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THE COLLEGE-READY ARGUMENT
Resources, Examples, Scaffolding, Setting Standards, Giving
Feedback
DAY OVERVIEW1. Common Core Shifts in Literacy
2. Implications for the Classroom Two related research-based models for teaching writing
SRSD GRR Research on improving adolescent writing
3. The Mini-Research Paper or Simulated Research (PARCC)
4. Phase 1: Demonstration by teacher
5. Phase 2: Guided practice
6. Phase 3: Observed practice
7. Phase 4: Independent practice
8. Begin to develop your mini-research activity
OVERVIEW OF THE WORKSHOP
Goal for today: Develop a “college ready” argument lesson series appropriate for your
students.
This argument unit is really a guided research unit that requires close reading, note-taking, pre-writing organization, collaboration, drafting, providing feedback, and editing.
This sequence of readings and writings can also be:a skeleton for a more extensive project or a plan for providing many opportunities, each more challenging and each requiring more independence,
a clear plan for students to do many “quick turnaround” research projects as recommended by the Common Core (2011 MA Frameworks)
STANDARDS REQUIRING MULTIPLE TEXTSPASSAGE SELECTION GUIDELINES
PARCCONLINE.ORGHTTP://WWW.PARCCONLINE.ORG/SITES/PARCC/FILES/COMBINED%20PASSAGE%20SELECTION%20GUIDELINES%20AND%20WORKSHEETS_0.PDF
Grade
Number of RL, RI, RH, and RST standards requiring more than one stimulus (stimulus may be text, art, graphic, quantitative info, multimedia)
Standard Codes
3 4 RL.7, 9; RI.7, 9 4 6 RL.6, 7, 9; RI.6, 7, 9 5 6 RL.7, 9; RI.5, 6, 7, 9 6 8 RL.7,9; RI.7,9; RH.7,9;
RST.7,9 7 8 RL.7,9; RI.7,9; RH.7,9;
RST.7,9 8 9 RL.5, 7,9; RI.7,9; RH.7,9;
RST.7,9 9-10 9 RL.7,9; RI.7,9; RH.6,7,9;
RST.7,9 11 8 RL.7,9; RI.7; RH.6,7,9;
RST.7,9 6-8 400- 1000 words
9-12 500-1500 words
FOCUS OF MULTI-TEXT STANDARDSRL 11-12.9 Literary Elements
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
RL 9-10.9, 9-10.6, 11-12.6, Central Ideas, topics, points of view
RL 11-12.7 Different versions of the same text
RL 9-10.9 Transformation of ideas
RL 11-12.7, 9-1-.7 Integration of sources Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
RESEARCH-BASED MODEL The Gradual Release of Responsibility
Self-Regulated Strategy Development
Optimal models of instruction 4 recursive phases for both Based on Vygotsky’s research on learning
Based on Writing Next research on writing from most to least effective: Planning, revising, editing Summarization Collaborative writing Specific product goals Technology use Sentence combining Prewriting Inquiry focused Process writing Models
I Model I Guide I Coach I Conferenc
e
StudentsLearn from teacher
Students gradually try out
Students put ideas into their own words
Students work on their own (with guardrails)
Teacher Teacher Teacher Teacher
Teacher Teacher Teacher Students
Teacher Teacher Students Students
Teacher Students Students Students
Students Students Students Students
Demonstration Guided Practice Observed Practice Independent PracticeGRR: Teacher leads Teacher guides Teacher coaches Teacher conferences
GRR: Student watches Students begin to grapple with the conceptReading complex texts
Low stakes writing
Student begins to find her own words for the concepts
Student works independently with “guardrails” in place
SRSD Background knowledge of writing skill
T and Ss describe and discuss conceptsUse models
Ss Memorize process Ss Supported independent use
In the secondary classroom1. Video: Pinwheel2. Video: Scaffolding Socratic
Seminars3. Persuasion versus Argument
1. Get the Gist 2. Interactive note taking (GO)3. Collecting evidence graphic organizer (GO)4. Thesis development GO5. They Say/I Say GO for incorporating sources6. Argument templates
1. Collaborative note taking2. Socratic Seminar3. Pinwheel discussion
1. Writer’s workshop2. Writing process3. Peer feedback4. Teacher feedback5. Rubrics, checklists, models6. Rehearsal7. Publishing/Presenting
Your role1. Writing Strategies (research-
based) Planning, revising, editing Summarization Collaborative writing Specific product goals Technology use sentence combining prewriting Inquiry focused Process writing Models
2. GRR, SRSD, 3. Templates, GO,
1. Get the Gist (CCSS)2. Shifting Gatsby (to the CC)3. The Road Not Taken (taught subversively)4. Where the Wild Things Are (lesson
sequence)
1. Scaffolding and training for effective practice
2. Effective Group Work3. Collaborative activities
(Greece, NY list)4. Training peers to provide
helpful feedback
Supports:1. GO2. Templates3. Rubrics, checklists4. Peers5. Professional models,6. student exemplars
GRR=Gradual Release of ResponsibilitySRSD=Self-Regulated Strategy Development
THE CHASM BETWEEN HS READING AND WRITING AND
COLLEGE EXPECTATIONS Since 1967, text complexity has decreased K-12, but particularly in HS whose texts do not become progressively more challenging, but are generally on a grade 7-8 level and are below newspaper reading levels
SAT scores decreased over this time as well (and 80 points were added to the verbal scores in the 90s)
70% of students in grades 4-12 demonstrate low achievement in writing
50% of college students are “not prepared for college writing” according to professors
30-35% of students say their writing is “not good enough” for their jobs or college
And as to reading, college texts have remained the same or increased in complexity (science) since 1967.
(See Appendix A of Frameworks for a full discussion of these changes)
Reading Complex Texts
Students who can comfortably read and comprehend most high school texts may be able to access only the important ideas in “about one fourth of the reading materials in military, citizenship, and workplace text collections and perhaps as little as five percent of postsecondary texts. (Gary Williamson. A Text Readability Continuum for Postsecondary Readiness, 2008).
Why SHIFT?
AS A RESULT 20% of college freshmen are in remedial coursesOnly 30% of these remedial students finish college75% of college dropouts report reading as a primary cause for leaving college
Aspects of Text Complexity Project David Liben www.achieve.org
SPECIFICALLY WHY TEXT COMPLEXITY MATTERS
The determining factor for students passing a reading benchmark for the ACT
1. Was not inferential or critical thinking questions
2. Was not textural questions about main idea/author’s purpose, supporting details, relationships, meaning of words, and generalizations and conclusions
3. Was the degree of text complexity
4. The ACT study shows that, at least for this group of nearly a half million high school students, critical thinking does not distinguish those who are college and career ready from those who are not; facility with reading complex text does.
The American College Testing Service “Reading Between the Lines” (ACT 2006).
LITERACY SHIFTS IN THE
COMMON CORE
More Challenging Reading Complexity of thinking: Regular practice with complex text and its academic language Knowledge: Building knowledge through content-rich non-fiction
Writing to Text Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and informational
EXPOSITORY TEXT: GIVEN SHORT SHRIFT AND
OVER-SCAFFOLDED
When [expository text] is read, it is over scaffolded by [K-12] teachers, and taught superficially (“Read these pages, and find the answers”).
Given all of this, it is not surprising that Heller and Greenleaf (2007), in findings that paralleled the ACT Between the Lines study, found that advanced literacy across content areas (reading of expository, subject focused text), is the best available predictor of students’ ability to succeed in introductory college courses. Far too many students are not only ill prepared cognitively for the demands this type of text presents; but are unaware there is even a problem, aside from how boring their informational texts seem to be.
WHEN IS SCAFFOLDING TOO MUCH SUPPORT?
Learned helplessness
Lower order work (Recall only never independent application in a new situation.)
Attribution Theory video and summary:
http://education-portal.com/academy/lesson/teacher-expectations-attributions.html#lessonPositive Attribution Negative Attribution
Control No Control
Effort Based Ability Based
Hard Work; use of strategies Luck-Based
High expectations Low expectations
You can do this You’re smart
HOW TO BUILD A SUPPORTIVE SCAFFOLD
TODAYDemonstration Guided Practice Observed Practice
Students practice puting the concept into their own words
Independent Practice
1. Defining the Argument through the CCSS
2. Pinwheel video3. Scaffolding a Socratic
Seminar video4. Modeling thinking out
loud
For This Class :1. CCSS and the Argument
(Get the Gist Activity 1)2. Shifting Gatsby3. Where the Wild Things
are Lesson Sequence
For Your Students:4. Interactive Note Taking5. How to Read a Poem
Template6. Collecting Evidence GO7. Developing a thesis GO8. Argument Template9. Argument Rubrics10. They Say/I Say template
for incorporating evidence
Effective Group Work • Accountability• Feedback• Rubrics• Scaffolding
Examples of Group Activities1. Socratic Seminar2. Pinwheel Seminar3. Get the Gist 4. Other effective
interactive activities
Effective Feedback1. Peer feedback steps2. Rubrics3. Checklists4. Writer’s Workshop 5. Process writing6. Argument models
• Exemplars from peers http://achievethecore.org/page/503/common-core-argument-opinion-writing-list-pg
• Professional models
THE FOCUS TODAY IS ON AMINI-RESEARCH, SIMULATED RESEARCH
(PARCC)Research to Build and Present Knowledge (CCSS Writing)
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
What is missing in my old Gatsby argument assignment? How might you change it?
PARCC LITERARY ANALYSISPARCC INFORMATIONAL TEXT RESEARCH
SIMULATION
Icarus Myth Transformation in a contemporary poem
Use what you have learned from reading “Daedalus and Icarus“ by Ovid and To a Friend Whose Work Has Come to Triumph“ by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus �and Icarus.
As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis.
Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.
PHASE 1TEACHER LEADS, DEFINES,
MODELS MODELING THINKING OUT LOUD
PHASE I
1. Lecture or Mini-lesson
2. Demonstration
3. Read aloud
4. Exemplars
5. Models
6. Videos
7. Modeling thinking out loud (The Road Not Taken)
8. NOTE TAKING IN Interactive notebook by Students in Phase I
INTERACTIVE NOTEBOOKS The Important Role of Taking Notes
1. Annotations are a record of a student’s thinking.
2. Annotations make remembering your thoughts much easier.
3. The act of annotating is a multi-sensory interaction with the text
4. Also, “annotation” means more than merely highlighting. It is a dynamic way of interacting with the text. In general, annotation refers to two things used together:
5. Symbols = These are the physical interactions on the text itself. These might include highlighting, boxing and circling words/phrases, underlining, stars, arrows, question marks, numbers and bullets.
6. Marginalia = These are the words a reader writes next to the text in the margins that record thoughts.
7. The trick to good annotation is that both symbols and marginalia should be used in conjunction with one another. As students highlight or underline a phrase, for example, they should also write a note in the margin that records why that phrase stood out to them. Similarly, if they have a thought they write in the margin, they should physically mark the specific words and phrases that inspired that thought.
http://www.teachhub.com/how-annotation-reshapes-student-reading
Marginalia
Symbols and Marginalia must work together
?Questions = Our minds constantly asks questions about things we don’t understand, things we are predicting, things we are trying to make sense out of. Recording these questions while reading will help students’ minds automatically search for answers.
Connections and Contrasts = The more students can connect the information they read to what they already know about themselves, their world, or other readings, the more the passages in front of them will make sense.
= Interpretations = The meaning or depth of a passage may not be stated at the surface level of the text, but after thinking and inference, it is important that students identify the puzzle pieces and start putting them together.
Summaries = Even just putting something into their own words helps to clarify and solidify its meaning in a student’s mind. Writing paraphrases of information in the margins and at the end of sections/chapters helps enormously to enhance understanding.
Patterns = As lists, series, sequences, chronologies, or motifs are identified within a text, it’s important for students to use numbers, bullets, or a their own method of annotation to organize the passage.
Point of view Words = Individual words often hold a great deal of meaning, so making vocabulary words, course-specific terms, and unique diction choices stand out with annotation is essential.
INTERACTIVE NOTEBOOKLeft Side
Each student’s way of interpreting the notes, handouts, etc.
The left is the student’s way of understanding the material.
The left side belongs to the student.
The left side is where a student records processing (questions, surprises, connections) of the teacher-provided notes, handouts, etc. (i.e. of the right side items).
Right SideRight Side (Class Notes, handouts, etc.)
Notes
Vocabulary & literary terms
Handouts
Graphic organizers
Content to go on a foldable
Reading Comprehension Qs
CLOSE READING OF LITERATURE SCAFFOLDING
Reading without LimitsMaddie Witter
1. PREVIEW
2. PREDICT
3. LITERAL MESSAGE
4. FIGURATIVE or INFERRED MEANING
5. PUTTING IT ALL TOGETHER
How to Read a Poem Template
2. LookTitle: Meaning?Number of Lines:Number of Stanzas:Rhyme Pattern: (ABAB, etc.)Type of rhyme pattern? Sonnet, ballad, free verse, blank verse, haiku, etc.
3. Listen: Read aloud twice!
(Document and label with letters below on poem)1) Enjambed lines2) End stopped lines3) Alliteration4) Assonance5) Consonance6) Internal rhyme7) Slant rhyme8) Regular rhythm
5. Figures of SpeechUnderline and label asSimileMetaphor
4. Literal meaningSummarize by stanza what is literally happening below.
1. Title of PoemAuthorGenreAttach copy of poem with annotations and notes
6. Figurative meaning What is a figurative interpretation of the poem?
7. ImageryIdentify with highlightIdentify sense(s)
8. (Style) Powerful language, unique word choice? Ironic use of words?
9. Theme(s) List below:
10 Quality of poem? 4,3,2,1: Why? Universality? Unique statement? Powerful images, language, figures of speech?
2. LookTitle: Meaning?Number of Lines:Number of Stanzas:Rhyme Pattern: (ABAB, etc.)Type of rhyme pattern? Sonnet, ballad, free verse, blank verse, haiku, etc.
3. Listen: Read aloud twice!(Document and label with letters below on poem)1) Enjambed lines2) End stopped lines3) Alliteration4) Assonance5) Consonance6) Internal rhyme7) Slant rhyme8) Regular rhythm
5. Figures of SpeechUnderline and label asSimileMetaphor
4. Literal meaningSummarize by stanza what is literally happening below.
1. Title of PoemAuthorGenreAttach copy of poem with annotations and notes
6. Figurative meaning What is a figurative interpretation of the poem?
7. ImageryIdentify with highlightIdentify sense(s)
8. (Style) Powerful language, unique word choice? Ironic use of words?
9. Theme(s) List below:
10 Quality of poem? 4,3,2,1: Why? Universality? Unique statement? Powerful images, language, figures of speech?
Demonstration Guided Practice Observed Practice Independent Practice
GRR: Teacher leads Teacher guides Teacher coaches Teacher conferences
GRR: Student watches Students begin to grapple with the concept
Reading complex textsLow stakes writing
Student begins to find her own words for the
concepts
Student works independently with “guardrails” in place
Whole Class uses poetry template
In 2’s students work on 3 progressively more challenging poems.
The dyads are given a “challenge” poem and they present it to the class in carousel/museum format
Students pick favorite song; I match it with a
canonical poem. Students research
song, create PowerPoint that compares and
contrasts their favorite song with a canonical
poem. Then they write a literary analysis of
these two works.
Three
week
unit
CLOSE READING IN LITERATURE SCAFFOLDING
Reading without LimitsMaddie Witter
PREVIEW
PREDICT
LITERAL MESSAGE
FIGURATIVE or INFERRED MEANING
PUTTING IT ALL TOGETHER
The Eight Elements of Fiction
1.Plot
2.Setting
3.Character
4.Point of View
5.Tone
6.Theme
7.Style
8.Symbol
Demonstration Guided Practice Observed Practice Independent Practice
GRR: Teacher leads Teacher guides Teacher coaches Teacher conferences
GRR: Student watches Students begin to grapple with the concept
Reading complex textsLow stakes writing
Student begins to find her own words for the
concepts
Student works independently with “guardrails” in place
Whole Class identifies the 8 elements of
fiction in Where the Wild Things Are.
Groups define each term and give visual
and quoted examples from WTWTA
Whole Class reading of Short Stories
Each group is assigned an element of fiction and the whole class puts the story together. The groups are
assigned different elements.
Short summary how their element reflects the theme.
Read a novel (The Great Gatsby) and a class chart of the 8 elements are maintained.
Is Gatsby Great literary analysis.
(Tone, Style, Theme are required elements)
Two, three- week units
ACTIVITY 1: DEFINING THE ARGUMENT(GUIDED PRACTICE ACTIVITY: PHASE 2)
Getting the Gist: Reading, Writing, The Argument 9-10, 11-12 and Cognitive Load
Research-based Summarizing Strategy for Expository Text (Cunningham, 1982) 1.Directions:
1. Read your assigned section of the text.2. Collaboratively decide on the gist of the text3. Report out your gist for reading, writing, cognitive load 9-10, 11-12
2.20-word Gist (practice for creating a summary)3. Modifications
Full Sentences Sentences with images Fewer words Increase the “chunk” of reading
4.http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html
PERSUASION VS. ARGUMENT (STUDENTS MAY NEED THIS)
• Ethos (author credibility)
• Pathos (emotional appeals)
Persuasion
• Logos (logical appeals)
• ReasonArgume
nt
TWO EXAMPLES OF ARGUMENT
ASSIGNMENTS
Is Gatsby great?Should the title of Frost’s poem be the “Road Not Taken” or the “Road Less Traveled”?
SHIFTING GATSBY—CRITIQUING A MODEL
APPLY RUBRIC TO ONE OF MY OLD UNITSStandard-Based Unit before 2011 Massachusetts Frameworks
How Great is Gatsby Academic Essay, Debate, and VoteAfter reading the novel and discussing it as a class, using lenses of 8 elements of fiction (teams) plot, character, setting, symbol, theme, tone, point of view, style (from Frameworks)• 10th grade class Rate Gatsby’s greatness or lack thereof on a 1 to 10 scale Find three passages/events that support your opinion Using a “Living Liker Scale” arrange yourselves from 1 to 10. 10=Greatest With those with the same number, discuss your passages and rational Break line at 5 and line up 1/5,
2/6, 3/7, 4/8, 5/9-10. Discuss your position with your opposites; listen carefully to the position of your partner and his/her citations
Draft a collaborative essay with argument/counterargument and at least 5 citations from the text.
Write your own essay. 6-traits rubric: Ideas, Organization, Voice, Sentence Structure, Conventions,
Peer critique at least two papers, one who agreed with you, one who disagreed.
Debate (1-5; 6-10)—who won? Secret ballot.
STANDARDS BASED VERSUS COMMON CORE
GATSBY UNITHow Great is Gatsby?
Living Likert Scale
Partnered evidence and counter argument
Thesis
Argument with rating
Counter Argument
Conclusion
Academic Critique
Examining Author’s Purposeand Point of View
Living Likert; partnered evidence gathering
Individual Essay Fitzgerald’s purpose in writing the novel
Filtered through Nick’s perspective Interpreted by movies
Scripts, words Images Modifications
Authentic writing: Rotten Tomatoes
MODELING THINKING OUT LOUD (PHASE I) “THE ROAD NOT TAKEN”
Typical Reading Students annotate their first
reading
Second Subversive Reading
From Frey’s Deeper Reading (2012)
Briefly summarize the meaning of each stanza. And summarize the theme. (Get the Gist can be used or collaborative note taking.)
While walking in a “yellow” wood, the narrator stands a long time looking at first one as far as he could.
Then he looked down the other which was not often used since it was “grassy and wanted wear.”
They seemed equal, but I chose the second and doubted I would ever travel the first.
Sometime in the future I’ll discuss the decision about selecting the one less traveled and that it has made all the difference.
Theme: Individualism and following one’s passions
The Road Not Taken
Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;
Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing thereHad worn them really about the same,
And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back.
I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I—I took the one less traveled by,And that has made all the difference.
Robert Frost 1874–1963
Using Gradual Release of Responsibility
1: Read aloud (twice) by teacher noting the third line pause and how the meter reflects walking and a pause.2. Modeling thinking aloud by teacher: Stanza 1: Frost called this poem a wolf in sheep’s closing. The yellow wood indicates the season is fall , but the autumn may mean the autumn of a person’s life.. He is alone (1 line3), Stanza 2: (2 line 4) “really the same” What is this saying? Is this an important choice?Stanza 3 line 5 I “doubted” I’d be able to make this decision again.Stanza 4. line 1” Sigh” Sadness? Relief?
Summary: A middle-aged man alone is not confident about his choices and may have regrets. Text-dependent Questions for students1: Which phrases indicate the two roads are similar?2. Which words signal regret?3. Is the sigh one of regret or relief?4. Is the difference a positive or negative
difference?5. Does the Title help with the meaning? 6. People incorrectly call this “The Less
Traveled”
Collaborative analysis of poem as class: Thesis: Claims, Evidence: Title?
PHASE 2:GUIDED PRACTICE WITH TEMPLATES, GRAPHIC
ORGANIZERS, INTERACTIVE NOTE-TAKING, COLLABORATIVE ACTIVITIES (GET THE GIST)
ARGUMENT RUBRICS AND TEMPLATESDELAWARE RUBRICS K-12 ALL TEXT TYPES (CCSS ALIGNED; SPECIFIC): HTTP://WWW.DOE.K12.DE.US/AAB/ENGLISH_LANGUAGE_ARTS/WRITING_RUBRICS.SHTML
1. Provide a rubric or template
2. Review an accessible student essay (http://achievethecore.org/page/503/common-core-argument-opinion-writing-list-pg)
3. Apply to a text or exemplar
4. Generate a classroom rubric or template; modify as the year goes on
5. Teach students how to use a rubric as a learning tool It’s good feedback because it focuses on a few aspects of writing and uses the same standards over and
over It limits the number of critical responses to the students to the most important (As opposed to red pen correcting that sometimes communicates that if a
student fixes each area, the composition is perfect. Often corrections are at a sentence level and not at a thinking level.)
TEMPLATES AND RUBRICS
Apply to models
ClaimsEvidence: relevant and verifiableWarrant: explanation of how the evidence supports the
claim; often common sense rules, laws, scientific principles or research, and well-considered definitions.
Backing: support for the warrant (often extended definitions)Qualifications and Counter-arguments:
acknowledgement of differing claims
File Name: A11-12R Macduff True Hero
http://achievethecore.org/page/503/common-core-argument-opinion-writing-list-pg
Argument/Opinion
Grade 12
Range of Writing
Macduff: A True Hero
Though many refer to the titular character of William Shakespeare’s
Macbeth as a tragic hero, another character stands out as a much greater
protagonist. While Macbeth is driven towards madness and to committing
atrocities through his tragic flaw of ambition, Macduff lacks such a flaw
and remains uncorrupted and heroic throughout the play. As Macbeth
strives to gain power and prestige at the expense of the lives of his king, his
friends, and his countrymen, Macduff meanwhile endures great personal
loss in his attempts to stop Macbeth’s tyrannical rue and to restore justice
and freedom to Scotland. With a name so similar to Macbeth’s, it is ironic
yet fitting that Macduff acts so much more nobly than his king (Piotr 20).
Throughout the tragic, events of William Shakespeare’s Macbeth, Macduff
serves as a heroic figure through his demonstrations of intelligence, loyalty,
and righteousness.
Macduff’s prevalence is minimal early in the play, though his intelligence can first be noted in his actions that follow King Duncan’s death. While many Scottish nobles prepare to welcome Macbeth to the throne and accept him as their king, Macduff shows his skepticism of the story surrounding the king’s demise. Though Macduff at first accepts the verdict that Malcolm and Donalbain are the most likely suspects in the murder of their father, he does so reluctantly and only because the evidence points to them given that they have fled the scene. When asked if he will attend Macbeth’s inaugural ceremonies, Macduff responds, “No, cousin, I’ll to Fife” (2.4.36). Macduff is less convinced than the others that the mystery of the king’s death has been solved, and he wisely distances
I ntroduces a knowledgeable claim about a substantive topic and establishes its significance: gives context about the play itself by contrasting Macbeth and Macduff , and then states a precise claim
States f ocus, precise claim
Begins by acknowledging counterclaim, then distinguishes from own claim to f ollow
Creates an organization that logically sequences, develops, and supports the claim
Uses words, phrases, and varied syntax to create cohesion, clarify the relationships among claims and reasons
annotations
http://learning.blogs.nytimes.com/category/poetry-pairings/
http://learning.blogs.nytimes.com/2014/04/10/text-to-text-of-mice-and-men-and-friendship-in-an-age-of-economics/?_php=true&_type=blogs&_r=0#more-144680Text to Text: New York Times
Analyze an Exemplar
Advanced
Reading/Research
The writing – makes effective use of available resources skillfully/effectively supports an opinion with relevant and sufficient facts and details from resources with accuracy uses credible sources*
Development The writing – addresses all aspects of the writing task with a tightly focused response skillfully develops the claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both skillfully anticipates the audience’s knowledge level, concerns, values, and possible biases
Organization The writing – effectively introduces precise, knowledgeable claim(s); establishes the significance of the claim(s); distinguishes the claim(s) from alternate or opposing claim(s) skillfully creates an organization that logically sequences claims, counterclaims, reasons, and evidence skillfully uses words, phrases, and /or clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims provides an effective concluding statement or section that follows from and skillfully supports the argument presented
Conventions The writing – demonstrates an exemplary command of standard English conventions skillfully employs language and tone appropriate to audience and purpose has sentences that are skillfully constructed with appropriate variety in length and structure PARCC: The response uses precise language consistently including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain specific vocabulary follows standard format for citation with few errors
ARGUMENT TEMPLATE (USED TO ANALYZE A TEXT)
SCAFFOLD: NOTE TAKING SAMPLE (COLLABORATIVE POSSIBLY)
Reading
Easier reading (picture books, lower Lexiles)
“Chunk” reading—Get the Gist, Expert Groups
Collaborative Groups or Pairs
Gradual release of responsibility Model Guided practice Paired/team practice Individual Work
Modeling close reading: Think alouds: Subversive model for the “Road Not
Taken” versus “The Road Less Traveled”
Writing Self Regulation: Gradual Release of Responsibility with rubrics, checklists, models, reflections, conferences as guides
Text Type Forms
Supportive Materials: Notebook of their common errors, file of work, templates, graphic organizers
Templates for the Argument—They Say/I Say
Thesis, Claims and Evidence, So What? The Synthesis—scaffolding each
Claims Evidence Your analysis as it connects to the thesis
of the paperQuotation, summary, paraphrase of each major point.
This meansMore simply, this means
Major point: Social justice and poverty
Dickens sees the injustice of poverty and the suffering that results from poverty
Sidney represents the wealthy classes, but his final act shows he sees justice as more important than his pleasure
When Sidney Carton says, “It is a far, far better….”
he is declaring that his sacrifice is something new for him, and this martyrdom will bring him to a better place, his own resurrection, than he has ever experienced in his corrupt life before this final act.
The hope that Dickens’ sees for social justice is shown in Carton’s selfless act to save Dannay.
In A Tale of Two Cities, Dickens uses the characters to represent the corruption and the hope for social justice in England and France. The final chapter shows the hope that Dickens sees despite the corruption. When Sydney Carton says, “It’s a far, far….known” ( ), he symbolizes the possibilities for reform and redemption. Carton is declaring that his sacrifice is new for him and that he will find a better place, his own resurrection, than he has ever experienced in his corrupt life.
THESIS DEVELOPMENTJAMES BURKE
1. Identify the subject of your paper
Social Justice in Dickens2. Turn your subject into a guiding question
How does Dickens show his attitude toward social justice in his novels?
3. Answer your question with a statement
Dickens’ attitude toward poverty, child labor, and prison is demonstrated in his novels. Yet, Dickens seems to hold hope for the future in the character of Sydney Carton.4. Refine this statement into a
working thesis
GATSBY AND THE AMERICAN DREAMTHESIS: SETTING IS SYMBOLIC
Subject The setting and colors in The Great Gatsby symbolize the failure of the American Dream. e
Guiding Question What can be seen in the east to west map of Gatsby? From the western-most Mid West through NYC to the Valley of the Ashes to West then East Egg what is represented?What do Fitzgerald’s selection of colors indicate in the novel?
Answer Nick’s Midwestern father’s values are more and more corrupted in the East. From the careless wealthy of East Egg to the pretensive Gatsby in West Egg, to the interloping Myrtle and her husband who wants to go west and leave corruption of the American Dream to the crime under the watchful eyes of Eckleberg, the setting reveals and reinforces the critique of the American Dream’s delusions. Gatsby gazes east to Daisy’s mansion, not west to the moral fiber of America.
Refine to thesis Fitzgerald has crafted the settings to intensify his theme about the failure of the American Dream.
SCAFFOLD: MODELINGTHEY SAY, I SAY
OVERVIEW
I. They say (summarize, paraphrase, quote): Standard views, agreeing, implications…
2. I say (yes, no, okay, but…)
3. As a result, (connecting the essay; keeping your voice; so what?)
Examples from the text: Literary, Social Studies, and Science examples. Narrative about a student’s revision based on a class discussion
Transitions
Using TSIS framework to facilitate revision of argument
TEMPLATES TO SCAFFOLD A SMOOTHLY WRITTEN ANALYSIS OR ARGUMENT (JAMES BURKE)
They Say
What others say about this claim and topic
Quote appropriately
Cite appropriately
Worked into whole essay smoothly
I Say
I make a claim for the whole argument
I explain what “they say”
I am responsible for organizing the claims, the evidence, and my explanations
I am responsible for making links between/among the sources using transitional sentences and transitional words.
In contrast,….
Like…..
Somewhat similar to…
THEY SAY, I SAYTEMPLATES
Some Template Topic Areas
Introducing what they say Standard views Something implied or assumed An ongoing debate Authorial belief/attitude Using quotations
I SAY Explaining quotations Disagreeing, raising objections Making concessions
TYING IT ALL TOGETHER
META-Commentary Why this subject is important
PROFESSIONAL ESSAYS
Some Examples Many people assume that….
Although…doesn’t say so directly, she apparently assumes that…
On the one hand … argues, on the other…contends…
…contends that….
…states, “…”
I think…is mistaken when she states, “…”
Although I agree up to a point, …
These findings challenge the work of….
Ultimately, what is at stake here…
SIMILAR AND SIMPLER RESOURCE THAN THEY SAY/I SAY
(70 SENTENCES)
Argue a. Along similar lines, [X] argues that ___. b. There seems to be no compelling reason to argue that ___.Claim a. In this [paper], I put forward the claim that ___. b. [X] develops the claim that ___.Data a. The data gathered in the [pilot study] suggests / suggest that ___. b. The data appears / appear to suggest that ___.
Debate a. [X] has fostered debate on ___. (fostered = encouraged) b. There has been an ongoing disagreement about
Discussion a. In this section / chapter, the discussion will point to ___. b. The foregoing discussion implies that ___. (foregoing = that came befor
c. For the sake of discussion, I would like to argue that ___. Evidence a. The available evidence seems to suggest that ___ / point to ___.
http://www.luizotaviobarros.com/2013/04/academic-writing-useful-expressions.html
COLLECTING EVIDENCE GRAPHIC ORGANIZER
Reading
Easier reading (picture books, lower Lexiles)
“Chunk” reading—Get the Gist, Expert Groups
Collaborative Groups or Pairs
Gradual release of responsibility Model Guided practice Paired/team practice Individual Work
Modeling close reading: Think alouds: Subversive model for the “Road Not
Taken” versus “The Road Less Traveled”
Writing Self Regulation: Gradual Release of Responsibility with rubrics, checklists, models, reflections, conferences as guides
Text Type Forms
Supportive Materials: Notebook of their common errors, file of work, templates, graphic organizers
Templates for the Argument—They Say/I Say
Thesis, Claims and Evidence, So What? The Synthesis—scaffolding each
They Say(major claims,
quoted)
I Say(What does this
mean)
Your analysis as it connects to the thesis
of the paperQuotation, summary, paraphrase here
I see a beautiful city and a brilliant people rising from this abyss, and, in their struggles to be truly free, in their triumphs and defeats, through long years to come, I see the evil of this time and of the previous time of which this is the natural birth, gradually making expiation for itself and wearing out. (3.15.46)
This meansMore simply, this means
Connecting what they say it to a paragraph
Connecting your interpretation to a paragraph
PHASE 3EFFECTIVE GROUP WORK
SOCRATIC SEMINARS WITH SCAFFOLDING
PHASE 3 GROUP WORK
Students begin to put the ideas in their own words
Theoretical Underpinnings: Vygotsky—“social construction of learning.” We learn by rehearsal through progressively more articulate “speech,” from inner speech to social speech.
LIST OF GROUP WORK OPTIONS
Categories # in group Brief description How/when this might be used
Dyads Think-Pair-ShareTurn and TalkCollaborative Note-TakingCollaborative writing
First 2, brief pause to think about conceptCollaborative dyads can be very effective in teaching writing
All phases to let students thinkPhases 2, 3, and sometimes 4
Groups (3-5)Teams
Roles—Immediate Purpose
Effective groups have roles, assessments, clearly defined process, and feedback.
Phase 3 when students are ready to use processes
Classroom Org.Flexible, Writer’s WorkshopReaders WorkshopCenters (with flexible groups)
Complex routines and variable groups for different purposes, routines to keep focus on the task
Phase 4
Fishbowl, Medium Circle,Socratic SeminarPinwheel Discussion
Academic focusScaffoldingAccountability
Phase 3
“GETTING THE STUDENTS TO DO THE WORK”
Resources for using Socratic Seminars
Edutopia
http://www.edutopia.org/critical-thinking-discussion-HS-resources?utm_source=twitter&utm_medium=post&utm_campaign=roundup-HS-critical-thinking-discussion-resources#graph1
Teaching Channel: Assessing (rubric), Progressively Increasing Expectations
https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom
Includes lesson plans, scoring guides, sample slides
SCAFFOLDING SOCRATIC SEMINARS
Multiple voices
Scaffolding the Socratic Seminar
https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom
PHASE 4:INDEPENDENT PRACTICE
(WITH GUARDRAILS)
Demonstration Guided Practice Observed Practice Independent PracticeGRR: Teacher leads Teacher guides Teacher coaches Teacher conferences
GRR: Student watches Students begin to grapple with the conceptReading complex texts
Low stakes writing
Student begins to find her own words for the concepts
Student works independently with “guardrails” in place
SRSD Background knowledge of writing skill
T and Ss describe and discuss conceptsUse models
Ss Memorize process Ss Supported independent use
In the secondary classroom1. Video: Pinwheel2. Video: Scaffolding Socratic
Seminars3. Persuasion versus Argument
1. Get the Gist 2. Interactive note taking (GO)3. Collecting evidence graphic organizer (GO)4. Thesis development GO5. They Say/I Say GO for incorporating sources6. Argument templates
1. Collaborative note taking2. Socratic Seminar3. Pinwheel discussion
1. Writer’s workshop2. Writing process3. Peer feedback4. Teacher feedback5. Rubrics, checklists, models6. Publishing/Presenting
Your role1. Writing Strategies (research-
based) Planning, revising, editing Summarization Collaborative writing Specific product goals Technology use sentence combining prewriting Inquiry focused Process writing Models
2. GRR, SRSD, 3. Templates, GO,
1. Get the Gist (CCSS)2. Shifting Gatsby (to the CC)3. The Road Not Taken (taught subversively)4. Where the Wild Things Are (lesson
sequence)
1. Scaffolding and training for effective practice
2. Effective Group Work3. Collaborative activities
(Greece, NY list)4. Training peers to provide
helpful feedback
Supports:1. GO2. Templates3. Rubrics, checklists4. Peers5. Professional models,6. student exemplars
GRR=Gradual Release of ResponsibilitySRSD=Self-Regulated Strategy Development
FEEDBACK
Grading, Conferencing and Peer Feedback
Training Peers to Give Appropriate Feedback (a year-long process)
This is as good for peers as for the feedback that they give
1. Assume they do not know how to “criticize” or give feedback2. Provide language models for them3. Begin with only positive feedback plus questions. (No suggestions allowed.)4. Model each new piece of feedback using the priorities for the class
1. Claims
2. Evidence
3. Counterclaims
4. Organization
5. Incorporating quotations smoothly
YOUR TURN: BEGIN TO OUTLINE A LESSON ON
ARGUMENTDemonstration
Shared Demonstratio
n
Guided Practice Independent Practice
Teacher Leads Teacher/Student Work Together
Student/Teacher Work Together
Independent Practice
ModelingVideoTextLectureQuestion and AnswerRead alouds of anchor textsModeling thinking aloud
Get the GistGraphic Organizers for
• Gathering evidence
• Developing Thesis
• Incorporating Quotations
Socratic Seminar assigned notes team goals
Group Work
Writer’s WorkshopDraftingPeer Feedback Published, final workPresentations Authentic work
“JURIED” RESOURCES Juried, Common Core Aligned
(in handout) Literacy Design Collaborative (ASCD) Paideia Project: Active Thinking, Reading, and Writing Through Dialogue The Power of Language
Achieve the Core. www.achievethecore.org. The Shifts in Practice Short video about the process of creating the Common Core Close Reading Model Lessons in ELA, History/Social Studies with both informational and literary texts. Close Reading Model Lessons.. Tools, sample texts in thematic units.For example: The Glorious Whitewasher from The Adventures of Tom Sawyer by Mark Twain (with mini-assessment) Grade 7 fiction. Text Complexity Collection This collection includes both academic research on text and qualitative and quantitative tools to assess texts
Odell Education http://odelleducation.com6-12 ELA (literary analysis), HSSTheme-based texts (print and video) without lesson plans, variety of text types: Informational, narrative, historical documents, and literary. PD: how to read closely, how to compare multiple texts, research, making evidence-based claims, etc.
CCSSO: Model Text Sets 6-12 ELA, HSS (Taking a stand: “The Lottery,” MLKhttp://www.ccsso.org/Navigating_Text_Complexity/Showroom_Models.html
Lexile.com; http://www.arbookfind.com/UserType.aspx
Research engine: http://www.instagrok.com/
Software, Feedback, Researach, Grammar, Literature
http://sqworl.com/00wui6 Everything ELA
James Burke: English Companion Jing and his personal web site
Kelly Gallagher: Articles of the week list. http://kellygallagher.org/resources/articles.html; http://www.teachingthecore.com/resources/article-of-the-week-aow/
New York Times, The Learning Network: weekly pairings plus poetry pairings
News ELA (nonfiction) http://newsela.com/
http://sqworl.com/00wui6 (software, ELA resources)
MCU Juried Curriculum from Massachusetts
High School Writing to Text (Commissioner's Priority)
HSS US History I * Westward Expansion
HSS 11-12 * Massachusetts Remembers the Civil War Veterans
HSS US History I Constitutional Rights
HSS US History II African-American Civil Rights Movement
ELA 9-10 * Art and Poetry
ELA 10 * Exploring Topics in Education
ELA 11 The Art of Persuasion and the Craft of Argument
ELA 12 Hamlet and Psychological Criticism
ESTABLISHED GOALS GCCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.MA.ELA-Literacy.RL.11-12.8.a Analyze a work of fiction, poetry, or drama using a variety of critical lenses (e.g. formal, psychological, historical, sociological, feminist).CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.CCSS.ELA-Literacy.W.11-12.1 Write arguments focused on discipline-specific content.CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Transfer
TransferStudents will be able to independently use their learning to… T Generate open ended questions and seek answers through critical analysis of text, media, interviews,
and/or observations. Read and comprehend a range of increasingly complex texts and media written for various audiences
and purposes.
MeaningUNDERSTANDINGS UStudents will understand that…U1. Conflicts in literature (and in life) are often the result of characters having different perspectives on the same situation.U2. Theories of literary criticism can provide insights into literary characters and events and ways of thinking about literature from different cultures and historical periods.U3. Evidence for character analysis comes from a character’s speeches (e.g., choice of language and syntax), actions, and relationships.
ESSENTIAL QUESTIONS QQ1. What do characters in literature reveal about human nature? Q2. How does using a critical lens enhance our understanding of literature? Q3. What kinds of textual evidence are needed for an effective analysis of a dramatic character?
AcquisitionStudents will know… KK1. Psychological concepts applicable to psychological criticism (e.g., id-ego-superego, oedipal conflict, death drive, repression).K2. Critical literary theories that shape arguments for a particular interpretation of a text. K3. What constitutes “evidence” in a literary analysis.
Students will be skilled at… SS1. Applying psychological concepts to the analysis of a literary character.S2. Writing arguments that support claims about a text based on valid reasoning and relevant and sufficient evidence.S3. Conducting research to answer a self-generated question and synthesize multiple sources to produce a coherent analysis.
Stage 2 - EvidenceEvaluative Criteria Assessment Evidence Precise and defensible
interpretations of both literary and informational texts and insightful use of relevant evidence
Well-crafted writing and argument
Sophisticated use of academic vocabulary
Command of the conventions of standard English grammar and usage
CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PT Students analyze, from a psychological criticism perspective, the
actions, decisions, and motivations of a major character in Shakespeare’s Hamlet.
The actions of the play are set into motion by the death of Prince Hamlet’s father, the King of Denmark. By the end of the play, eight more characters have died unnatural deaths and a new king, Fortinbras, is about to take the Danish throne.
To better understand the cause of the recent spate of violence in the court of Elsinore, Fortinbras demands a formal psychological report on the major characters’ actions and mental states. In the role of crime scene investigators, students will write these reports using evidence from Hamlet and insights from readings on psychological criticism. In addition to writing a report, they must also orally defend their interpretation.
Use of relevant evidence Accuracy in definition of and
use of domain-specific vocabulary
Application of insights from psychological theory
Conducting and synthesizing research
OTHER EVIDENCE: OE Oral presentation on the motivations of a character from Hamlet Group glossary of terms related to psychological criticism Analysis of Hamlet’s “To Be or Not to Be” speech Drafts of report and annotated bibliography
Stage 3 – Learning PlanSummary of Key Learning Events and Instruction
Lesson 1: Making Inferences about Character Motivation in HamletAfter a first reading of the whole play, students choose one of the major characters, develop a thesis statement about his or her motivations and find evidence in the speeches and actions of that character to support their thesis. They make an oral presentation of their conclusions.Lesson 2: Introduction to Theories of Literary CriticismStudents learn that literary scholars apply a variety of theoretical approaches to interpreting literature. They explore the approaches of new criticism, and psychological, feminist, Marxist, historical, archetypal, and reader response theories and apply them to familiar folktales.Lesson 3: Applying Psychological Criticism to a FolktaleAfter delving into psychological criticism in greater detail, and creating a class glossary of terms and concepts used in psychological criticism, students apply principles of this approach to an analysis of the three characters in a traditional folktale, “Little Red Riding Hood.”Optional Lesson 3.5: Analyzing Hamlet’s “To Be or Not to Be” SoliloquyIn groups, students closely read Hamlet’s speech, paraphrase the meaning of its sentences into modern English, and note Shakespeare’s use of figurative language. They discuss why “to be or not to be” is the question for Hamlet at that point in the play and then interpret the speech using a psychological criticism lens.Lesson 4: Supporting a Thesis with Textual Evidence Students develop criteria for the qualities of strong use of textual evidence. In small groups and then as a whole class, they use what they have learned about psychological criticism to analyze the character Polonius. They develop a thesis statement and use evidence from the text to support their thesis.Lesson 5: Curriculum Embedded Performance Assessment- Viewing a Major Character from Hamlet through a Psychological Criticism LensStudents choose one of the major characters killed in the course of the play. They conduct research into critical studies of the play and its characters, and write a report that analyzes one character’s actions and motivations. Their report cites evidence from the play and from relevant secondary sources to support their thesis about the character’s mental state and relationships with other characters. In the final performance task, “Crime Scene Investigation: Denmark,” students who have investigated the same character collaborate to make an oral presentation in which they defend their interpretation of the character.
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012
LITERACY DESIGN COLLABORATIVE
LITERACY DESIGN COLLABORATIVE (ASCD)HTTP://WWW.LITERACYDESIGNCOLLABORATIVE.ORG/RESOURCES/SAMPLE-MODULES/ Sample Modules
English Language ArtsScience & Technical SubjectsHistory/Social Studies
LDC--SAMPLE COMPONENTS Specific and scaffolded tasks with materials to accomplish the major task.
L1: How do authors use character relationships to develop theme in a story? After reading Hamlet and related texts, write essay that explains how the relationship between Hamlet and another character illustrates an important theme in this tragedy. . What conclusion or implications can you draw? Cite at least two sources, pointing out key elements from each source. A bibliography is required. 1: Summarize: The Speaker's State of Mind (Lines 129-137 to "possess it
merely").Summarize the speaker's words/thoughts in section 1 of the soliloquy. 2: Jarring Contrasts (Lines 138-155 to "She married.") Complete the graphic organizer
contrasting the speaker's tone/attitude toward his father, mother and uncle based on the images, analogies and words and phrases associated with each character in this section of the soliloquy.
3, LONG CONSTRUCTED RESPONSE In the middle section of the soliloquy, the speaker frequently interrupts himself. Why does he do this? How has the speaker’s state of mind been affected by the actions of others? Use evidence from the text to support your analysis. Formulate an answer to these questions in a thoughtful brief essay (approximately a page).
Rubrics
Standards
The entire teaching sequence with suggested techniques and materials
ODELL EDUCATION
ODELL PROVIDES Theme-based texts ready for duplication The specific projects are not determined; it’s up to teachers to make those decisions
Materials include digital and video texts A variety of text types: Informational, narrative, historical documents, and literary
How to read closely
How to compare multiple texts Guides for teachers Guides for students
Handouts
HOW TO READ CLOSELY—ODELLHTTP://ODELLEDUCATION.COM/READING-CLOSELY
Part 1. Students learn what it means to read a text closely by attending to and analyzing textual details. Students analyze visual-based texts.
Part 2. Questioning Texts: Students learn to use questions to guide their approach to, reading, and deeper analysis of texts. Students read and analyze informational texts.
Part 3. Analyzing Details: Students learn to analyze textual detail as a key to discovering meaning. Students read, analyze, and compare texts.
Part 4. Explaining Understanding: Students learn how to summarize and explain what they have learned from their reading, questioning, and analysis of texts. Students read and analyze three related texts.
Part 5. Discussing Ideas: Students learn the characteristics of an effective text-based discussion and demonstrate skills in leading and participating in one.
READING CLOSELY UNITS—ODELLHTTP://ODELLEDUCATION.COM/READING-CLOSELY
The curriculum is free.
Grade 6: “The wolf you feed”
Grade 7: “At the Pole”
Grade 8: “We had to learn English.”
Grades 9-10: “Brain Gain”
Grades 9-10: “Modern battlefield”
Grades 11-12: “Promised Land”
Grades 11-12: “Lay down all my joys”
Grade 12: “Life steps almost straight.”
MAKING EVIDENCE-BASED CLAIMS UNITS--ODELL
HTTP://ODELLEDUCATION.COM/MAKING-EBC-LESSON
ORGANIZATION OF INSTRUCTION
Part 1. Understanding Evidence-Based Claims: Students learn the importance and elements of making evidence-based claims through a close reading of part of the text.
Part 2. Making Evidence-Based Claims: Students develop the ability to make evidence-based claims through a close reading of the text.
Part 3. Organizing Evidence-Based Claims: Students expand their ability into organizing evidence to develop and explain claims through a close reading of the text.
Part 4. Writing Evidence-Based Claims: Students develop the ability to express evidence-based claims in writing through a close reading of the text.
Part 5. Developing Evidence-Based Writing: Students develop the ability to express global evidence-based claims in writing through a close reading of the text
EVIDENCE-BASED CLAIMS ODELL EDUCATIONHTTP://ODELLEDUCATION.COM/MAKING-EBC-LESSON
Grade 6 Unit: Steve Jobs’ 2005 Stanford University Commencement Address
Grade 7 Unit: Cesar Chavez’s 1984 California Commonwealth Club Address
Grade 8 Unit: Ain’t I a Woman?, Sojourner Truth; Equal Rights for Women, Shirley Chisholm; and Wimbledon Has Sent Me a Message: I’m Only a Second-Class Champion, Venus Williams
Grade 9 Unit: Plato’s Apology (updated unit containing a new translation of the text posted on September 2, 2013)
Grade 10 Unit: Nobel Peace Prize Speeches of Rev. Dr. Martin Luther King, Jr. and President Barack Obama
Grade 11 Unit: W.E.B. Du Bois’ The Souls of Black Folk
Grade 12 Unit: President Ronald Reagan’s First Inaugural Address and Secretary Hillary Clinton’s 2011 APEC Address
********************************************************************************************
Making Evidence-Based Claims about Literary Technique Grades 9-12
The Grades 9-12 Making EBC about Literary Technique Units adapt the Making EBC Framework for teaching claim-making about the effects of authorial choice and craft on the meaning of literary texts. The units are built on literary texts from the NYSED 9-12 Text List.
Grade 9: “The Short Happy Life of Francis Macomber,” Ernest Hemingway
Grade 10: “Because I could not stop for Death,” Emily Dickinson; “Home Burial,” Robert Frost
Grade 11: “The Red Convertible,” Louise Erdrich; “On the Rainy River,” Tim O’Brien
Grade 12: “What We Talk About When We Talk About Love,” Raymond Carve
RESEARCH—ODELLHTTP://ODELLEDUCATION.COM/LITERACY-CURRICULUM/RESEARCH
ORGANIZATION OF INSTRUCTION
Part 1. Initiating Inquiry: Students learn the purposes and processes of using inquiry and research to deepen understanding. Students initiate inquiry on a topic through collaboratively generating questions to direct and frame research.
Part 2. Gathering Information: Students learn how to conduct searches, assess and annotate sources, and keep an organized record of their findings.
Part 3. Deepening Understanding: Students analyze key sources through close reading to deepen their understanding and draw personal conclusions about their areas of investigation.
Part 4. Finalizing Inquiry: Students analyze and evaluate their material with respect to their Research Frames and refine and extend their inquiry as necessary.
Part 5. Developing and Communicating an Evidence-Based Perspective: Students draw from their research and personal analysis to develop and communicate an evidence-based perspective.
RESEARCH—ODELL EDUCATIONHTTP://ODELLEDUCATION.COM/LITERACY-CURRICULUM/RESEARCH
Research Unit Grade 6 (Topic Resource Repository: Prehistoric Art)
Research Unit Grade 7 (Topic Resource Repository: Water)
Research Unit Grade 8 (Topic Resource Repository: Human Animal Interaction)
Research Unit Grades 9-10 (Topic Resource Repositories: Music and Technology)
Research Unit Grades 11-12 (Topic Resource Repositories: Design and Food)
CCSSO: MODEL TEXT SETSHTTP://WWW.CCSSO.ORG/NAVIGATING_TEXT_COMPLEXITY/SHOWROOM_MODELS.HTML
Middle SchoolThe Constitution Anchor Text: Words We Live By (excerpt)
High SchoolTaking a StandAnchor Text: The LotteryLeaving a Legacy: Eulogies of Civil Rights FiguresAnchor Text: Remarks on the Assassination of MLK
THE LOTTERY: CCSSO EXAMPLE The Lottery: Taking a Stand
9-10 Grade Band Text Set
Line of Inquiry: In this text set, students will explore fiction and nonfiction texts that are connected through a common idea: “Taking a stand is often difficult and costly, but not taking a stand more often extracts a greater toll.” The anchor text, The Lottery, addresses the consequences of blindly following tradition. Language and descriptions throughout imply that the citizens no longer understand why they conduct the lottery and even suggest that other towns have done away with it. Despite this doubt, the citizens follow the tradition of the lottery and the consequences are certainly dire. The related texts in this set offer different perspectives on and increase student opportunities to think about what it means to take a stand.
CONNECTED TEXTS TO LOTTERY AND TAKING A STAND
Speech to the Second Virginia Convention By: Patrick HenryHenry’s famous speech ending in “I know not what course other may take; but as for me, give me liberty or give me death!” documents a pivotal moment in US history. When other colonists suggested waiting to hear from the English monarchy in an attempt to reconcile, Henry argues for the colonies to form a militia and take a stand against British rule. Conscientious Objector By: Edna St. Vincent MillayMillay, Edna St. Vincent. "Conscientious Objector." Wine from These Grapes. New York: Harper & Brothers, 1934. N. pag. Print. Millay’s poem takes a stand against participating in any activities which will lead to death of others. The title has military connotations and suggests a protest against military action.The Jungle (excerpts) By: Upton SinclairGenre: FictionSinclair, Upton. The Jungle. Cambridge, MA: R. Bentley, 1971. Print.Sinclair’s searing critique of the meatpacking industry, contained within a novel about the lives of immigrants in America, remains a powerful document in US history. While the novel itself doesn’t necessarily promote taking a stand, the act of writing and producing an honest portrayal of industry at the time represents a protest against the inhumane conditions present in the industry. Brown v. Board of Education, 347 U.S. 483 (1954)The Supreme Court decision handed down in Brown v. Board of Education of Topeka declared the “separate but equal” law established by Plessy v. Ferguson unconstitutional. Taking a stand against unfair practices was not well received in some places, but it was worth a larger moral victory in the end. Animal Farm By: George OrwellOrwell, George. Animal Farm; New York: Harcourt, Brace, 1954. Print.Satirical and cautionary, the tale of Animal Farm depicts the improbability of a system run for the collective good. The ideas explored in the novel add another perspective to the line of inquiry not explored in the other texts—those who take a stand can easily succumb to their own vices and take over the role of those they once fought against.
GUIDE TO CREATING YOUR OWN TEXT SETSHTTP://WWW.CCSSO.ORG/DOCUMENTS/TEXT%20COMPLEXITY/TAKE%20IT%20FOR%20A%20SPIN/INTERACTIVE%20ROADMAP%20TEMPLATE.PDFStrong text sets Weak text sets
Build student knowledge about a topic; meaningful connection to the anchor text
Texts are not related or connected across sets or they are only superficially connected
Texts are authentic, rich, and worthy of study
Only commissioned texts or textbook passages
Range of text types (literary and informational) and formats
Focused exclusively on one genre or format (unless the set is a genre study)
Text complexity levels support student achievement of the grade-level complexity demands of the CCSS*
Text complexity levels are erratic and do not support the staircase of text complexity in the CCSS
GUIDED TOUR OF PARCCSCAFFOLDEDRESEARCH SIMULATION TASK (RST)GRADE 11 SAMPLE
October 2013 PARCC
http://parcconline.org/sites/parcc/files/CombinedPBATaskGenerationModelsGrades9-11.pdf.
87
•Students begin by reading an anchor text that introduces the topic.
•EBSR and TECR items ask students to gather key details about the passage to support their understanding.
•Students read two additional sources and answer a few questions about each text to learn more about the topic, so they are ready to write the final essay and to show their reading comprehension.
•Finally, students mirror the research process by synthesizing their understandings into a writing that uses textual evidence from the sources.
UNDERSTANDING THE RESEARCH SIMULATION TASK
88
Range: Example of assessing reading across the disciplines and helping to satisfy the 70%-30% split of informational text to literature at the 9-11 grade band (Note: Although the split is 70%-30% in grades 9-11, disciplines such as social studies and science focus almost solely on informational text. English Language Arts Teachers will have more of a 50%-50% split between informational and literary text, with
informational text including literary non-fiction such as memoirs and biographies.)
Quality: The texts in this set about Abigail Adams represent content-rich nonfiction on a topic that is historically significant.
Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 11.
TEXTS WORTH READING?
89
In paragraph 8 of “Abigail Smith Adams,” Abigail Adams is called an “advocate for females.” What is the meaning of advocate for females as used in this paragraph?
a) promoter of women’s rights *b) counselor for women who lack rightsc) revolutionary demanding women’s control of
governmentd) campaigner for women running for political
office
SAMPLE MULTIPLE CHOICE ITEM #1—PART AVOCABULARY (CONNECTED TO FINAL ANALYSIS)
90
Which of Abigail Adam’s actions described in the biography best shows her being an advocate?
a) “She read any books that were available and became knowledgeable about a variety of subject matters most women never considered.”
b) “Abigail Adams supported the revolution as fervently as John, and she arguably suffered more because of it.
c) She asked Warren to petition Congress with her and request that Congress establish some laws that favor women.”*
d) “While her main focus was on her family and home, Adams remained in correspondence with several political figures…”
SAMPLE ITEM #1—PART BVOCABULARY FROM THE CONTEXT (CONNECTED TO ANALYSIS)
91
Which question below is left unanswered by the biography “Abigail Smith Adams” because insufficient evidence is provided?
a) Why did John Adams suffer less from the war than Abigail Adams did?
b) Why did Abigail Adams write a letter to Mercy Otis Warren?
c) Why did Abigail Adams ask John Adams to “remember the ladies” when creating the new nation?
d) Why did John Adams fail to respond to Abigail Adams’ pleas for better treatment of women?*
SAMPLE ITEM #2—PART AEVIDENCE
92
Which statement is true about the biography and best supports the answer to Part A?
a) The biography indicates that John Adams was often in a safer location than Abigail Adams was but never explains why she was in danger.
b) The biography indicates that John Adams respected his wife’s opinions but never explains why he agreed or disagreed with her.*
c) The biography indicates that Abigail Adams corresponded with other women but never explains why she wrote the letters.
d) The biography indicates that Abigail Adams wanted her husband to think about the treatment of women but never explains why she thought changes should be made.
SAMPLE ITEM #2—PART BCONNECTED QUESTIONS
93
Which two sentences from “Abigail Smith Adams” best support the answer to Part A?
a) “She read any books that were available and became knowledgeable about a variety of subject matters most women never considered.” (paragraph 2)
b) “From the beginning, it was she who managed their farm and took care of business so that he could devote himself to politics.” (paragraph 3)
c) “Through his letters it is clear that he trusted his wife to take care of his business matters and admired her self-sufficiency.” (paragraph 4)
d) “…Abigail Adams began to refer to their property and other affairs as her own instead of ‘ours.’” (paragraph 4)
e) “In these letters one can tell that they were close friends and often Adams advised her husband on matters of politics.” (paragraph 5)*
f) “She was an advocate for females and expressed original feminist theory, as well as insightful political thought.” (paragraph 8)*
SAMPLE ITEM #3—PART BCLAIMS AND EVIDENCE
94
Why does Abigail Adams most likely use this specific language about men?
a) to show that she believes her husband likely will not be able to convince lawmakers to include rights for women as part of the fight for independence
b) to emphasize that men have an obligation to ensure rights for women as dictated by a Supreme Being
c) to indicate that she is grateful that John Adams is fighting for independence from a government that she believes treats people, especially women, unfairly
d) to point out the similarities between the Colonies’ fight for freedom from unjust domination and women’s fight for freedom from unjust domination*
SAMPLE ITEM #4—PART BAUTHOR’S PURPOSE
95
How does paragraph 2 of Abigail Adam’s letter to her husband most strongly contribute to the text as a whole?
a) It introduces Abigail’s main argument for independence, which is discussed more thoroughly in later paragraphs.*
b) It identifies the religious principles Abigail believes the Colonies are fighting for, which are discussed more thoroughly in later paragraphs.
c) It establishes Abigail’s belief that the colonies are losing the fight for independence because those fighting do not truly understand the importance of winning, which is discussed more thoroughly in later paragraphs.
d) It demonstrates that Abigail is certain that the Colonies will be a strong country if they win the war, which is discussed more thoroughly in later paragraphs.
SAMPLE ITEM #5—PART AONE OF THE TWO CRITICAL IDEAS: INDEPENDENCE
96
In which two paragraphs of the letter are the ideas in paragraph 2 discussed more thoroughly?
a) paragraph 3b) paragraph 4c) paragraph 5d) paragraph 6e) paragraph 7f) paragraph 8
SAMPLE ITEM #5—PART BCLOSE READING
97
Which two statements best summarize Abigail’s ideas regarding the occupation of Boston, based on the letter to her husband?
a) Disease wiped out many of the residents of Boston during the occupation of their town.
b) Many of the homes that were occupied in Boston were left in better condition than expected.*
c) It is likely that another town in the Colonies will be similarly occupied in the near future.
d) Only the president’s and solicitor general’s homes were left unharmed by those who occupied Boston.
e) The people of Boston do not know whether or not they should return to their homes.
f) As long as citizens of other towns take steps to avoid what led to the occupation in Boston, they should be safe from a similar fate.*
SAMPLE ITEM #6—PART ADETAIL
98
In paragraph 7 of the letter to her husband, Abigail Adams states that “all men would be tyrants” and in paragraph 8 she states that men are “naturally tyrannical.” Which statement defines the word tyrannical correctly using the context of the letter?
a) Tyrannical can be defined as formal and ceremonious, as indicated by the words “laws which I suppose it will be necessary for you to make.” (paragraph 7)
b) Tyrannical can be defined as considerate and nurturing, as indicated by the words “more generous and favorable.” (paragraph 7)
c) Tyrannical can be defined as overbearing and oppressive, as indicated by the words “cruelty and indignity with impunity.” (paragraph 8)*
d) Tyrannical can be defined as vigilant and possessive, as indicated by the words “under your protection.” (paragraph 8)
SAMPLE ITEM #4—PART AVOCABULARY IN CONTEXT
99
Choose two quotations that best support the answers in Part A.
a) “I am fearful of the small-pox, or I should have been in before this time.” (paragraph 3)
b) “I find it has been occupied by one of the doctors of a regiment…” (paragraph 3)
c) “…some individuals discovered a sense of honor and justice, and have left rent of houses in which they were, for the owners, and the furniture unhurt, or, if damaged, sufficient to make it good.” (paragraph 4)*
d) “…whether we could rest in our own cottages or whether we should be driven from the seacoast to seek shelter in the wilderness…” (paragraph 5)
e) “Though we felicitate ourselves, we sympathize with those who are trembling lest the lot of Boston should be theirs.” (paragraph 6)
f) “They have time and warning given them to see the evil and shun it.” (paragraph 6)*
SAMPLE ITEM #6—PART BEVIDENCE
100
Which quotation from the text best reflects the meaning of “through all the gloom, I can see the rays of ravishing light and glory”?
a) “You will see in a few days a Declaration setting forth the causes which have impelled us to this mighty revolution, which will justify it…” (paragraph 1)
b) “…I am surprised at the suddenness as well as greatness of this revolution.” (paragraph 2)
c) “It is the will of Heaven that the two countries should be sundered forever. It may be the will of Heaven that America shall suffer calamities still more wasting, and distresses yet more dreadful. (paragraph 2)*
d) “I am apt to believe that it will be celebrated by succeeding generations as the great anniversary festival.” (paragraph 5)
SAMPLE ITEM #7—PART BCLOSE READING
101
What claim does President Adams make about the timing of the declaration of Independency”?
a) The declaration should have been made several months earlier, as many months of hardship were endured for no reason.
b) The declaration is being made prematurely because the Colonies are not prepared for the consequences.
c) The delay of the declaration actually worked out well, as it allowed the colonists to truly unite behind one idea.*
d) The delay of the declaration was unnecessary and can be contributed to a lack of understanding on the art of the colonists.
SAMPLE ITEM #8—PART ACLAIM; CLOSE READING
102
Which excerpt from the text best supports the answer to Part A?
a) “We might, before this hour, have formed alliances with foreign States...” (paragraph 3)
b) “Time has been given for the whole people maturely to consider the great question of independence, and to ripen their judgment, dissipate their fears, and allure their hopes…” (paragraph 4)*
c) “…by debating it in assemblies, conventions, committees of safety and inspection, in town and county meetings,…” (paragraph 4)
d) “I am well aware of the toil, and blood, and treasure, that it will cost us to maintain this declaration, and support and defend these states.” (paragraph 6)
SAMPLE ITEM #8—PART BCLOSE READING
103
Select the claim that both Abigail and Adams make in their letters and drag it into the box labeled “CLAIM.”
SAMPLE ITEM #9—PART AANALYSIS
104
Providence determines which side will win in a conflict.
It is human nature that people who have control will tend to turn toward bad behavior rather than good behavior.*
All people, regardless of gender or position, should have their rights protected.
People who have oppressed others are less likely to desire freedom than those who have not oppressed others.
CLAIM
Choose two quotations, one from each letter, that provide evidence for the claim made by both Abigail and John Adams. Drag each quotation into the appropriate box.
SAMPLE ITEM #9—PART BCLOSE READING; CONNECTING CLAIM AND EVIDENCE
105
Quotations from Abigail’s Letter to John Adams
Quotations from John’s Letter to Abigail Adams
1. “Of this I am certain, that it is not founded upon that generous and Christian principle of doing to others as we would that others should do unto us.” (paragraph 2)
5. “It is the will of Heaven that the two countries should be sundered forever.” (paragraph 2)
2. “…in the new code of laws which I suppose it will be necessary for you to make, I desire you would remember the ladies…” (paragraph 7)
6. “The people will have unbounded power, and the people are extremely addicted to corruption and venality…” (paragraph 2)*
3. “Remember, all men would be tyrants if they could.” (paragraph 7)*
7. “Time has been given for the whole people maturely to consider the great question of independence…” (paragraph 4)
4. “…regard us then as beings placed by Providence under your protection…” (paragraph 8)
8. “This will cement the union, and avoid those heats…which might have been occasioned by such a declaration six months ago.” (paragraph 4)
Evidence from John Adam’s Letter
Evidence from Abigail Adam’s Letter
9 TEXT STRUCTURES, MODES OF DISCOURSE, EXPOSITORY FORMS
n Definition: explaining the explicit and implicit meanings of a concept, topic or idea
n Description: providing details that illustrate a character, place or event
n Procedural-Sequential: relating chronological or sequential events in some order
n Synthesis: summarizing; integrating important elements of an idea, concept or topic
n Analysis: examining by breaking down the elements of an idea, topic, concept issue or theme
n Comparison: contrasting similarities and differences
n Evaluation: providing a point of view based on a set of principles or criteria; critiquing; recommending
n Problem-Solution: examining a problem and proposing a solution(s)
n Cause-Effect: identifying a cause for an event or condition and examining the effect(s)
Both John and Abigail Adams believed strongly in freedom and independence. However, their letters suggest that each of them understood these terms differently based on their experiences.
Write an essay that explains their contrasting views on the concepts of freedom and independence. In your essay, make a claim about the idea of freedom and independence and how John and Abigail Adams add to that understanding and/or illustrate a misunderstanding of freedom and independence. Support your response with textual evidence and inferences drawn from all three sources.
SAMPLE ITEM #10ANALYTICAL ESSAY: FREEDOM AND INDEPENDENCE AS DEFINED FROM TWO DIFFERENT PERSPECTIVES
107
In his letter, John Adams tells his wife that “through all the gloom, I an see the rays of ravishing light and glory.” Which paraphrase explains what Adams means by this statement?
a) Although I see the gloom (the announcement of independence), I also see the light and glory (the fighting we will have to do against Great Britain).
b) Although I see the gloom (the war we must continue to fight), I also see the light and glory (the complete independence of our new country from Great Britain).*
c) Although I see the gloom (the disgrace of declaring independence from Great Britain), I also see the light and glory (the many causes of the revolution).
d) Although I see the gloom (the hope with which independence from Great Britain was declared), I also see the light and glory (the approval of future generations).
SAMPLE ITEM #7—PART APARAPHRASE
108
Which statement accurately describes the relationship between two central ideas in the biography “Abigail Smith Adams”?
a) Abigail Adams had a significant amount of political influence for a woman of her time, and she used her influence in several ways, including trying to gain rights for women.*
b) Abigail Adams was given many opportunities to prove that women could handle the same tasks as men, and she studied a wide range of topics so that she could show that women could also be educated.
c) John Adams loved and respected his wife, and the letters they wrote each other are important because they show how a typical family was able to survive during the Revolutionary War.
d) President John Adams often called upon his wife Abigail for counsel on personal and political issues, and he encouraged her to help him determine his policy on women’s rights.
SAMPLE ITEM #3—PART ATWO CRITICAL IDEAS
109
GUIDED AND SCAFFOLDED TEXT SETSCLOSE READING UNITSGUIDED RESEARCH UNITS
Juried materials that meet text complexity standards
Thematically related
Provide a context and theme
Some provide precise lessons (MCU and LDC)
Others (Odell and CSSOO) provide a theme and juried text sets that a teacher can shape
PARCC provides an assessment which you can use to teach in your classroom.
Other un-juried: New York Times provide weekly paired texts ELA, science, and social studies.
ACHIEVE THE CORE (K-12)
WWW.ACHIEVETHECORE.ORG• The Shifts in Practice
Short video about the process of creating the Common Core
• Close Reading Model Lessons in ELA, History/Social Studies with both informational and literary texts
Close Reading Model Lessons.Tools, sample texts in thematic units.For example: The Glorious Whitewasher from The Adventures of Tom Sawyer by Mark Twain (with mini-assessment)Grade 7 fiction.
• Text Complexity CollectionThis collection includes both academic research on text and qualitative and quantitative tools to assess texts
• MathFind, steal, and share free Common Core tools.
• Common Core Shifts at a GlanceThe Common Core Shifts at a Glance.
California Performance Assessments
Grades 1, 4, 7 and 9; 1-2 day ELA and Math CC lessons that have been implemented with texts, graphic organizers, alignment, and handouts for assessment.
http://cep01.managed.contegix.com/display/SAI/CORE+ELA+Performance+Assessment++Modules/
CORE PERFORMANCE ASSESSMENTS
Provide some units for ELA and Math
Provide good examples of teacher and student instructions
Include writing to text modules in ELA
NEW YORK TIMES
Text to Text | ‘The Book Thief’ and ‘Auschwitz Shifts From Memorializing to Teaching’
Teaching ideas based on New York Times content.
See all in Language Arts, Social Studies, Science lesson plans »
Over the years we have written extensively about the Holocaust, and linked in our lessons to just a tiny fraction of the thousands of articles on the topic that can be found in The Times’s archives.
For this edition of our new Text to Text series, we are focusing on just one Times article, paired with one powerful literary passage from the often-taught 2005 work “The Book Thief.”
CLASS TWO: WRITING A POLISHED ARGUMENT: WRITING, REVISING,
PEER REVIEW, PUBLISHING
