Nancy H. Ketz nketz@nysaflt nketz@roadrunner

Nancy H. [email protected]@roadrunner.com

WNYFLEC Fall MeetingDepew High SchoolOctober 18, 2012

akaaka

Banging your head against a wall can Banging your head against a wall can give you a headache.give you a headache.

Don’t worry about writing Don’t worry about writing everything down.everything down.

The following documents will be available:The following documents will be available:

This powerpointThis powerpoint

The list of Common Core Key IdeasThe list of Common Core Key Ideas

NYSED lesson plan recommendationsNYSED lesson plan recommendations

My lesson prompts and 3 sample activitiesMy lesson prompts and 3 sample activities

Today’s Plan:Today’s Plan:

Purpose & General Background of CCSSPurpose & General Background of CCSS

The 32 Key Ideas The 32 Key Ideas

The Six ShiftsThe Six Shifts

Close ReadingClose Reading

State Recommendations for Lesson PlansState Recommendations for Lesson Plans

Example lessons for Checkpoints A, B, & CExample lessons for Checkpoints A, B, & C

Q&AQ&A

Your TurnYour Turn

The purpose of the Common Core The purpose of the Common Core Standards is to Standards is to “ensure that all students “ensure that all students are college and career ready in literacy…”are college and career ready in literacy…”

Purpose

Students will:Students will:

undertake close, attentive, undertake close, attentive, critical reading critical reading that is at the heart of understanding.that is at the heart of understanding.

demonstrate the demonstrate the cogent reasoning cogent reasoning and use of and use of evidenceevidence essential to responsible citizenship. essential to responsible citizenship.

demonstrate demonstrate 2121stst century literacy century literacy..

You will see in this presentation that You will see in this presentation that your your present curriculum and methods are present curriculum and methods are already greatly aligned to the CCS. The already greatly aligned to the CCS. The major difference is in the wording that major difference is in the wording that describes what we do.describes what we do.

““The Common Core Standards … The Common Core Standards … are NOT meant to replace content are NOT meant to replace content standards…but rather to standards…but rather to supplement them.”supplement them.”

Taken Straight from the SED’sTaken Straight from the SED’sEngageNY Website:EngageNY Website:

“ “ Teachers are free to provide students Teachers are free to provide students with whatever tools and knowledge their with whatever tools and knowledge their

professional judgment and professional judgment and experienceexperience identify as most helpful for identify as most helpful for meeting the goals set out in the meeting the goals set out in the Standards.”Standards.”

Taken Straight From the SED’s EngageNY Website:

The truth is, this puts LOTE The truth is, this puts LOTE teachers in the driver’s seat. teachers in the driver’s seat. We know what we do and how We know what we do and how we do it better than others; this we do it better than others; this provides us with a great provides us with a great opportunity to educate others opportunity to educate others about the about the positive support positive support LOTE provides to Literacy/ELA LOTE provides to Literacy/ELA and all other subject areas.and all other subject areas.

What is NOT in the Common What is NOT in the Common Core Standards?Core Standards?

1. “The Standards define what all students are 1. “The Standards define what all students are

expected to know and do, expected to know and do, NOT how NOT how teachers should teachteachers should teach. . The Standards The Standards must therefore be complemented by a well-must therefore be complemented by a well-developed, content-rich curriculum.”developed, content-rich curriculum.”

2. “The Standards do 2. “The Standards do NOTNOT describe describe all that all that can or should be taughtcan or should be taught. This is left to the . This is left to the discretion of the teachersdiscretion of the teachers…”…”

3. “The Standards do 3. “The Standards do NOTNOT define the define the nature of nature of advanced work advanced work for students who for students who have already met the Standards.” have already met the Standards.”

4. “The Standards do 4. “The Standards do NOTNOT define the define the intervention methods or materials intervention methods or materials necessary to support students who are not necessary to support students who are not at their grade-level expectations.”at their grade-level expectations.”

5. “The Standards do 5. “The Standards do NOTNOT define the full define the full range of supports for ELL’s.”range of supports for ELL’s.”

6. “While the Standards are critical to 6. “While the Standards are critical to college and career readiness, they do college and career readiness, they do NOTNOT define the whole of this readiness, define the whole of this readiness, such as such as social, emotional, and/or social, emotional, and/or physical developmentphysical development.”.”

So, what’s in the Common So, what’s in the Common Core Standards?Core Standards?

The Common Core for Literacy The Common Core for Literacy includes 32 Key Ideas:includes 32 Key Ideas:

6 standards for language conventions6 standards for language conventions

6 standards for speaking and listening6 standards for speaking and listening

10 (or 11) standards for reading10 (or 11) standards for reading

10 (or 11) standards for writing10 (or 11) standards for writing

Key Ideas for the “Conventions Key Ideas for the “Conventions of Standard Language”of Standard Language”

L1: L1: grammargrammar and usage and usage

L2: capitalization, punctuation, and spellingL2: capitalization, punctuation, and spelling

L3: knowledge of languageL3: knowledge of language

L4: clarified L4: clarified meaningmeaning through through context cluescontext clues

L5: understanding of L5: understanding of nuancenuance

L6: use of L6: use of domain-specific domain-specific words and phraseswords and phrases

Key Ideas in Speaking and Key Ideas in Speaking and ListeningListening

LS1: LS1: conversationsconversations and collaborations with and collaborations with diverse partnersdiverse partners

LS2: LS2: integrationintegration and and evaluationevaluation of information of information

LS3: evaluation of speaker’s LS3: evaluation of speaker’s point of viewpoint of view

LS4: LS4: presentationpresentation of information of information

LS5: strategic use of LS5: strategic use of digital mediadigital media

LS6: speech adapted to a LS6: speech adapted to a variety of contextsvariety of contexts

Key Ideas in ReadingKey Ideas in Reading

R1: Reading to determine R1: Reading to determine what the text what the text says says explicitly, citing textual explicitly, citing textual evidenceevidence

R2: Determine R2: Determine central ideas central ideas or themes, or themes, with supporting detailswith supporting details

R3: Analysis of how and why individuals, R3: Analysis of how and why individuals, events, or ideas events, or ideas developdevelop and and interact interact R4: Interpretation of words and phrases; R4: Interpretation of words and phrases; analysis of analysis of meaning or tonemeaning or tone

R5: Analysis of the R5: Analysis of the structurestructure of texts of texts

R6: Assessment of how point of view or R6: Assessment of how point of view or purpose shapes the purpose shapes the content and stylecontent and style of a of a texttext

R7: Integration and evaluation of content R7: Integration and evaluation of content presented in presented in diverse formats diverse formats and mediaand media

R8: Evaluation of R8: Evaluation of argumentsarguments in a text in a text

R9: Analysis of how R9: Analysis of how two or more texts two or more texts address similar themes or topics address similar themes or topics

R10: R10: Independent reading Independent reading and and comprehension of complex literary and comprehension of complex literary and informational textsinformational texts

Key Ideas in WritingKey Ideas in Writing

W1: Writing arguments to W1: Writing arguments to support claimssupport claims

W2: Writing W2: Writing informativeinformative/explanatory texts/explanatory texts

W3: Writing W3: Writing narrativesnarratives to develop real or to develop real or imagined experiences or events imagined experiences or events

W4: W4: Development, organization, and Development, organization, and style style are appropriate to task, purpose, and are appropriate to task, purpose, and audienceaudience

W5: W5: Planning, revising, editingPlanning, revising, editing, , rewriting, or trying a new approachrewriting, or trying a new approach

W6: Using W6: Using technologytechnology, including the , including the Internet, to produce and publish writingInternet, to produce and publish writing

W7: Conducting W7: Conducting researchresearch projects projects

W8: Gathering relevant information; W8: Gathering relevant information; integrating information integrating information while avoiding while avoiding plagiarismplagiarism

W9: Drawing W9: Drawing evidenceevidence from literacy or from literacy or informational texts toinformational texts to support support analysis, analysis, reflection, and researchreflection, and research

W10: Writing over W10: Writing over timetime

The SED recommends The SED recommends that we place emphasis that we place emphasis on the on the Six Shifts.Six Shifts.

Shift 1Shift 1

Balancing Balancing informationalinformational and literary texts. and literary texts.

Emphasis on “Emphasis on “close readingclose reading.”.”

Shift 2Shift 2

Emphasis on “Emphasis on “literacy in the domainliteracy in the domain.”.”

Shift 3Shift 3

The “The “Staircase of ComplexityStaircase of Complexity.”.”

Shift 4Shift 4

Text-based answersText-based answers..

Rich and rigorous conversations on a Rich and rigorous conversations on a common text.common text.

Shift 5Shift 5

Writing from Writing from sourcessources, with emphasis on , with emphasis on the use of the use of evidenceevidence..

Shift 6Shift 6

Academic vocabularyAcademic vocabulary..

Close ReadingClose Reading

Multiple Readings.Multiple Readings.

SED recommends that we “stick to SED recommends that we “stick to well-well-established, research-based, best established, research-based, best practices practices for reading.for reading.

What is a CCSS Aligned What is a CCSS Aligned Unit/Module/Activity?Unit/Module/Activity?

What is a unit?What is a unit?

What is a unit “module”?What is a unit “module”?

What components of unit design are What components of unit design are being recommended in NY?being recommended in NY?

Recommended Components:Recommended Components:

Organizing CenterOrganizing Center

Essential QuestionEssential Question

Guiding QuestionsGuiding Questions

Learning Objectives (Outcomes)Learning Objectives (Outcomes)

Activities and the Aligned StandardsActivities and the Aligned Standards

Reflective QuestionsReflective Questions

Collaborative Learning EnvironmentCollaborative Learning Environment

Engagement, Relevance, MeaningfulnessEngagement, Relevance, Meaningfulness

And:And:

Cognitive EngagementCognitive Engagement

Constructivist LearningConstructivist Learning

2121stst Century Skills Century Skills

Diversified AssessmentsDiversified Assessments

Performance CriteriaPerformance Criteria

Academic RigorAcademic Rigor

What template should I use for What template should I use for writing my unit?writing my unit?

In reality, each District presently has its In reality, each District presently has its own idea for this. Write your unit in the own idea for this. Write your unit in the style of your District’s format. style of your District’s format.

So are you ready to examine So are you ready to examine a sample unit module?a sample unit module?

Checkpoint A ExampleCheckpoint A Example

Shopping Au PichonShopping Au Pichon

Shopping Au PichonShopping Au PichonUnit Sketch and TimelineUnit Sketch and Timeline

Day 1:Day 1:

After learning “School Supply” voc, students:After learning “School Supply” voc, students:

Complete a shopping task in computer lab at Complete a shopping task in computer lab at http:www.pichon.fr http:www.pichon.fr

Day 2:Day 2:

Write a sentence, indicating 3 purchases.Write a sentence, indicating 3 purchases.

Q/A with partner about purchases/color.Q/A with partner about purchases/color.

Journal/reflect on their lab experience.Journal/reflect on their lab experience.

Organizational CenterOrganizational Center

The problem to be resolved involves The problem to be resolved involves shopping for school supplies and navigating shopping for school supplies and navigating a TL website for the first time.a TL website for the first time.

Organizing CenterOrganizing Center Title: Shopping Au PichonTitle: Shopping Au Pichon

This module was piloted with a 7This module was piloted with a 7thth grade grade French class during their 4French class during their 4thth week of study. week of study. Previous learning includes:Previous learning includes:

--- Vocabulary: 24 objects found in a --- Vocabulary: 24 objects found in a classroom or in a student’s backpack, classroom or in a student’s backpack, colors and numbers 1-10.colors and numbers 1-10.

--- Structures: I have, Do you have, Pass --- Structures: I have, Do you have, Pass me, Please, Thank you, Yes, No, me, Please, Thank you, Yes, No,

Rationale: This activity is Rationale: This activity is essential because:essential because:

It exposes students to a TL website for the It exposes students to a TL website for the first time, and forces them to construct first time, and forces them to construct meaning from what they find there.meaning from what they find there.

It reinforces previously-learned vocabulary It reinforces previously-learned vocabulary and structures.and structures.

It incorporates listening, speaking, It incorporates listening, speaking, reading, and writing.reading, and writing.

Is this a real-world task?Is this a real-world task?

Do we use the Internet?Do we use the Internet?

Do we ever shop on-line?Do we ever shop on-line?

Do we go shopping for back-to-school stuff Do we go shopping for back-to-school stuff in August/September?in August/September?

Do French people use the Internet, shop Do French people use the Internet, shop on-line, and buy back-to-school stuff?on-line, and buy back-to-school stuff?


How does the school experience reflect a How does the school experience reflect a country’s culture?country’s culture?


Qu’est-ce que c’est? (What is this?)Qu’est-ce que c’est? (What is this?)

As-tu un stylo? (Do you have a pen?)As-tu un stylo? (Do you have a pen?)

What is the placement and agreement on What is the placement and agreement on the colors?the colors?

What interesting things did you notice on What interesting things did you notice on the Pichon website?the Pichon website?

Learning Objective/ActivitiesLearning Objective/Activities

1. Website virtual shopping (reading, 1. Website virtual shopping (reading, interpretativeinterpretative mode) mode) L4, R1, R4L4, R1, R4

2. Sentence creation (writing, 2. Sentence creation (writing, presentationalpresentational mode) mode) W4W4

3. Q/A interview (listening/speaking, 3. Q/A interview (listening/speaking, interpersonalinterpersonal mode) mode) SL1, SL2, SL4SL1, SL2, SL4

4. Reflective notes (reflection)4. Reflective notes (reflection)

Key Idea L4Key Idea L4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials as appropriate.

Key Ideas SL1, SL2Key Ideas SL1, SL2#1: In a range of #1: In a range of conversationsconversations and and collaborations with diverse partners, collaborations with diverse partners, building on others’ ideas and expressing building on others’ ideas and expressing their own clearly and persuasively.their own clearly and persuasively.

#2: #2: Integrate and evaluate information Integrate and evaluate information presented in diverse media and formats, presented in diverse media and formats, including visually, quantitatively, and including visually, quantitatively, and orally.orally.

Key Idea SL4Key Idea SL4

#4: #4: Present informationPresent information, findings, and , findings, and supporting evidence such that listeners supporting evidence such that listeners can follow the line of reasoning and the can follow the line of reasoning and the organization, development, and style are organization, development, and style are appropriate to task, purpose, and appropriate to task, purpose, and audience.audience.

Key Ideas R1, R4Key Ideas R1, R4#1: Read closely to #1: Read closely to determine what the determine what the text says text says explicitly and to make logical explicitly and to make logical inferences from it; cite specific textual inferences from it; cite specific textual evidenceevidence when writing or speaking to when writing or speaking to support conclusions drawn from the text.support conclusions drawn from the text.

#4: #4: Interpret words and phrases Interpret words and phrases as they as they are used in a text, including determining are used in a text, including determining technical, connotative, and figurative technical, connotative, and figurative meanings, and analyze how specific word meanings, and analyze how specific word choices shape choices shape meaning or tonemeaning or tone..

Key Idea W2Key Idea W2

#2: #2: Write informative/explanatory texts Write informative/explanatory texts to to examine and convey complex ideas and examine and convey complex ideas and information clearly and accurately through information clearly and accurately through the effective selection, organization, and the effective selection, organization, and analysis of content.analysis of content.

Cognitive Engagement:Cognitive Engagement:Extent of Students’ Mental EffortsExtent of Students’ Mental Efforts

Requires thinking, analysis, and problem-Requires thinking, analysis, and problem-solvingsolving

High academic standardHigh academic standard

Vygotsky’s “zone of proximal Vygotsky’s “zone of proximal development”development”

Challenging and stimulatingChallenging and stimulating

Constructivist Learning:Constructivist Learning:

Context-bound, real world situationContext-bound, real world situation

Students are socially engaged in the Students are socially engaged in the learninglearning

Emphasis is on the students’ roleEmphasis is on the students’ role


Critical thinking and problem solvingCritical thinking and problem solving

Communication and collaborationCommunication and collaboration

Technical and life skillsTechnical and life skills

Flexibility, adaptability and initiativeFlexibility, adaptability and initiative

Self-direction and accountabilitySelf-direction and accountability

Cross-cultural skillCross-cultural skill


1. Observe students while they navigate 1. Observe students while they navigate the website. Observe their ability to the website. Observe their ability to construct meaning.construct meaning.

2. Check the sentence, adding/correcting 2. Check the sentence, adding/correcting adjective placement/agreement.adjective placement/agreement.

3. Circulate among students, listening to 3. Circulate among students, listening to interactions; Check by re-asking a interactions; Check by re-asking a question.question.

Summative Assessment/Summative Assessment/Application ProjectApplication Project

After 10-weeks, students will be creating a After 10-weeks, students will be creating a flip-camera virtual tour of the school.flip-camera virtual tour of the school.


What did you have to do in order to find What did you have to do in order to find the back-to-school items?the back-to-school items?

How did you find the 2 “choice” items? How did you find the 2 “choice” items?

Did you notice anything different about Did you notice anything different about back-to-school shopping in France? back-to-school shopping in France?

How did it feel to surf a TL website?How did it feel to surf a TL website?

What questions would you want answered What questions would you want answered after navigating this site?after navigating this site?


Students are using higher level thinking Students are using higher level thinking skills during a problem-solving, real-world skills during a problem-solving, real-world activity at a TL website after only 4 weeks activity at a TL website after only 4 weeks of study; a website that is entirely in the of study; a website that is entirely in the TL; at a point when the students have TL; at a point when the students have mastered fewer than 50 words in the TL!mastered fewer than 50 words in the TL!

Collaborative Learning Collaborative Learning EnvironmentEnvironment

While in the computer lab, students were While in the computer lab, students were NOT discouraged from helping one NOT discouraged from helping one another.another.

The Q/A activity is interpersonal.The Q/A activity is interpersonal.

Students are invited to share their Students are invited to share their reflection notes.reflection notes.

Start Thinking:Start Thinking:

In about 15 minutes, you will begin work In about 15 minutes, you will begin work on a unit module. This is a good time to on a unit module. This is a good time to start thinking about the unit theme and the start thinking about the unit theme and the 1-3 day activity you’ll be aligning.1-3 day activity you’ll be aligning.

Checkpoint B ExampleCheckpoint B Example

Health and WellnessHealth and Wellness

La Toilette QuotidienneLa Toilette Quotidienne

Organizational Center &Organizational Center &Overarching IdeaOverarching Idea

Students will be able to comprehend and Students will be able to comprehend and share information from an authentic share information from an authentic document.document.

RationaleRationale

The study of an informational text dealing The study of an informational text dealing with health, daily hygiene, and positive with health, daily hygiene, and positive health models from an L2 culture permits health models from an L2 culture permits students to examine, compare, contrast, students to examine, compare, contrast, and understand the products, and understand the products, perspectives, and practices of their target perspectives, and practices of their target culture. culture.

This provides an opportunity for close This provides an opportunity for close reading of an authentic document. reading of an authentic document.

Real WorldReal World

The themes of health and wellness are The themes of health and wellness are real-world topics.real-world topics.

Unit Sketch/ TimelineUnit Sketch/ Timeline

Prior to this module, students have been Prior to this module, students have been introduced to health and hygiene introduced to health and hygiene vocabulary, and the usage of reflexive vocabulary, and the usage of reflexive verbs in statements, questions, past tense, verbs in statements, questions, past tense, and command forms.and command forms.


Day 1: Students will perform a guided Day 1: Students will perform a guided “close reading” of one paragraph from:“close reading” of one paragraph from:

http://www.prevadies.fr/la-toilette-quotidienne (level 2) (level 2)

With a partner, they will select 3 major With a partner, they will select 3 major points from their paragraph points from their paragraph

Groups will create a public service Groups will create a public service announcement, either in a captioned photo announcement, either in a captioned photo or a video-taped message. or a video-taped message.


Day 2: Students finish their products.Day 2: Students finish their products.

Students present their work to another Students present their work to another partnership, recording what they consider partnership, recording what they consider to be an important point.to be an important point.


What does a healthy lifestyle consist of?What does a healthy lifestyle consist of?


What does your daily grooming consist of?What does your daily grooming consist of?

What are the healthiest food choices?What are the healthiest food choices?

What “bad” health habits should we try to What “bad” health habits should we try to break?break?

What “healthy” advice would you give to a What “healthy” advice would you give to a friend/neighbor/relative, etc? (Don’t use friend/neighbor/relative, etc? (Don’t use names)names)

Learning Objectives & ActivitiesLearning Objectives & Activities

Reading the article: Reading the article:

L4,L6, R1, R2, R4, R8?L4,L6, R1, R2, R4, R8?

Creating the product:Creating the product:

W1, W2, W5, W6W1, W2, W5, W6

Presenting the product/ recording info:Presenting the product/ recording info:

SL2, SL4, SL 5, SL6?SL2, SL4, SL 5, SL6?


Students are responsible for reading and Students are responsible for reading and evaluating info.evaluating info.

Pairs have to self-direct on task.Pairs have to self-direct on task.

Pairs need to determine a creative way of Pairs need to determine a creative way of presenting their info.presenting their info.

During presentation, listeners are During presentation, listeners are responsible for listening by recording.responsible for listening by recording.


Students need to comprehend some Students need to comprehend some unknown terminology.unknown terminology.

Students are encouraged to compare the Students are encouraged to compare the findings to their own personal experience.findings to their own personal experience.

Students need to prioritize importance of Students need to prioritize importance of information.information.


Collaboration, teamwork, networking.Collaboration, teamwork, networking.

Self-direction.Self-direction.

Responsibility, perseverance.Responsibility, perseverance.

Digital-age technology for presentations.Digital-age technology for presentations.

Diversified AssessmentDiversified Assessment

Assess comprehension of paragraph via Assess comprehension of paragraph via answers to “guided questions.”answers to “guided questions.”

Assess the products with a rubric based Assess the products with a rubric based on comprehension, vocab, grammar, on comprehension, vocab, grammar, interest, creativity, etc.interest, creativity, etc.

Assess listening through recorded notes.Assess listening through recorded notes.


What does what you learned in your article What does what you learned in your article impact your understanding of the TL impact your understanding of the TL culture? culture?

Why did you choose the format you chose Why did you choose the format you chose for your presentation?for your presentation?


All parts of this module were done in All parts of this module were done in another language!another language!

Collaborative Learning Collaborative Learning EnvironmentEnvironment

Students are reading and creating in pairs Students are reading and creating in pairs and presenting to other pairs.and presenting to other pairs.

Checkpoint C ExampleCheckpoint C Example

Current EventsCurrent Events

Organizing Center and Organizing Center and Overarching IdeaOverarching Idea

Level 3, 4, or 5: Students will do a DBQ Level 3, 4, or 5: Students will do a DBQ using 1 YouTube video and 3 newspaper using 1 YouTube video and 3 newspaper articles to comprehend, compare and articles to comprehend, compare and contrast a TL Cultural perspective.contrast a TL Cultural perspective.

They will use listening, speaking, reading, They will use listening, speaking, reading, and writing to interpret, analyze, and form and writing to interpret, analyze, and form a personal opinion on a controversial a personal opinion on a controversial topic.topic.

Prompts I used:Prompts I used:

www.youtube.com/watch?v=hdRAaLw04cwwww.youtube.com/watch?v=hdRAaLw04cw

MidiLibre article “Des foules dans les rues”MidiLibre article “Des foules dans les rues”

FranceSoir article “Langues occitantes”FranceSoir article “Langues occitantes”

www.us-english.org/view/891


Can a country support more than one Can a country support more than one language?language?

RationaleRationaleThis is essential because:This is essential because:

It involves current events.It involves current events.

It is a real issue in France and the US.It is a real issue in France and the US.

It encourages students to form opinions It encourages students to form opinions and attempt to support an argument.and attempt to support an argument.

It incorporates authentic French news It incorporates authentic French news sites found on the Internet.sites found on the Internet.

Real World?Real World?

You betcha!You betcha!

Unit SketchUnit Sketch

This module occurs toward the end of a 5-This module occurs toward the end of a 5-week unit on the newspaper, front page week unit on the newspaper, front page news articles, and current events. They news articles, and current events. They are comfortable with preterit and imperfect are comfortable with preterit and imperfect tenses.tenses.

They have previously examined a variety They have previously examined a variety of news articles.of news articles.

Module TimeLineModule TimeLineDay 1: View the video. With partner, Day 1: View the video. With partner, determine main idea. Answer guiding determine main idea. Answer guiding questions. Read MidiLibre article. Answer questions. Read MidiLibre article. Answer guiding questions.guiding questions.

Day 2: Read FranceSoir article. Partners Day 2: Read FranceSoir article. Partners fill in Venn Diagram, comparing and fill in Venn Diagram, comparing and contrasting the 2 articles. Re-read the 2 contrasting the 2 articles. Re-read the 2 articles for deeper understanding. For articles for deeper understanding. For homework, read the US-English article.homework, read the US-English article.

Day 3: Write an in-class DBQ essay, Day 3: Write an in-class DBQ essay, arguing a point-of-view on the issue.arguing a point-of-view on the issue.

Day 4: Corrections and edits on essay. Day 4: Corrections and edits on essay.

Day 5: Debate for advanced levels.Day 5: Debate for advanced levels.

Standards IdentificationStandards IdentificationL1, L4, and L6: ..Grammar is review of L1, L4, and L6: ..Grammar is review of preterit vs imparfait, understanding via preterit vs imparfait, understanding via context clues, and domain-specific words.context clues, and domain-specific words.

SL1, SL2, SL3, SL4: conversation and SL1, SL2, SL3, SL4: conversation and collaboration, integration and evaluation of collaboration, integration and evaluation of info, point of view, present findings with info, point of view, present findings with supporting evidence. (Interpersonal Mode)supporting evidence. (Interpersonal Mode)

Standards IdentificationStandards Identification

R1, R2, R3, R4, R6, R7, R8, R9: read for R1, R2, R3, R4, R6, R7, R8, R9: read for details and comprehension, determine a details and comprehension, determine a central theme, interpret unknown words or central theme, interpret unknown words or phrases, trace the development, assess a phrases, trace the development, assess a point of view, integrate and evaluate from point of view, integrate and evaluate from diverse formats, evaluate claims, compare diverse formats, evaluate claims, compare and contrast multiple sources (Interpretive and contrast multiple sources (Interpretive Mode)Mode)

Standards IdentificationStandards Identification

W1, W2, W5, W8: support claims, write W1, W2, W5, W8: support claims, write explanatory text, plan, revise, and edit, info explanatory text, plan, revise, and edit, info from multiple sources. (Presentional Mode)from multiple sources. (Presentional Mode)


Requires thinking, analysis, and problem-Requires thinking, analysis, and problem-solvingsolving

High academic standardHigh academic standard

Challenging and stimulatingChallenging and stimulating


Context-bound, real world situationContext-bound, real world situation

Students are socially engaged in the Students are socially engaged in the learninglearning

Emphasis is on the students’ roleEmphasis is on the students’ role

Students need to interpret various Students need to interpret various perspectives on a controversial topicperspectives on a controversial topic


Critical thinkingCritical thinking

Problem solvingProblem solving

Communication and collaborationCommunication and collaboration

Technology skills and media literacyTechnology skills and media literacy

Self-directionSelf-direction

Social and cross-cultural skillsSocial and cross-cultural skills

AccountabilityAccountability


Collaborative Venn diagramCollaborative Venn diagram

Responses to Guided QuestionsResponses to Guided Questions

DBQ essayDBQ essay

DebateDebate


You’ve got to be kidding?You’ve got to be kidding?

Any Questions?Any Questions?

So Now It’s Your Turn:So Now It’s Your Turn:

Let’s consider some topics/themes:Let’s consider some topics/themes:

……from the NYS LOTE topicsfrom the NYS LOTE topics

……from cross-curricular sourcesfrom cross-curricular sources

……from universal themesfrom universal themes

Your Turn:Your Turn:

Consider a 1-3 day activity from your unit.Consider a 1-3 day activity from your unit.

What activities are the students required to What activities are the students required to do?do?

How will you assess their performance?How will you assess their performance?

Which CC key ideas are used?Which CC key ideas are used?

Have you integrated L/S/R/W/C?Have you integrated L/S/R/W/C?

How would you “rationalize” this activity?How would you “rationalize” this activity?

Let’s Share Let’s Share

Final ThoughtsFinal Thoughts

The Common Core Standards are all The Common Core Standards are all about Literacy.about Literacy.

LOTE has been the leader in Literacy for LOTE has been the leader in Literacy for decades!!!!decades!!!!

You already know WHAT to teach and You already know WHAT to teach and HOW to teach; just familiarize yourselves HOW to teach; just familiarize yourselves with the wording of the CCS, the 6 Shifts, with the wording of the CCS, the 6 Shifts, and the Close Reading Strategies, and and the Close Reading Strategies, and describe what you do in those terms. describe what you do in those terms.

For more information, contact me at:For more information, contact me at: [email protected]

The NYSED CCSS websiteThe NYSED CCSS website is at: is at: http://engageny.org

ACTFL’ s website is at:ACTFL’ s website is at: http://www.actfl.org

The Framework for 21The Framework for 21stst Century is at: Century is at: http://www.p21.org

Additional sites:Additional sites:

Front page news articles can be found at Front page news articles can be found at http://www.onlinenewspapers.com

Shopping for French school supplies:Shopping for French school supplies:

http://www.pichon.fr

Health/hygiene articles:Health/hygiene articles: http://www.prevadies.fr/la-toilette-quotidienne

http://www.passeportsante.net/fr/actualites

Documents

Nancy H. Ketz nketz@nysaflt nketz@roadrunner