TEACHER PACKET - West Contra Costa Unified School … · The teacher packet includes support materials for ... Maya Angelou reading her “Phenomenal Woman ... Demonstrate understanding

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N: Curriculum/ELA-Secondary/Gr11/ELA Module-Qrt1_TeacherPacket/LB-CN K-12 Instructional Support

Common Core

Instructional Module

English 3

Module 1

TEACHER PACKET

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Common Core-Aligned Instructional Module

Grade 11

What does it mean to be free? What does it mean to be independent?

Overview

1) The recommended novel for this module is Their Eyes Were Watching God by Zora Neale Hurston. It has come to be regarded as a seminal work in both African-American literature and women's literature. TIME magazine included the novel in its 2005 list of the 100 best English-language novels published since 1923. Written in 1937, it provides an enlightening look at the journey of Janie Crawford who, through self-exploration, self-empowerment, and self-liberation details her loss and subsequent attainment of her independence as she learns and grows from her difficult experiences with gender issues, racism and the confines of marriage. Teachers may choose to have students read the entire novel, or select passages for close reading that capture the essence of the story and support the essential questions: What does it mean to be free? What does it mean to be independent? Can you have one without the other?

2) Prentice Hall’s anthology addresses the “American Experience” from our Native American heritage to the present. The changing roles of women and minorities in American society are examined through the critical lenses of gender and ethnicity throughout the anthology. Selections were chosen to relate to the questions of freedom and independence. For example, in The Declaration of Independence, Jefferson’s cry for freedom is laid out as he lists the rational for America’s calling to be independent from England. Maxine Hong Kingston’s “The Woman Warrior” is a memoir that attempts to capture the immigrant experience and growing up in a bicultural world, part Chinese and part American and how they come to grips with the newfound freedoms that are at odds with their traditional culture.

3) Three Common Core-aligned ELA/Literacy instructional strategies have been identified for district-

wide focus: Reading and writing informational text Academic conversation/discourse Formative assessment

These instructional strategies are at the heart of these modules as we prepare our students to be college and career ready. The teacher packet includes support materials for each of these strategies.

4) At the conclusion of this module, students will be asked to analyze and synthesize information from

several sources which address the essential question in an SBAC-like informational writing performance task. Please note this is NOT a summative assessment about the novel and/or the Prentice Hall selections. Students will be expected to cite evidence from the sources provided in the writing assessment to address the essential questions: What does it mean to be free? What does it mean to be independent?”

http://en.wikipedia.org/wiki/African-American_literature

http://en.wikipedia.org/wiki/Women%27s_writing_in_English

http://en.wikipedia.org/wiki/Women%27s_writing_in_English

http://en.wikipedia.org/wiki/Time_(magazine)

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Text Selections and Other Resources

Prentice Hall Selections *ONLY in new CCSS Edition (TE); **BOTH new (TE) and Timeless

Voices (SE); No asterisk – ONLY in Timeless Voices (SE) Additional Selections

“The Declaration of Independence” ** (TE 112, SE 156)

from “Self- Reliance” ** (TE 369, SE 391) “The Soul Selects Her Own Society” ** (TE 414,

SE 425) from “My Bondage and My Freedom” ** (TE

519, SE 496) “Woman Warrior” ** (TE 1426, SE 1070)

Close read of Chapter 6 of Their Eyes Were Watching God “The Yellow Wall-Paper” by Charlotte Perkins Stetson

http://www.nlm.nih.gov/literatureofprescription/exhibitionAssets/digitalDocs/The-Yellow-Wall-Paper.pdf

“Pride and Prejudice and Zombies;” for lesson ideas see http://www.edutopia.org/lesson-plan-ideas-unlikely-places

“Phenomenal Woman” http://www.poetryfoundation.org/poem/178942

Maya Angelou reading her “Phenomenal Woman” poem https://www.youtube.com/watch?v=VeFfhH83_RE)

Prentice Hall Common Core Companion (student workbook): includes graphic organizers for Common Core

literacy skills

District website http://www.wccusd.net: for additional resources select Instruction English Language Arts

Secondary

This module highlights the following College and Career Readiness Anchor Standards (see grade level standards for additional specificity):

CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCR.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCR.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CCR.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCR.W.9: Draw evidence from literary and or informational texts to support analysis, reflection, and research. CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. CCR.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening. CCR.L.4: Determine 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. CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



http://www.edutopia.org/lesson-plan-ideas-unlikely-places

http://www.poetryfoundation.org/poem/178942

https://www.youtube.com/watch?v=VeFfhH83_RE

http://www.wccusd.net/

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English III—Their Eyes Were Watching God

Chapter 6: Close Reading

She wasn’t petal-open anymore with him. She was twenty-four and

seven years married when she knew. She found that out one day when

he slapped her face in the kitchen. It happened over one of those dinners

that chasten all women sometimes. They plan and they fix and they do,

and then some kitchen-dwelling fiend slips a scorchy, soggy, tasteless

mess into their pots and pans. Janie was a good cook, and Joe had looked

forward to his dinner as a refuge from other things. So when the bread

didn’t quite rise, and the fish wasn’t quite done at the bone, and the rice

1. Annotate the passage carefully: Re-read the passage before you begin. It comes from Chapter 6 (pages 71-72) when Janie has her

epiphany.

Place a box around any difficult or confusing words. Write the definition of these words in the margins next to the sentence in which they occur.

Write questions you have in the margins. Include “I don’t get it” questions, “I wonder” questions, and “How is this significant” questions.

Highlight all words and phrases that connect to the plant motif. In the margins, explain why Hurston is using these words and how they explain what Janie is feeling.

Underline and label all pieces of figurative language that Hurston uses (other than the examples that are part of the plant motif). In the margins, explain what the figurative language means and why it’s being used.

Mark anything else you find that seems significant. Explain why.

2. Analyze the passage by responding to the questions below. Use supporting details from the passage, and write your response in complete sentences on the reverse of this sheet.

What is the significance of the plant motif in this passage? Consider how Hurston harkens back to Janie’s awakening under the pear tree to describe a different kind of awakening.

How is Janie changing? Why are these changes important? Consider changes as an individual and as a partner in a marriage. Also, how does Hurston use figurative language to suggest these changes?

Make a connection to Janie. When have you felt that same sense of disappointment? Of resigning yourself to “handling” the situation? Explain. Is separating our “inside and…outside” an integral part of growing up?

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was scorched, he slapped Janie until she had a ringing sound in her ears

and told her about her brains before he stalked back to the store.

Janie stood where he left her for unmeasured time and thought. She

stood there until something fell off the shelf inside her. Then she went

inside there to see what it was. It was her image of Jody tumbled down

and shattered. But looking at it she saw that it never was the flesh and

blood figure of her dreams. Just something she had grabbed up to drape

her dreams over. In a way she turned her back upon the image where it

lay and looked further. She had no more blossomy openings dusting

pollen over her man, neither any glistening young fruit where the petals

used to be. She found that she had a host of thoughts she had never

expressed to him, and numerous emotions she had never let Jody know

about. Things packed up and put away in parts of her heart where he

could never find them. She was saving up feelings for some man she had

never seen. She had an inside and an outside now and suddenly she knew

not to mix them.

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Phenomenal Woman By Maya Angelou

Pretty women wonder where my secret lies.

I’m not cute or built to suit a fashion model’s size

But when I start to tell them,

They think I’m telling lies.

I say,

It’s in the reach of my arms,

The span of my hips,

The stride of my step,

The curl of my lips.

I’m a woman

Phenomenally.

Phenomenal woman,

That’s me.

I walk into a room

Just as cool as you please,

And to a man,

The fellows stand or

Fall down on their knees.

Then they swarm around me,

A hive of honey bees.

I say,

It’s the fire in my eyes,

And the flash of my teeth,

The swing in my waist,

And the joy in my feet.

I’m a woman

Phenomenally.

Phenomenal woman,

That’s me.

Men themselves have wondered

What they see in me.

They try so much

But they can’t touch

My inner mystery.

When I try to show them,

They say they still can’t see.

I say,

It’s in the arch of my back,

The sun of my smile,

The ride of my breasts,

The grace of my style.

I’m a woman

Phenomenally.

Phenomenal woman,

That’s me.

Now you understand

Just why my head’s not bowed.

I don’t shout or jump about

Or have to talk real loud.

When you see me passing,

It ought to make you proud.

I say,

It’s in the click of my heels,

The bend of my hair,

the palm of my hand,

The need for my care.

’Cause I’m a woman

Phenomenally.

Phenomenal woman,

That’s me.

© by owner. Added by volunteers for educational purposes and provided at no charge. Dmca - See more at: http://allpoetry.com/Phenomenal-Woman#sthash.i64zyYeQ.dpuf

http://www.poetryfoundation.org/bio/maya-angelou

http://allpoetry.com/Phenomenal-Woman#sthash.i64zyYeQ.dpuf

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Reading & Writing Informational Text Strategies

Because the ELA classroom must focus on literature (stories, drams, and poetry) as well as literary

nonfiction, a great deal of informational reading in grades 6-12 must take place both in English classes as

well as other content areas. To ensure students’ growth toward college and career readiness, the

distribution of informational reading and writing should correlate with the National Assessment of

Educational Progress’s Reading and Writing Frameworks which follow.

Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

Grade Literary Information

4 50% 50%

8 45% 55%

12 30% 70%

(2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework

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.

Writing Standard 9 for grades 4th - 12th grade requires students to be able to write about what they read. They must draw evidence from literary and or informational texts to support analysis, reflection, and research.

Students must be provided ample opportunities to build comprehension through independent annotation exercises and collaborative conversations. The following graphic organizers can assist in providing that kind of needed

support. Additional resources can be found on the district website (Departments English Language Arts Secondary).

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Citing Evidence

CCR.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Directions: Complete an initial close read of the text with a partner, or whole class. After reading the text, use the table to record data as you complete a

second read of the text independently. Select and write down specific phrases or sentences from the text and explain the significance of each.

Specific Phrase or Sentence (Evidence) Analysis or Inference 1.

2.

3.

4.

5.

6.

7.

8.

Name # Per. Date

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Reading & Writing Informational Text Strategies: Close Reading

A significant body of research links the close reading of complex text—whether the student is a struggling

reader or advanced—to significant gains in reading proficiency and finds close reading to be a key

component of college and career readiness.

(Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)

What Is Close Reading?

Essentially, close reading means reading to uncover layers of meaning that lead to deep comprehension. The Partnership for Assessment of Readiness for College and Careers supplies clarification useful for teaching with Common Core standards in mind: Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole.

The Prentice Hall Common Core Companion Teacher’s Edition provides many examples of close reading. For each selection, they delineate specific passages (bracketed lines) that support students’ understanding of the selection and directly tie them to the Big Question which often relates to the ELA module’s essential question.

There is a great video of high school students demonstrating close reading that teachers have successfully shared with their students. Go to http://www.youtube.com/watch?v=adXdTXEzmzE

Annotation is a powerful tool to aid students in deconstructing complex text. Cornell Notes have been around for many years and continue to be useful. Asking students to annotate what they are reading is also a highly recommended research based strategy. Included in this packet is a Metacognitive Marker chart that you can use with your students.

Additional support materials for Close Reading can be found at the district website (Departments English

Language Arts Secondary)

http://www.youtube.com/watch?v=adXdTXEzmzE

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METACOGNITIVE MARKERS

Use the following symbols for making notations and

marking the text.

Adapted from Summarization in Any Subject, Rick Wormeli

I agree with this. This makes sense to me.

I am confused by this. This doesn’t make sense to me.

I have a question about this. This makes me want to

know more.

!! Wow! This is important. I have strong feelings about

this.

This is true for me. I can relate this to my own

experience.

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Collaborative Conversation Strategies Collaborative conversations are characterized by purposeful talk focused around topics and texts appropriate to the grade level and discipline. They are sustained discussions between students in which ideas are presented, defended, elaborated upon, and responded to. Collaborative conversations encourage exchange of ideas, based on evidence, that generate critical thinking and stronger understanding and comprehension. Doug Fisher (2012) describes collaborative conversations as discussions in which student “argue without being argumentative and disagree without being disagreeable.”

Provide academic language support as needed: Examples include sentence starters such as:

o I disagree with ______________ because _____________. o The reason I believe ____________ is ________________. o The facts that support my idea are ___________________. o In my opinion ________________. o One difference between my idea and yours is __________________.

The list below is a small sampling of strategies. Additional resources for collaborative conversations can be found on

the district website (Departments ELA Secondary)

Conversation Roundtable: Students fold piece of paper into fourths, then

fold over the center corner into a small triangle. When opened, the paper is

divided into sections as shown. Students record their own notes in the

upper left quadrant. Four students then participate in a discussion. As

students listen to what the others are saying, they record notes in each of the

other three quadrants. One use of the conversation rountable is as a video

reflection tool.

Carousel: Small groups of students rotate to posters around the classroom. Students respond to, discuss

and post answers to images/prompts/questions on the posters and reflect on other students’ comments.

Collaborative poster: Small groups of students collaborate to create posters with specific visual

information (drawings and text). Each student uses an assigned colored marker. Each student is

accountable for creating and presenting their contribution to the poster. Students discuss critically, explain,

and make decisions to complete this task.

Fishbowl Discussion: Fishbowls involve a small group of students seated in circle having a conversation

(fish). They are surrounded by a larger group of observers seated in an outer circle (bowl). The facilitator

gives a short input of 5-10 minutes which sets out the general outline of the discussion. After that the inner

circle starts to discuss while the outer circle listens and observes. Students are moved between the inner

and outer circles so that all have an opportunity to participate in both roles.

Socratic Seminar: Students engage in a formal discussion, based on a text, in which the leader asks open-

ended questions. Within the context of the discussion, students listen closely to the comments of others,

thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of

others. They learn to work cooperatively and to question intelligently and civilly.

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Name: _________________________________ Period: _______ Date: ________________

My Thoughts… My Partner’s Thoughts…

Now write a one paragraph summary about today’s topic. Use valid reasoning and relevant evidence to support your claim. Include ideas that came from

your conversation with your partner in your analysis.

Academic Discourse

Topic for discussion: _________________________________________

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Formative Assessment Strategies The purpose of assessment tasks and activities is to provide the teacher with a window into students’

cognitive processes. Formative assessments allow students to show their thinking and allow teachers a

way to see and gauge students’ understanding and adjust instruction accordingly. As James Popham states,

“Formative assessment looks at ends (or outcomes) as a way of deciding whether means (inputs) need to

be changed.” [From “Formative Assessment: Its Aristotelian Essence”:

http://www.amplify.com/assets/regional/Popham_FA_Essence.pdf]

Formative assessment can take the form of checklists, written or oral responses, graphic organizers,

Socratic questioning, etc. They can also be more informal, such as teacher observations of student

performance or collaborative conversations. The list below is a small sampling of strategies. Additional

resources for formative assessment:

- District website Departments ELA Secondary

- http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html.

Small group close reading and collaborative conversations: Students work in small groups to

identify key understandings and academic vocabulary from short text selections. Teacher

observation of group work informs next steps of instruction (extend, mitigate, reteach...)

Graphic Organizers: Students complete word/idea webs or concept maps, flowcharts, cause/effect

charts, sequence charts, Venn diagrams…to show their understanding of ideas and concepts.

Teacher review of these determines adjustments to instruction.

Think-Pair-Share or Write-Pair-Share: Students considers their own response to a prompt, text,

lecture, etc., followed by sharing their reflections with a partner. Teacher circulates and listens in

to gauge student understanding.

Entry/Exit Cards: As students enter or exit class, they respond to a prompt displayed on the board

related to the topic of that day’s lesson. For example, after a lesson on tone and word choice,

sample prompts might be: “Identify details that reveal the tone of the text that you are reading.

Explain your ideas.” Or “Identify words or phrases that stood out to you while you were reading.

How does the author’s word choice add to the text?”

Low-tech – sticky notes; high-tech – cell phone responses (e.g. www.padlet.com )

3-Minute Papers: Students complete 1- to3-minute quick writes on a topic or big idea. This

provides the teacher with insights into the reasoning processes that students are using to inform

next steps of instruction.

http://www.amplify.com/assets/regional/Popham_FA_Essence.pdf

http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html

http://www.padlet.com/

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Three “3-Minute Papers” (Adapted from Bay Area Writing Project)

Step One: Solo Reading Task. Students read for the big ideas and highlight quotes that strike them as important or

make them think.

Step Two: 3-Minute Papers. Students write three “3-minute” papers in their notebooks summarizing the reading

selection being discussed.

3-Minute Paper # 1: Students write a brief statement for each sentence starter.

The author explains__________. The author describes __________. The author questions __________.

(Ask students to skip a few lines)

3-Minute Paper # 2: Students review what they highlighted and thought was important and pick one quote

that really makes them think. Then students write about “why this quote makes you think”.

The author’s statement “_______________,” makes me think about/wonder _______________.

The author’s point, “_______________,” suggests that _______________.

(Ask students to skip a few lines)

3-Minute Paper # 3: Students finish the statement:

The author probably believes that _______________ because_______________.

Step Three: Notebook Exchange.

1. Students exchange notebooks and read each other’s 3-minute papers.

2. Students highlight one line they found interesting and/or helped them add to their understanding of the

text. The line can come from any of the three papers.

3. Students write a sticky-note response, explaining why he/she found that particular line to be of interest.

Dear _______________,

Your statement/thoughts about _______________ are interesting because _______________. Your

statement/thoughts added to my thinking because _______________.

Step Four: Students participate in academic conversations to share their learning.

This activity addresses the following Common Core Anchor Standards:

CCR.Reading Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCR.Speaking & Listening Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCR.Language Standard 6: Acquire and use a range of general academic and domain-specific words and phrases sufficient for reading, writing,

speaking, and listening at the college and career readiness level.

Documents

TEACHER PACKET - West Contra Costa Unified School … · The teacher packet includes support materials for ... Maya Angelou reading her “Phenomenal Woman ... Demonstrate understanding