READING AND WRITING AND
THE COMMON CORE FOR
TECHNICAL SUBJECTS
Jacque Melin
Literacy in History/Social Studies, Science, and
Technical Subjects Grades 6-12

As we look to prepare our students for
college or careers, it becomes every
teacher’s responsibility to support and
instruct students in reading informational
text within each content area.
Focus on Informational Text
(shared responsibility)
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
Source: National Assessment Governing Board. (2008). Reading
framework for the 2009 National Assessment of Educational
Progress, http://www.nagb.org/publications/frameworks/reading2009.doc
Focus on Informational Text and Writing
(shared responsibility)
Grade
To
Persuade
To
Explain
To Convey
Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
Source: National Assessment Governing Board. (2007). Writing
framework for the 2011 National Assessment of Educational
Progress, http://www.nagb.org/publications/frameworks/writing2011.doc
Reading Standards for History/Social Studies, Science,
and Technical Subjects



Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific
or technical context relevant to grade-level texts and topics. (612.RST.4)
Cite specific textual evidence to support analysis of primary and
secondary sources. (6-12.RH.1)
Integrate quantitative or technical analysis (e.g., charts, research
data) with qualitative analysis in print or digital text. (9-10.RH.7)

No longer “Reading Across the Curriculum” but reading within each discipline.
Close Reading

5 Strategies
1. Number the paragraphs


The Common Core asks students to be able to cite
and refer to the text. One simple way to do this is
by numbering each paragraph, section or stanza in
the left hand margin.
When students refer to the text, require them to
state which paragraph they are referring to.
2. Chunk the text


When faced with a full page of text, reading it can quickly
become overwhelming for students. Breaking up the text into
smaller sections (or chunks) makes the page much more
manageable for students. Students do this by drawing a
horizontal line between paragraphs to divide the page into
smaller sections.
At the beginning of the year, the teacher should group the
paragraphs into chunks before handing out the assignment. Or
you might tell the students to, “Chunk paragraphs 1-3, 4-5, 68, 9-12.” Look at the paragraphs to see where natural chunks
occur. Paragraphs 1-3 may be the hook and thesis statement,
while 6-8 may be the paragraphs where the author addresses
the opposition. It is important to understand that there is no
right or wrong way to chunk the text, as long as you can
justify why you grouped certain paragraphs together.
3. Underline and circle…with a purpose




Think about what information you want students to take from the
text, and ask them to look for those elements. What you have
students circle and underline may change depending on the text
type.
For example, when studying an argument, ask students to
underline “claims”. We identify claims as belief statements that
the author is making.
When studying poetry, students could underline the imagery they
find throughout the poem.
Circling specific items is also an effective close reading strategy.
Have students circle “Key terms” in the text. Key terms are words
that:



1. Are defined.
2. Are repeated throughout the text.
3. If you only circled five key terms in the entire text, you would
have a pretty good idea about what the entire text is about.
4. Left margin: What is the author
SAYING?



This is where the chunking comes into play.
In the left margin, have students summarize each
chunk. Demonstrate how to write summaries in 10words or less.
The chunking allows the students to look at the text in
smaller segments, and summarize what the author is
saying in just that small, specific chunk.
5. Right margin: Dig deeper into the text




Complete a specific task for each chunk. This may include:
· Use a power verb to describe what the author is
DOING. (For example: Describing, illustrating, arguing,
etc..) Note: It isn’t enough for students to write
“Comparing” and be done. What is the author comparing?
A better answer might be: “Comparing the health and
wellness.”
· Represent the information with a picture. This is a
good way for students to be creative to visually represent
the chunk with a drawing.
· Ask questions. This is a struggle for many students, as
they often say they don’t have any questions to ask. When
modeled, students can begin to learn how to ask questions
that dig deeper into the text.
Writing Standards for History/Social Studies, Science,
and Technical Subjects

Write arguments focused on discipline-specific content. (6-12.WHST.1)



No longer “Writing Across the Curriculum” - teaching writing tasks specific to each
discipline.
Write informative/explanatory texts, including the narration of
historical events, scientific procedures/experiments, or technical
processes. (6-12.WHST.2)
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (1112.WHST.5)
What is Argument?
An argument is a claim that
must be supported by
evidence.
An argument is a reasoned
logical way of
demonstrating that the
writer’s position, belief, or
conclusion is valid.
Arguments are used to
Change the audience’s point of view.
Cause some action from the
audience.
Convince the audience to accept the
speaker’s explanation or evaluation of
a concept, issue or problem.
Argument





Attempts to convince the audience to accept a claim
as truth.
Focuses on evidence.
Is grounded in facts, data, and logic.
Requires critical reading of source information for
evidence.
Addresses counterclaims fairly in order to present
a complete argument.
Argument is NOT Persuasion
Persuasion
Argument
Appeals to
credibility, character,
or authority of writer
Focuses on
evidence
Uses emotional
appeals to convince
audience
Uses facts,
data & logic
Claims of Cause & Effect
Claims of Definition or Fact
Types of
Claims
Claims about Values
Claims about Solutions or
Policies
Types of Claims
Claims of Cause & Effect

Argues that one
person, thing, or event
caused something else
to occur
Claims of Definition or Fact

Argues what a
definition is or if
something accepted as
a “fact” is really so
Types of Claims
Claims about Values

Argues the worth of
something and whether
we value it or not
Claims about Solutions or Policies

Argues for or against
specific approaches to
problems
What Makes an Effective Claim?



Takes a clear position
Is debatable – people could reasonably have
different opinions on the issue
Is narrow enough to be supported effectively within
the scope of the assignment
Writing Standards for Literacy in History/Social
Studies, Science and Technical Subjects
Grades 6-8
Grades 9-10 Grades 11-12
8. Gather relevant
information from multiple
print and digital sources
(primary and secondary),
using search terms
effectively; assess the
credibility and accuracy of
each source; and quote or
paraphrase the data and
conclusions of others while
avoiding plagiarism and
following a standard format
for citation.
8. Gather relevant
information from multiple
authoritative print and
digital sources (primary
and secondary), using
advanced searches
effectively;
assess the usefulness of
each source in answering
the research question;
integrate information into
the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
following a standard format
for citation.
8. Gather relevant
information from multiple
authoritative print and
digital sources, using
advanced searches
effectively;
assess the strengths and
limitations of each source
in terms of the specific
task, purpose, and
audience;
integrate information into
the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
overreliance on any one
source and following a
standard format for
citation.
Next Steps for Implementation of Literacy Standards
•
•
•
Teachers should read through the 10 reading and 10 writing
standards assigned to their specific content area
Become familiar with the standards
Make connections with lessons and instruction already utilized
in your classroom or classrooms in your building through
collaboration
Think of ways to modify lessons you have already created and
implemented to incorporate the literacy standards
• Examples of possible lesson modifications:
Have students respond in writing instead of orally to a problem posed
 Ask students to read additional informational text materials in
coordination with textbook readings
22

Examples
Dance
 Students may be asked to read a
text and portray the information
and emotion gained through the
text into an interpretive dance
sequence.
Examples
Music
Students
may read the lyrics of a
song and determine the
composer’s main idea portrayed
through his or her arrangement
and word choice.
Examples
Theatre
 Students
may view a play or act, then read
and analyze multiple reviews from that
particular play or act. Students may then
write their own play review clearly
choosing a position and supporting that
position with evidence gained through the
performance.
Examples
Visual
Arts
Students
may view numerous
pieces of art, read a variety of art
critiques and then engage in
writing an art critique piece based
on the artwork viewed.
Art and Color: Choice Board
(Triarchic Intelligences)
Target:
I can analyze the use of
color in painting.
Analytical
After you have looked at Monet’s Paintings 6.24 and 6.25 in your
book. Select one painting and write a paragraph describing and
analyzing it’s tone. Tone is associated with the feeling that Monet
has about the scene, how he conveys the feeling to the viewer,
and how he encourages the viewer to respond with emotions to
the scene, First make a list of adjectives for the colors and forms
in the painting. Then begin a paragraph using your list of words
and make specific references to the painting.
Practical
Make a painting or a collage that focuses on major events
in your life. Use color to indicate the emotional connection
you have with the specific event. Research the colors of
different emotions.
Creative
Poets use color in their poetry, sometimes to describe
objects but also as metaphors of feelings, moods, or scenes.
Look in Bartlett’s Familiar Quotations for literary references
to each color. You will find under red, a reference to Percy
Bysshe Shelley’s “Ode to the West Wind.” Find a copy of
the poem and locate his description of autumn leaves.
Write your own color metaphors.
Physical Education: Choice Board
(Triarchic Intelligences)
TARGET:
I can communicate, cooperate,
be a member of a team and
enjoy participating in physical
activity.
Analytical
Analyze the task you have ahead of you. What will you need to
succeed? What obstacles are you likely to encounter? What is the best
way to go about this task so that everyone participates/everyone
exploits his or her strengths/you meet the lesson goals. Complete the
task. Critique your performance – focus on team performance rather
than individual. Compare this activity to other team endeavors. What
this task a good way to learn about teamwork? Why or why not?
Practical
Perform this task in a way which takes the: least physical effort;
moderate physical effort; highest level of physical effort; relies on each
member equally; relies on each member’s special strengths; uses the
least/most equipment, expenses, etc.
Discuss: When might you need to use each approach? What are the
+/- of each? How can this exercise help you in real life?
Creative
Complete the task to the best of your ability. Change the rules
and try it again; repeat (make sure the task stays safe!). Design
another such task that encourages cooperation and
communication in a different way – perhaps nonverbal
communication. What if you didn’t have the equipment you
were given? How could you accomplish the task? What
equipment is necessary? Nice to have? Unnecessary?
Food Pyramid: Choice Board
(Triarchic Intelligences)
TARGET:
I can explain the changes
in the food pyramid.
Analytical
Analyze the 2 pyramids to discover which change is
the most significant as measured by the changes in
caloric consumption at that level. Provide a
breakdown of how you arrived at your decision and
illustrate your finding with examples of representative
food items that illustrate the shift in the balance.
Practical
Using the old version of the pyramid, devise the ideal
diet for a 17 year old girl of a certain height; then,
revise this diet to reflect the principles set forth by the
new pyramid. Provide notes you would use as you
explain to this “client” exactly how her
“recommended” diet has changed and why.
Creative
Think of another way to proportionally illustrate the
principles set forth by the food pyramid. Illustrate an
“old” and “new” version of your metaphor, making
sure to adhere to the proportions set forth by each
version of the pyramid. For each metaphor version,
include representative examples of food choices.
Tic-Tac-Toe Board
(Multiple Intelligences)
Target:
I can explain color and/or
color theory.
Poem or rap
Write a poem or rap about color
theory. Research the symbolic
meanings people have given to
various colors. What cultural factors,
if any, influence these different
meanings? Ask your English teacher
how poets and writers use color in
different ways and make up a poem
or rap to present to the class.
(Musical/ Rhythmic)
Chart
Go outside and find a leaf that has a value of
color. You will be starting to look at that leaf
with 100% color. From there you will pick
out all the colors that you see. Write each
color down and give it a % of how much of
the leaf it covers. After you have all of your
percents you will divide your square piece of
matteboard up by the percents. You will
then color match and fill in each area with
the matched color. Finally glue the leaf on
the board in an interesting manner.
(Logical/ mathematical)
Interview
Interview the director of theatre arts to find
out the way that color is used in stage
lighting and scenery. In particular, find out
more about transparent gels that are used to
filter stage lighting and create various color
effects. Write a proposal directed to the
director of theatre, how you plan to create
the lighting effects a play of your choice.
(Interpersoanl)
Computer Color Wheel
Use the brush, pencil, and/or shape tools to design a manufactured
imaginary, or natural shape. This shape will be used to create a unique
color wheel; therefore, the size should be somewhat small so that 12
copies of this shape can be used on a full page. When a satisfactory
shape has been made, use the LASSO SELECTION tool to tightly select
the object. Then choose the copy command from the edit menu to
make a duplicate on the clip board. Use the paste command to
successively copy 12 editions of the shape. These shapes should be
arranged without overlapping to form a continuous, but not
necessarily a circular, design. Experiment with flipping and reversing
some of the shapes. After achieving an interesting arrangement, assign
each shape the appropriate primary, secondary, and intermediate
colors by using the fill tool. Email this to Mrs. Bosco
nbosco@lowellschools.com
(intrapersonal)
Free Choice
Color
Must be approved by Mrs. Bosco
Nature Art
Consider Andy Goldworthy and his nature art. Do
some research on his work (thinking about space,
color, and line). Go outside and create your own
nature art. Take a photo of it and be prepared to
discuss this with the class.
(Naturalist)
Magazine Color Study
Choose a hue, then look through
magazines and cut out examples of all
the variations of that hue you can find.
Classify the colors into 5 groups: (1)
pure hue, (2) dull tint, (3) dull shade,
(4) bright tint, (5) bright shade. Glue
examples to a small sheet of white
paper and label each group.
(Bodily/ Kinesthetic)
Monet’s feeling
Study Monet’s paintings in figures 6.24 and
6.25 in the book, select one painting and write
a paragraph describing and analyzing its tone.
Keep in mind that tone is associated with the
feeling Monet has about the scene, how he
conveys feeling to the view, and how he
encourages the viewer to respond with
emotions to the scene. First make a list of
adjectives for the colors and the forms in the
painting. Then begin a paragraph using your
lists of words making specific references to
the painting.
(Verbal/ linguistic)
Poster
You will be exploring how color is used in
advertising, take notes. Choose a common
everyday product such as toothpaste,
cereal, or detergent. Identify the color
used most often and discuss why it is
used. Use a piece of poster board and
advertize one of these products..
(Visual/ spatial)
Physical Education: Tic-Tac-Toe Board
(Multiple Intelligences)
Target:
I can think about how I do
a drill and improve it.
Verbal/Linguistic
Listen to or read directions
for the drill; perform the
drill; write or record a brief
reflection of how you did on
the skill and how you could
improve.
Interpersonal
Talk with your partner to
teach, encourage & debrief
each drill; act as a coach
while your partner does the
drill.
Intrapersonal
Practice the drill, reflect on
how it went and how it feels
while you do each drill;
How can you improve?
What will you try next?
Bodily/Kinesthetic
Your Choice
Vary the amount of movement Please have this approved by
different parts of your body me.
makes in each of the drills;
how does this affect your
performance on each skill?
Musical/Rhythmic
Logical/Mathematical
Figure out the parts that
make up the whole skill; how
can improving the parts
affect the whole?
Naturalist
How might you classify the
skills in all of the drills? What
is similar and what is
different from drill to drill?
How can this knowledge help
you improve?
Visual/Spatial
Draw a diagram that shows
how to do the skill; visualize
yourself performing the skill,
then do it; use your
observation skills to help your
partner improve.
Pass to music – when music speed
changes, change the speed of the
drill; try to pass in a rhythmic
pattern; count out loud: 1,2, 3
Kick! For example: does this help
or hinder you? Why?
Pizza Builder Choice Board
Orchestra
Task: Build a ‘Pizza’ that represents a
genre or style of music that is
interesting to you
Pizza Builder!!
Crust Choices: (Select one)

Thin Crust: A solo work for an unaccompanied
instrument or voice

Hand Tossed Crust: A work for a chamber ensemble
of 2-15 performers

Deep Dish Crust: A work for large ensemble, over
16 performers

Gluten Free Crust: A work for mechanical or
computer based sound generators
Pizza Builder!
Sauce Choices: (Select one)

Red Sauce: represents music created for no specific
occasion but simply as entertainment.

White Sauce: represents uplifting music created for a
specific purpose or cultural event.

Pesto Sauce: represents somber music created for a
specific purpose or cultural event.

Barbeque Sauce: represents music created for a
festive occasion or cultural event.
Pizza Builder!



Toppings: (Select your favorite!)
The Middle Ages: A delicious pizza topped with the
sounds of singing Monks, recorders, shawms, and citterns.
Note: peasants will be served on traditional wooden
utensils; nobles will be served on gold plates.
The Renaissance: A very festive pizza topped with
the sounds of crumhorns, hurdy-gurdies, lutes, and essence
of sackbut. Note: some toppings have been aged to
preserve their potency.
Pizza Builder!



Toppings – Con’t: (Select your favorite!)
The Baroque: More refined than the Renaissance, this pizza
includes the sounds of the viol family and the harpsichord.
Depending on your sauce, you may detect a note of certain brass
instruments. Note: This pizza served by a celebrity impersonator
dressed as J. S. Bach
The Classical: Very formal in design, this square pizza
features the sounds of strings and woodwinds with percussion and
occasional brass instruments. You must wear a powdered wig when
ordering this pizza.
Pizza Builder!




Toppings – Con’t: (Select your favorite!)
The Romantic: A house favorite, this super-sized pizza features
your traditional orchestral instrument family – but in twice the
proportion. Earplugs recommended.
The Modern: an unusual pizza, this pie pushes forms and
shapes to an extreme. Order it with any combination of toppings.
Note: crust will be asymmetrical.
The Jazz: you may order the ‘big band’ or ‘combo’ version of
this pizza. Each features excellent rhythm and improvised solos.
Note: this pizza may not be available if the chef is between sets.
Pizza Builder!


Bake and Deliver Your Pizza:
You may use the media center as your information
‘Oven’. Use the media sources available to you to find a
piece of music that represents the pizza you have
created. You will be preparing your pizza for consumption
by the class. When you ‘Serve’ your pizza, be prepared
to play either an audio or video with audio clip of the
music.
Pizza Builder!


Assessment Rubric:
Meets or exceeds expectations:


Some expectations met:


Crust, sauce, and toppings well thought out to produce a representative
piece of music with an example that includes the ingredients. Pizza well
baked and arrives hot!
Crust, sauce, and toppings do not combine in a completely logical way
– representative music difficult to categorize, and ingredients not well
represented. Pizza may have been baked for too short a time.
Expectations not met:

Pizza was missing a major ingredient, or was not baked sufficiently.
Show-And-Tell Boards
All students have the same TASK,
but have a choice of SHOW AND
TELL.
Top row – what they could show
Bottom row – what they could tell
Need 1 SHOW & 1 TELL
Task: Describe a piece of music from AD 1200 to present in
terms of its significance and/or personal relevance.
actual musical score in A written timeline of Illustrations, photos,
SHOW The
manuscript or print – Note: significant cultural and graphics or other written
you will be expected to
explain the instrumentation
and why it is unusual or
significant. (solos only)
TELL
musical events
surrounding the piece
of music you have
selected. (Solos or
duets only)
You are a popular radio
You are a musician
announcer. Construct a
involved in a
public service
performance of the
announcement advertising a music you have
performance of the piece of selected. Create a
music you have selected.
speech or interview
Create a desire for your
explaining the
listeners to attend. (solos
significance or
only)
relevance of the music
you chose. (solos or
duets only)
evidence explaining the
historical significance or
personal relevance of the
music you have selected.
(solos, duets, or trios)
You are the composer of the
music being examined.
Create a speech or interview
explaining the significance or
relevance of the music you
chose. (solos, duets, or trios)
TARGET: I can write in a technical format.
TASK: Write a set of directions for explaining how to use a
Web 2.0 Tool.
SHOW
Illustrations Diagram
or Flow
Chart
TELL
Use topic
headings
and
paragraphs
How-to
Brochure
Use
Write
detailed
detailed
numbered sentences
or bulleted
steps
Read and write
about
Hunchback of
Notre Dame.
What symbols
represented the
beliefs held inside
cathedrals –
animals, gargoyles,
flowers.
Your own idea of
something related
to food
preparation.
Teacher approval
required.
How do space,
light, acoustics,
colors, relate to
cathedrals.
What is YOU
cathedral? How
do we measure
ourselves vs.
wholeness,
bigness.
Find out how
cathedrals
were
engineered.
Tobacco Prevention: RAFT
TARGET:
I can research information
about tobacco prevention
that has to do with
enhancing health.
Consumer Education Class RAFT
In this RAFT, all students will have a Topic that focus on food safety practices.
The Formats are meant to appeal to different learning styles.
Role
Audience
Format
Topic
Raw chicken
pieces
Chefs in training
Dramatic speech
Why foods like me (poultry) require
special handling and care of utensils
Cartoon
characters
Saturday morning
viewers
Jingle, rap, or
chant
The importance of cleanliness and
washing hands
National
Restaurant
Organization
Restaurant workers
Illustrated Poster
or Flow Diagram
Proper care of knives and cutting boards
Bacteria
Ground beef
Role play or
simulation
Dangers of thawing meat out on a
counter
Power
Company
Consumer
Relations Dept.
Homeowners who
have lost power for
3+ days due to
hurricane or ice
storm
Consumer Alert
messages for
broadcast on TV
What to do with items from the
refrigerator and freezer that have come
to room temperature
Mayonnaise in
egg salad
Picnickers
Urgent Email
Watch out! I’m going to get you!
Review the strategies for INTEREST






Tri-mind choices (Sternberg)
Tic Tac Toe choice boards
Learning Menus
Show and Tell boards
Cubes
RAFTS
With a partner:
Describe your upcoming unit and a TARGET or 2 that you will be addressing
Choose one of the above strategies and describe how you will use it in your classroom.
How will you connect this learning activity to the TARGET(s)
Tier by:
•Readiness
•Degree of structure
•Need for support
Task Cards/Work Cards
Write a letter to yourself stating
at least five key points that you
would like to remember about
this presentation and how you
will use these things in your
classroom.
Write a letter to your principal
comparing what you learned
today to what is happening in
your school.
Write a persuasive letter to your
school board president
convincing him/her that your
school district must adopt the
philosophy of differentiated
instruction in your district.
Tips for Writing
Task Cards/Work Cards







Make sure the directions are clearly stated in studentfriendly language.
Include specific details (e.g., “Give a minimum of three
examples)
Include criteria for quality or a rubric so students
clearly know your expectations for their work.
As appropriate, sequence the steps students need to
follow.
Include examples or samples of work as necessary.
Explain how students will share their work.
Double-check that the directions can be followed by
students independently.
Tiered assignments should be:
-Different work, not simply more or less work
-Equally active
-Equally interesting and engaging
-Fair in terms of work expectations and time
needed
-Require the use of key concepts, skills, or
ideas
-Are used as practice or daily work, NOT as
an assessment task to be graded.
-Learn from each other – share work!
Tiering by Readiness Level
Spanish (clothing unit)- HS
TARGET
Communication (presentation mode)
Cultures (products & perspectives)
Connections (accessing information)
Comparisons (cultural comparison)
Communities (within & beyond the school)
Tiered Lesson
Skill: Dribbling and Basketball
Dribble from point A to point B in a straight line with one hand.
Switch to the other hand and repeat.
Use either hand and develop a new floor pattern
Zigzag one hand then the other hand
Increased speed
Change pattern to simulate going around
an opponent
In and out of pylons as fast as possible
Dribble with one hand - partner playing
defense
Increase speed and change hands
Name all of the body
systems that work
together to perform
activities.
Create a Beady Neuron
●
Explain why the story
(that was read in class)
was used to talk about
the Endocrine System.
●
●
Draw a heart…
-Use arrows to show the
path of blood
-Label the parts of the
heart
List the path the food you
eat will travel.
●
●
●
●
●
●
●
Body Systems
●
●
●
●
●
●
●
How do the Muscular and
Skeletal Systems work
with each other?
●
●
●
●
Name and define all of
the body systems that
work together to perform
activities.
Basic
●
Create a Beady Neuron
and explain each part of
the Neuron.
●
●
●
●
●
Create another story or
paragraph that could be
used to introduce the
Endocrine System.
Take us through the path
of the Digestive System.
(Anyway you would like)
Abstract
●
●
●
●
●
●
●
●
How do the Muscular and
Skeletal Systems work
with four other systems?
●
Draw a heart…
-Use arrows to show the
path of blood
-Label the parts of the
heart
-Lightly shade the parts
of the heart blue to show
carbon dioxide rich blood
- Lightly shade the parts
of the heart red to show
oxygen rich blood
●
●
●
●
●
●
Basic Elements Defining
the Core Curriculum
Process:
Thinking
Skills
Content
Process:
Research
Skills
Product
Thinking Skill
Subject Matter
Research
Skills and/or
Resources
Culmination or
Exhibition
List
The causes
After reading
and effects for the text, pages
the technology 42-49.
evolution in
education.
Write a
paragraph to
share the
information.
Differentiating the Core:
Modifying the Process Element – Thinking Skills
Process:
Thinking
Skills
Content
Process:
Research
Skills
Product
List
The causes and
effects for the
technology
evolution in
education.
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Judge with
criteria
The causes
and effects for
the technology
evolution in
education.
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Differentiating the Core:
Modifying the Process Element – Research Skills
Process:
Thinking
Skills
List
Judge with
criteria
Content
The causes and
effects for the
technology
evolution in
education.
The causes
and effects for
the technology
evolution in
education.
Process:
Research
Skills
Product
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Interview an
technology
professor at the
university; use the
Internet to
research; and read
the text, Chapter
IV.
Write a
paragraph to
share the
information.
Differentiating the Core:
Modifying the Product Element
Process:
Thinking
Skills
Content
Process:
Research
Skills
List
The causes
After reading
and effects for the text, pages
the technology 42-49.
evolution in
education.
Judge with
criteria
The causes
and effects for
the technology
evolution in
education.
Interview an
technology
professor at the
university; use the
Internet to
research; and read
the text, Chapter
IV.
Product
Write a
paragraph to
share the
information.
Write an editorial
and debate the
positive and
negative
consequences of
the technology
evolution in
education.
Differentiating the Core:
Modifying the Content Element
Process:
Thinking
Skills
Content
Process:
Research
Skills
Product
List
The causes and
effects for the
technology
evolution in
education.
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Interview an
technology
professor at the
university; use the
Internet to
research; and read
the text, Chapter
IV.
Write an editorial
and debate the
positive and
negative
consequences of
the technology
evolution in
education.
Judge
with
criteria
The use of technology for first,
drill and practice & tutorial
programs, to secondly,
productivity tools, to thirdly,
data-driven virtual learning
that contributed to the causes
and subsequent effects of the
technology evolution in
education.
Review the strategies for READINESS


Task cards
Think dots
With a partner:
Describe your upcoming unit and a TARGET or 2 that you will be addressing
Choose one of the above strategies and describe how you will use it in your classroom.
How will you connect this learning activity to the TARGET(s)