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