1. 1 Training for the New Georgia Performance Standards Day 2: Unpacking the Standards

2. Georgia will lead the nation in improving student achievement. 2 Module Overview: Day Two  Introduction  Reviewing the Homework  Unpacking the Standards  Summary and Follow-UP Work

3. Georgia will lead the nation in improving student achievement. 3 Day Two Objectives 1.Describe and apply Stage 1 of the Standards Based Education process to unpack the GPS. 2.Develop, for specific standards, the big ideas, enduring understandings, essential questions, and what students should know and be able to do (unpack the standards).

4. Georgia will lead the nation in improving student achievement. 4 The Reading Standards  RL 1 Demonstrates compr…identifying evidence…using evidence for interp.  RL2 Identifies, analyses, and applies knowledge of theme as evidence of understanding.  RL3 Relates literary works to contemporary context and/or historical background.  RL4 Employs writing to demonstrate comprehension of literary genres.  RL5 Uses new vocab in reading and writing.  RC1 25 books  RC2 Discussion related to content reading  RC3 New content vocabulary  RC4 Putting reading in context

5. Georgia will lead the nation in improving student achievement. 5 The Writing, Conventions, and Listening/Speaking/Viewing Standards  W1 Organization, structure, and context  W2 Competence in a variety of genres  W3 Research and technology to support writing  W4 Timed and process writing  C1 Standard English usage and mechanics  C2 Manuscript form  LSV1 Verbal interactions: S-T; S-S; Group  LSV2 Reasoned judgments about written and oral comm

6. Georgia will lead the nation in improving student achievement. 6 Standards Based Education Model Stage 1: Stage 2: Stage 3:

7. Georgia will lead the nation in improving student achievement. 7 Standards Based Education Model GPS Stage 1: Design Desired Results Stage 2: Design Balanced Assessments Stage 3: Make Instructional Decisions Standard Element All Above Tasks Student Work Teacher Commentary All Above

8. Georgia will lead the nation in improving student achievement. 8 The Process of Standards Based Education: Stage One STANDARD and ELEMENTS  big ideas  enduring understandings  essential questions  what students should know and be able to do 

9. Georgia will lead the nation in improving student achievement. 9 Big Ideas  What are the big ideas: core concepts, skills, and processes at the heart of this standard?  Is this concept, skill, or process addressed in more than one standard... in more than one strand?  Is this a concept, skill, or process that will be addressed in multiple units throughout the course?  Can this concept, skill, or process be highlighted in the standard, critical component, and/or element?

10. Georgia will lead the nation in improving student achievement. 10 Big Ideas  Examples of core concepts: theme, genre, American Dream  Examples of core skills or processes: analysis, interpretation, comparing and contrasting, classifying

11. Georgia will lead the nation in improving student achievement. 11 Enduring Understandings  Enduring understandings always begin with “The student will understand that...”  Enduring understandings may be “overarching” and apply to an entire course, or “topical” and apply to a particular unit of instruction.  Enduring understandings incorporate two or more big ideas into statements specifying what the student will understand as a result of a unit or course of instruction.

12. Georgia will lead the nation in improving student achievement. 12 Enduring Understandings: Bad to Best “Students will understand the poetry.” –Bad: what should they understand? “Students will understand figurative language in poetry.” –Better: narrows the focus but still does not state what insights we want students to leave with. “Students will understand that a writer uses similes to create meaning in a poem by comparing two unlike things—one whose characteristics are easily understood, and the other whose characteristics must be discerned.” –Best: Summarizes intended insight, helps students and teachers realize what types of learning activities are needed to support the understanding.

13. Georgia will lead the nation in improving student achievement. 13 Enduring Understandings: Overarching (Course) and Topical (Unit)—We Need Both!  Overarching: More abstract and general; relate to many units of study in a course –EX: Students will understand that evidence is used to make meaning out of a text: to support literal reading, underlying meaning, and universal application/theme.  Topical: More specific; related to a single unit –EX: Students will understand that the diction and selection of details employed by a poet impacts both the meaning of and our affective reaction to that text.

14. Georgia will lead the nation in improving student achievement. 14 Developing Essential Questions Essential Questions  Are big, open-ended  Examine how (process) and why (cause and effect) Consider various levels in Bloom’s taxonomy  May be overarching (course), topical (unit), or more specific (lesson)  Use language appropriate to students  Can be used as organizers for a course or a unit, making the “content” answer the questions  Sequence so they lead naturally from one to another  Can be shared with other teachers

15. Georgia will lead the nation in improving student achievement. 15 Developing Essential Questions  Course: “How are universal themes* related to the American experience depicted in works of American literature across time periods* and genres*?”  Unit: “How are the universal themes* related to American individualism* and the American dream* depicted in the letters, speeches, sermons, essays, and poetry of the Puritan period?”  Lesson: “How does Jonathan Edwards use diction*, imagery*, and figurative language* to express his ideas about American individualism* and/or the American dream* in “Sinners in the Hands of an Angry God?” * Big Ideas

16. Georgia will lead the nation in improving student achievement. 16 Big Ideas, Enduring Understandings, & Essential Questions Big ideas: –theme/underlying meaning; evidence, diction/word choice, figurative language Enduring Understandings: –Students will understand that an examination of the diction, figurative language, and imagery in a text provides concrete evidence to support the themes or underlying meanings of a work of literature. Essential questions: –How does an author create meaning in a text? –How does an author use diction, figurative language, and imagery in a poem to create theme or underlying meaning?

17. Georgia will lead the nation in improving student achievement. 17 How does David Bottoms use diction, figurative language, and imagery in “Sign for My Father, Who Stresses the Bunt” to create theme or underlying meaning? Sign for My Father, Who Stressed the Bunt On the rough diamond, the hand-cut field below the dog lot and barn, we rehearsed the strict technique of bunting. I watched from the infield, the mound, the backstop as your left hand climbed the bat, your legs and shoulders squared toward the pitcher. You could drop it like a seed down either base line. I admired your style, but not enough to take my eyes off the bank that served as our center-field fence. Years passed, three leagues of organized ball, no few lives. I could homer into the garden beyond the bank, into the left-field lot of Carmichael Motors, and still you stressed the same technique, the crouch and spring, the lead arm absorbing just enough impact. That whole tiresome pitch about basics never changing, and I never learned what you were laying down. Like a hand brushed across the bill of a cap, let this be the sign I'm getting a grip on the sacrifice. --David Bottoms

18. Georgia will lead the nation in improving student achievement. 18 Knowledge and Skills: What Students Should Know and Be Able to Do Facts Concepts Generalizations Rules, laws, procedures KNOWLEDGE (declarative) Skills Procedures Processes SKILLS (procedural)

19. Georgia will lead the nation in improving student achievement. 19 What Students Should Know and Be Able to Do  Specific performance criteria stating what students should know and be able to do for each course are located at the element level of the standards.  Instruction is designed to provide every student with the opportunity to acquire the knowledge and develop the skills specified in the performance criteria.  Acquisition of this knowledge and these skills enables a student to answer first the lesson essential questions, then the unit essential questions, and ultimately the course essential questions.  As students answer the essential questions, they provide evidence of understanding.  Assessments are designed to measure the extent to which a student has acquired knowledge and skills, can answer essential questions, and has achieved understanding.

20. Georgia will lead the nation in improving student achievement. 20 Standards and Elements Cannot be Separated ELA10RL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the Grade Ten reading list. The student identifies and analyzes elements of poetry and provides evidence from the text to support understanding; the student: a.Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning. i. sound: alliteration, end rhyme, internal rhyme, consonance, assonance ii. form: lyric poem, narrative poem, fixed form poems (e.g., ballad, sonnet) iii. figurative language: personification, imagery, metaphor, simile, synecdoche, hyperbole, symbolism

21. Georgia will lead the nation in improving student achievement. 21 Unpacking Standards: Putting Our Heads Together