATION.COM/MAKING-EBC-LESSON
Grade 6 Unit: Steve Jobs’ 2005 Stanford University Commencement Address
Grade 7 Unit: Cesar Chavez’s 1984 California Commonwealth Club Address
Grade 8 Unit: Ain’t I a Woman?, Sojourner Truth; Equal Rights for Women, Shirley Chisholm; and Wimbledon Has Sent Me a Message: I’m Only
a Second-Class Champion, Venus Williams
Grade 9 Unit: Plato’s Apology (updated unit containing a new translation of the text posted on September 2, 2013)
Grade 10 Unit: Nobel Peace Prize Speeches of Rev. Dr. Martin Luther King, Jr. and President Barack Obama
Grade 11 Unit: W.E.B. Du Bois’ The Souls of Black Folk
Grade 12 Unit: President Ronald Reagan’s First Inaugural Address and Secretary Hillary Clinton’s 2011 APEC Address
********************************************************************************************
Making Evidence-Based Claims about Literary Technique Grades 9-12
The Grades 9-12 Making EBC about Literary Technique Units adapt the Making EBC Framework for teaching claim-making about the effects
of authorial choice and craft on the meaning of literary texts. The units are built on literary texts from the NYSED 9-12 Text List.
Grade 9: “The Short Happy Life of Francis Macomber,” Ernest Hemingway
Grade 10: “Because I could not stop for Death,” Emily Dickinson; “Home Burial,” Robert Frost
Grade 11: “The Red Convertible,” Louise Erdrich; “On the Rainy River,” Tim O’Brien
Grade 12: “What We Talk About When We Talk About Love,” Raymond Carve
RESEARCH—ODELL
HTTP://ODELLEDUCATION.COM/LITERACY-CURRICULUM/RESEARCH
ORGANIZATION OF INSTRUCTION
Part 1. Initiating Inquiry: Students learn the purposes and processes of using inquiry and
research to deepen understanding. Students initiate inquiry on a topic through collaboratively
generating questions to direct and frame research.
Part 2. Gathering Information: Students learn how to conduct searches, assess and annotate
sources, and keep an organized record of their findings.
Part 3. Deepening Understanding: Students analyze key sources through close reading to
deepen their understanding and draw personal conclusions about their areas of investigation.
Part 4. Finalizing Inquiry: Students analyze and evaluate their material with respect to their
Research Frames and refine and extend their inquiry as necessary.
Part 5. Developing and Communicating an Evidence-Based Perspective: Students draw
from their research and personal analysis to develop and communicate an evidence-based
perspective.
RESEARCH—ODELL EDUCATION
HTTP://ODELLEDUCATION.COM/LITERACY-CURRICULUM/RESEARCH
Research Unit Grade 6 (Topic Resource Repository: Prehistoric Art)
Research Unit Grade 7 (Topic Resource Repository: Water)
Research Unit Grade 8 (Topic Resource Repository: Human Animal
Interaction)
Research Unit Grades 9-10 (Topic Resource Repositories: Music and
Technology)
Research Unit Grades 11-12 (Topic Resource Repositories: Design and
Food)
CCSSO: MODEL TEXT SETS
HTTP://WWW.CCSSO.ORG/NAVIGATING_TEXT_COMPLEXITY/SHOWROOM_MODELS. HTML
Middle School
The Constitution
Anchor Text: Words We Live By (excerpt)
High School
Taking a Stand
Anchor Text: The Lottery
Leaving a Legacy: Eulogies of Civil Rights Figures
Anchor Text: Remarks on the Assassination of MLK
THE LOTTERY: CCSSO EXAMPLE
The Lottery: Taking a Stand
9-10 Grade Band Text Set
Line of Inquiry: In this text set, students will explore fiction and nonfiction texts that
are connected through a common idea: “Taking a stand is often difficult and costly,
but not taking a stand more often extracts a greater toll.” The anchor text, The
Lottery, addresses the consequences of blindly following tradition. Language and
descriptions throughout imply that the citizens no longer understand why they conduct
the lottery and even suggest that other towns have done away with it. Despite this
doubt, the citizens follow the tradition of the lottery and the consequences are
certainly dire. The related texts in this set offer different perspectives on and
increase student opportunities to think about what it means to take a stand.
CONNECTED
TEXTS
TO
LOTTERY
AND
TAKING
A
STAND
Speech to the Second Virginia Convention By: Patrick Henry
Henry’s famous speech ending in “I know not what course other may take; but as for me, give me liberty or give me
death!” documents a pivotal moment in US history. When other colonists suggested waiting to hear from the English
monarchy in an attempt to reconcile, Henry argues for the colonies to form a militia and take a stand against British rule.
Conscientious Objector
By: Edna St. Vincent Millay
The Jungle (excerpts)
By: Upton Sinclair
Millay, Edna St. Vincent. "Conscientious Objector." Wine from These Grapes. New York: Harper & Brothers, 1934. N. pag.
Print.
Millay’s poem takes a stand against participating in any activities which will lead to death of others. The title has
military connotations and suggests a protest against military action.
Genre: Fiction
Sinclair, Upton. The Jungle. Cambridge, MA: R. Bentley, 1971. Print.
Sinclair’s searing critique of the meatpacking industry, contained within a novel about the lives of immigrants in America,
remains a powerful document in US history. While the novel itself doesn’t necessarily promote taking a stand, the act of
writing and producing an honest portrayal of industry at the time represents a protest against the inhumane conditions
present in the industry.
Brown v. Board of Education, 347 U.S. 483 (1954)
The Supreme Court decision handed down in Brown v. Board of Education of Topeka declared the “separate but equal”
law established by Plessy v. Ferguson unconstitutional. Taking a stand against unfair practices was not well received in
some places, but it was worth a larger moral victory in the end.
Animal Farm
By: George Orwell
Orwell, George. Animal Farm; New York: Harcourt, Brace, 1954. Print.
Satirical and cautionary, the tale of Animal Farm depicts the improbability of a system run for the collective good. The
ideas explored in the novel add another perspective to the line of inquiry not explored in the other texts—those who
take a stand can easily succumb to their own vices and take over the role of those they once fought against.
GUIDE TO CREATING YOUR OWN TEXT SETS
HTTP://WWW.CCSSO.ORG/DOCUMENTS/TEXT%20COMPLEXITY/TAKE%20IT%20FOR %20A%20SPIN/I
NTERACTIVE%20ROADMAP%20TEMPLATE.PDF
Strong text sets
Weak text sets
Build student knowledge about a topic;
meaningful connection to the anchor text
Texts are not related or connected across sets or they
are only superficially connected
Texts are authentic, rich, and worthy of study
Only commissioned texts or textbook passages
Range of text types (literary and informational)
and formats
Focused exclusively on one genre or format (unless the
set is a genre study)
Text complexity levels support student
achievement of the grade-level complexity
demands of the CCSS*
Text complexity levels are erratic and do not support
the staircase of text complexity in the CCSS
GUIDED TOUR OF PARCC
SCAFFOLDED
RESEARCH SIMULATION
TASK (RST)
GRADE 11 SAMPLE
October 2013 PARCC
http://parcconline.org/sites/parcc/files/CombinedPBATaskGenerati
onModelsGrades9-11.pdf.
87
UNDERSTANDING THE RESEARCH
SIMULATION TASK
•Students begin by reading an anchor text that introduces the topic.
•EBSR and TECR items ask students to gather key details about the passage to
support their understanding.
•Students read two additional sources and answer a few questions about
each text to learn more about the topic, so they are ready to write the final
essay and to show their reading comprehension.
•Finally, students mirror the research process by synthesizing their
understandings into a writing that uses textual evidence from the sources.
88
TEXTS WORTH READING?
Range: Example of assessing reading across the disciplines and helping to satisfy the 70%30% split of informational text to literature at the 9-11 grade band (Note: Although the split is
70%-30% in grades 9-11, disciplines such as social studies and science focus almost solely on
informational text. English Language Arts Teachers will have more of a 50%-50% split between
informational and literary text, with informational text including literary non-fiction such as memoirs and
biographies.)
Quality: The texts in this set about Abigail Adams represent content-rich nonfiction on a topic
that is historically significant.
Complexity: Quantitatively and qualitatively, the passages have been validated and deemed
suitable for use at grade 11.
89
SAMPLE MULTIPLE CHOICE ITEM #1—PART A
VOCABULARY (CONNECTED TO FINAL ANALYSIS)
In paragraph 8 of “Abigail Smith Adams,” Abigail Adams is called an
“advocate for females.” What is the meaning of advocate for females
as used in this paragraph?
a)
b)
c)
d)
90
promoter of women’s rights *
counselor for women who lack rights
revolutionary demanding women’s control of government
campaigner for women running for political office
SAMPLE ITEM #1—PART B
VOCABULARY FROM THE CONTEXT (CONNECTED TO
ANALYSIS)
Which of Abigail Adam’s actions described in the biography best shows
her being an advocate?
a) “She read any books that were available and became
knowledgeable about a variety of subject matters most
women never considered.”
b) “Abigail Adams supported the revolution as fervently as
John, and she arguably suffered more because of it.
c) She asked Warren to petition Congress with her and
request that Congress establish some laws that favor
women.”*
d) “While her main focus was on her family and home, Adams
remained in correspondence with several political
figures…”
91
SAMPLE ITEM #2—PART A
EVIDENCE
Which question below is left unanswered by the biography “Abigail Smith
Adams” because insufficient evidence is provided?
a) Why did John Adams suffer less from the war than Abigail
Adams did?
b) Why did Abigail Adams write a letter to Mercy Otis Warren?
c) Why did Abigail Adams ask John Adams to “remember the
ladies” when creating the new nation?
d) Why did John Adams fail to respond to Abigail Adams’ pleas
for better treatment of women?*
92
SAMPLE ITEM #2—PART B
CONNECTED QUESTIONS
Which statement is true about the biography and best supports
the answer to Part A?
a) The biography indicates that John Adams was often in a
safer location than Abigail Adams was but never explains
why she was in danger.
b) The biography indicates that John Adams respected his
wife’s opinions but never explains why he agreed or
disagreed with her.*
c) The biography indicates that Abigail Adams corresponded
with other women but never explains why she wrote the
letters.
d) The biography indicates that Abigail Adams wanted her
husband to think about the treatment of women but never
explains why she thought changes should be made.
93
SAMPLE ITEM #3—PART B
CLAIMS AND EVIDENCE
Which two sentences from “Abigail Smith Adams” best support the answer to Part A?
a) “She read any books that were available and became
knowledgeable about a variety of subject matters most women
never considered.” (paragraph 2)
b) “From the beginning, it was she who managed their farm and took
care of business so that he could devote himself to politics.”
(paragraph 3)
c) “Through his letters it is clear that he trusted his wife to take care of
his business matters and admired her self-sufficiency.” (paragraph
4)
d) “…Abigail Adams began to refer to their property and other
affairs as her own instead of ‘ours.’” (paragraph 4)
e) “In these letters one can tell that they were close friends and often
Adams advised her husband on matters of politics.” (paragraph 5)*
f) “She was an advocate for females and expressed original feminist
theory, as well as insightful political thought.” (paragraph 8)*
94
SAMPLE ITEM #4—PART B
AUTHOR’S PURPOSE
Why does Abigail Adams most likely use this specific language about
men?
a) to show that she believes her husband likely will not be
able to convince lawmakers to include rights for women as
part of the fight for independence
b) to emphasize that men have an obligation to ensure rights
for women as dictated by a Supreme Being
c) to indicate that she is grateful that John Adams is fighting
for independence from a government that she believes
treats people, especially women, unfairly
d) to point out the similarities between the Colonies’ fight for
freedom from unjust domination and women’s fight for
freedom from unjust domination*
95
SAMPLE ITEM #5—PART A
ONE OF THE TWO CRITICAL IDEAS:
INDEPENDENCE
How does paragraph 2 of Abigail Adam’s letter to her husband most
strongly contribute to the text as a whole?
a) It introduces Abigail’s main argument for independence,
which is discussed more thoroughly in later paragraphs.*
b) It identifies the religious principles Abigail believes the
Colonies are fighting for, which are discussed more
thoroughly in later paragraphs.
c) It establishes Abigail’s belief that the colonies are losing
the fight for independence because those fighting do not
truly understand the importance of winning, which is
discussed more thoroughly in later paragraphs.
d) It demonstrates that Abigail is certain that the Colonies will
be a strong country if they win the war, which is discussed
more thoroughly in later paragraphs.
96
SAMPLE ITEM #5—PART B
CLOSE READING
In which two paragraphs of the letter are the ideas in paragraph 2
discussed more thoroughly?
a)
b)
c)
d)
e)
f)
97
paragraph 3
paragraph 4
paragraph 5
paragraph 6
paragraph 7
paragraph 8
SAMPLE ITEM #6—PART A
DETAIL
Which two statements best summarize Abigail’s ideas regarding the
occupation of Boston, based on the letter to her husband?
a) Disease wiped out many of the residents of Boston during
the occupation of their town.
b) Many of the homes that were occupied in Boston were left
in better condition than expected.*
c) It is likely that another town in the Colonies will be similarly
occupied in the near future.
d) Only the president’s and solicitor general’s homes were left
unharmed by those who occupied Boston.
e) The people of Boston do not know whether or not they
should return to their homes.
f) As long as citizens of other towns take steps to avoid what
led to the occupation in Boston, they should be safe from a
similar fate.*
98
SAMPLE ITEM #4—PART A
VOCABULARY IN CONTEXT
In paragraph 7 of the letter to her husband, Abigail Adams states
that “all men would be tyrants” and in paragraph 8 she states
that men are “naturally tyrannical.” Which statement defines the
word tyrannical correctly using the context of the letter?
a) Tyrannical can be defined as formal and ceremonious, as
indicated by the words “laws which I suppose it will be
necessary for you to make.” (paragraph 7)
b) Tyrannical can be defined as considerate and nurturing, as
indicated by the words “more generous and favorable.”
(paragraph 7)
c) Tyrannical can be defined as overbearing and oppressive,
as indicated by the words “cruelty and indignity with
impunity.” (paragraph 8)*
d) Tyrannical can be defined as vigilant and possessive, as
indicated by the words “under your protection.”
(paragraph 8)
99
SAMPLE ITEM #6—PART B
EVIDENCE
Choose two quotations that best support the answers in Part A.
a) “I am fearful of the small-pox, or I should have been in before this
time.” (paragraph 3)
b) “I find it has been occupied by one of the doctors of a regiment…”
(paragraph 3)
c) “…some individuals discovered a sense of honor and justice, and have
left rent of houses in which they were, for the owners, and the furniture
unhurt, or, if damaged, sufficient to make it good.” (paragraph 4)*
d) “…whether we could rest in our own cottages or whether we should be
driven from the seacoast to seek shelter in the wilderness…”
(paragraph 5)
e) “Though we felicitate ourselves, we sympathize with those who are
trembling lest the lot of Boston should be theirs.” (paragraph 6)
f) “They have time and warning given them to see the evil and shun it.”
(paragraph 6)*
100
SAMPLE ITEM #7—PART B
CLOSE
READING
Which quotation from the text best reflects the meaning of “through all
the gloom, I can see the rays of ravishing light and glory”?
a) “You will see in a few days a Declaration setting forth the
causes which have impelled us to this mighty revolution,
which will justify it…” (paragraph 1)
b) “…I am surprised at the suddenness as well as greatness
of this revolution.” (paragraph 2)
c) “It is the will of Heaven that the two countries should be
sundered forever. It may be the will of Heaven that
America shall suffer calamities still more wasting, and
distresses yet more dreadful. (paragraph 2)*
d) “I am apt to believe that it will be celebrated by
succeeding generations as the great anniversary festival.”
(paragraph 5)
101
SAMPLE ITEM #8—PART A
CLAIM;
CLOSE
READING
What claim does President Adams make about the timing of the
declaration of Independency”?
a) The declaration should have been made several months
earlier, as many months of hardship were endured for no
reason.
b) The declaration is being made prematurely because the
Colonies are not prepared for the consequences.
c) The delay of the declaration actually worked out well, as it
allowed the colonists to truly unite behind one idea.*
d) The delay of the declaration was unnecessary and can be
contributed to a lack of understanding on the art of the
colonists.
102
SAMPLE ITEM #8—PART B
CLOSE
READING
Which excerpt from the text best supports the answer to Part A?
a) “We might, before this hour, have formed alliances with
foreign States...” (paragraph 3)
b) “Time has been given for the whole people maturely to
consider the great question of independence, and to ripen
their judgment, dissipate their fears, and allure their
hopes…” (paragraph 4)*
c) “…by debating it in assemblies, conventions, committees of
safety and inspection, in town and county meetings,…”
(paragraph 4)
d) “I am well aware of the toil, and blood, and treasure, that
it will cost us to maintain this declaration, and support and
defend these states.” (paragraph 6)
103
SAMPLE ITEM #9—PART A
ANALYSIS
Select the claim that both Abigail and Adams make in their letters and
drag it into the box labeled “CLAIM.”
Providence determines which side
will win in a conflict.
It is human nature that people
who have control will tend to turn
toward bad behavior rather than
good behavior.*
All people, regardless of gender
or position, should have their
rights protected.
People who have oppressed
others are less likely to desire
freedom than those who have not
oppressed others.
104
CLAIM
SAMPLE ITEM #9—PART B
CLOSE READING; CONNECTING CLAIM AND EVIDENCE
Choose two quotations, one from each letter, that provide evidence for
the claim made by both Abigail and John Adams. Drag each quotation
into the appropriate box.
Quotations from Abigail’s Letter to
John Adams
105
Quotations from John’s Letter to
Abigail Adams
1. “Of this I am certain, that it is not
founded upon that generous and Christian
principle of doing to others as we would
that others should do unto us.” (paragraph
2)
5. “It is the will of Heaven that the two
countries should be sundered forever.”
(paragraph 2)
2. “…in the new code of laws which I
suppose it will be necessary for you to
make, I desire you would remember the
ladies…” (paragraph 7)
6. “The people will have unbounded
power, and the people are extremely
addicted to corruption and venality…”
(paragraph 2)*
3. “Remember, all men would be tyrants if
they could.” (paragraph 7)*
7. “Time has been given for the whole
people maturely to consider the great
question of independence…” (paragraph
4)
4. “…regard us then as beings placed by
Providence under your protection…”
(paragraph 8)
8. “This will cement the union, and avoid
those heats…which might have been
occasioned by such a declaration six
months ago.” (paragraph 4)
Evidence from John Adam’s Letter
Evidence from Abigail Adam’s Letter
9 TEXT STRUCTURES, MODES OF DISCOURSE,
EXPOSITORY FORMS
n Definition: explaining the explicit and implicit meanings of a concept, topic or idea
n Description: providing details that illustrate a character, place or event
n Procedural-Sequential: relating chronological or sequential events in some order
n Synthesis: summarizing; integrating important elements of an idea, concept or topic
n Analysis: examining by breaking down the elements of an idea, topic, concept issue or
theme
n Comparison: contrasting similarities and differences
n Evaluation: providing a point of view based on a set of principles or criteria; critiquing;
recommending
n Problem-Solution: examining a problem and proposing a solution(s)
n Cause-Effect: identifying a cause for an event or condition and examining the effect(s)
SAMPLE ITEM #10
ANALYTICAL ESSAY: FREEDOM AND
INDEPENDENCE AS DEFINED FROM TWO
DIFFERENT PERSPECTIVES
Both John and Abigail Adams believed strongly in freedom and
independence. However, their letters suggest that each of them
understood these terms differently based on their experiences.
Write an essay that explains their contrasting views on the
concepts of freedom and independence.
In your essay, make a claim about the idea of freedom and
independence and how John and Abigail Adams add to that
understanding and/or illustrate a misunderstanding of freedom
and independence.
Support your response with textual evidence and inferences
drawn from all three sources.
107
SAMPLE ITEM #7—PART A
PARAPHRASE
In his letter, John Adams tells his wife that “through all the gloom, I an
see the rays of ravishing light and glory.” Which paraphrase explains
what Adams means by this statement?
a) Although I see the gloom (the announcement of
independence), I also see the light and glory (the fighting
we will have to do against Great Britain).
b) Although I see the gloom (the war we must continue to
fight), I also see the light and glory (the complete
independence of our new country from Great Britain).*
c) Although I see the gloom (the disgrace of declaring
independence from Great Britain), I also see the light and
glory (the many causes of the revolution).
d) Although I see the gloom (the hope with which
independence from Great Britain was declared), I also see
the light and glory (the approval of future generations).
108
SAMPLE ITEM #3—PART A
TWO CRITICAL IDEAS
Which statement accurately describes the relationship between
two central ideas in the biography “Abigail Smith Adams”?
a) Abigail Adams had a significant amount of political influence for a
woman of her time, and she used her influence in several ways,
including trying to gain rights for women.*
b) Abigail Adams was given many opportunities to prove that women
could handle the same tasks as men, and she studied a wide range of
topics so that she could show that women could also be educated.
c) John Adams loved and respected his wife, and the letters they wrote
each other are important because they show how a typical family was
able to survive during the Revolutionary War.
d) President John Adams often called upon his wife Abigail for counsel on
personal and political issues, and he encouraged her to help him
determine his policy on women’s rights.
109
GUIDED AND SCAFFOLDED TEXT SETS
CLOSE READING UNITS
GUIDED RESEARCH UNITS
Juried materials that meet text complexity standards
Thematically related
Provide a context and theme
Some provide precise lessons (MCU and LDC)
Others (Odell and CSSOO) provide a theme and juried text sets that a
teacher can shape
PARCC provides an assessment which you can use to teach in your
classroom.
Other un-juried: New York Times provide weekly paired texts ELA, science,
and social studies.
ACHIEVE THE CORE (K-12)
WWW.ACHIEVETHECORE.ORG
• The Shifts in Practice
Short video about the process of creating the Common Core
• Close Reading Model Lessons in ELA, History/Social Studies with both informational and literary texts
Close Reading Model Lessons.
Tools, sample texts in thematic units.
For example: The Glorious Whitewasher from The Adventures of Tom Sawyer by Mark Twain (with mini-assessment)
Grade 7 fiction.
• Text Complexity Collection
This collection includes both academic research on text and qualitative and quantitative tools to assess texts
• Math
Find, steal, and share free Common Core tools.
• Common Core Shifts at a Glance
The Common Core Shifts at a Glance.
WWW.READWORKS.ORG
K-6 UNITS, PASSAGES, NOVELS
California Performance Assessments
Grades 1, 4, 7 and 9; 1-2 day ELA and Math CC lessons that have been implemented with texts, graphic
organizers, alignment, and handouts for assessment.
http://cep01.managed.contegix.com/display/SAI/CORE+ELA+Performance+Assessment++Modules/
CORE PERFORMANCE ASSESSMENTS
Provide some units for ELA and Math
Provide good examples of teacher and student instructions
Include writing to text modules in ELA
NEW YORK TIMES
Text to Text | ‘The Book Thief’ and ‘Auschwitz Shifts From
Memorializing to Teaching’
Teaching ideas based on New York Times content.

See all in Language Arts, Social Studies, Science lesson plans »
Over the years we have written extensively about the Holocaust, and
linked in our lessons to just a tiny fraction of the thousands of
articles on the topic that can be found in The Times’s archives.
For this edition of our new Text to Text series, we are focusing on
just one Times article, paired with one powerful literary passage
from the often-taught 2005 work “The Book Thief.”
CLASS TWO: WRITING A POLISHED
ARGUMENT: WRITING, REVISING, PEER
REVIEW, PUBLISHING