1. Expectations for the High School English Classroom : Standards and Frameworks
Shelby County Schools
Cordova High School
District Learning Day
August 5, 2015

2. Norms Be present and engaged.
Be respectful of differences in perspective while challenging each other productively and respectively.
Monitor “air time.”
Make the most of the time we have.
Stay focused on students.
Keep this slide – do not alter
We will adhere to the following norms.

3. Objectives
Know
The CCR expectations for student learning across grade levels
Student reading readiness is supported through appropriate grade-level instruction and curricular documents
Understand
The knowledge, skills, and habits students need to meet college and career readiness expectations Do
Utilize District curriculum guides, pacing charts, and textbook resources to plan instruction effectively
Utilize instructional tools that will enhance students’ instructional practices
Please inform participants we will be using the learning objectives: KUDo
Know
Understand, and Do
KUDOS
Please emphasize the “Do” of the Objectives. You will using student essays from the State website, TNCore.org. You will also be using the State rubrics. At this time we are going to follow the State’s lead on research-based literacy strategies and practices and refer to the School Team Training Series (STTS) that outlines the work of Drs. Karen Harris and Steve Graham for SRSD (Self Regulated Strategy Development). 3

4. A closer look into the standards and SCS Curriculum Maps
How do the SCS ELA Curriculum Maps ensure that teachers will be planning instruction around the CCR standards?
A closer look into the standards and SCS Curriculum Maps

5. Instructional Shifts
Building knowledge through content-rich nonfiction and informational texts.
Reading and writing grounded in evidence from the text, both literary and informational.
3. Regular practice with complex text and its academic vocabulary.
Read the slide.
Then, say:
The Common Core State Standards for English Language Arts and Literacy build on the best of existing standards and reflect the skills and knowledge students will need to succeed in college, career, and life. Understanding how the standards differ from previous standards—and the necessary shifts they call for—is essential to implementing the standards well.
ELL Proficiency Standards

6. TNDOE Curriculum Standards
Based on the Common Core State Standards
Before we dig into the curriculum, it is important to note that our SCS curriculum is based on the TN DOE Curriculum Standards, and they are based on the Common Core State Standards. These are the standards that will be assessed on the spring TNReady assessments for grades 3 and up..

7. ELA Standards and Strands
The standards for ELA are divided into five strands for high school ELA:
Reading: Literature (RL)
Reading: Informational Text (RI)
Reading: Foundational Skills (K-5) (RF)
Writing (W)
Speaking and Listening (SL)
Language (L)
- See more at:
The standards for ELA are divided into five strands for high school ELA:
Reading: Literature (RL)
Reading: Informational Text (RI)
Writing (W)
Speaking and Listening (SL)
Language (L)
The full set of standards can be found on the tn.gov website.

8. ELA Standards and Strands
The standards for ELA are divided into five strands:
Reading: Literature (RL)
Reading: Informational Text (RI)
Reading: Foundational Skills (K-5) (RF)
Writing (W)
Speaking and Listening (SL)
Language (L)
- See more at:
Today, and because of time restrictions, we are going to concentrate on the strands, Reading Literature and Reading Informational Text (RI).

9. Reading Standards for Literature
Key Ideas and Details 9-10
Key Ideas and Details 11-12
1. Cite strong and thorough textual evidence to support analysis of what the text says explicit-ly as well as inferences drawn from the text
1. Cite strong and thorough textual evidence to support analysis of what the text says explicit-ly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
First, Let’s address the Reading Standards for Literature.
Using the CCR Standards for reading literature, note the additional rigor for the key ideas and details.

10. Reading Standards for Literature
Key Ideas and Details 9-10
Key Ideas and Details 11-12
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
What are some of the skills that are vertically aligned?
Be sure to inform participants of the commonalities between the RL and RI standards. For example, Rl.9.1 states to cite strong textual evidence to support analysis of ….This language is common between the RL.9.1 (slide 10) and RI.9.1 (slide 15) under key ideas and details . This is true for many of the RL and RI standards...LSN

11. Reading Standards for Literature
Key Ideas and Details 9-10
Key Ideas and Details 11-12
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Again, for standard #3, how are the standards vertically aligned between 9-10 and 11-12?
Discuss.

12. Activity: Standards – Vertical Alignment
Handouts using TNCore.org CCR Standards
You have seen the alignment between the Literature Standards for Key Ideas and Details for 9-10 and
See the handout showing the comparison between the Literature Standards for Craft and Structure.
With a partner, highlight the likenesses and the differences between these two grade levels of standards.
Briefly share out some of the responses.
Give everyone a handout. It will look similar to slide 13.

13. Reading Informational Text
Let’s look at the same process for -
Reading Informational Text

14. Reading Informational Text
English Standards 9-10
English Standards 11-12
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Key Ideas and Details
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.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

15. Reading Standards - Informational Text
Key Ideas and Details 9-10
Key Ideas and Details 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.
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.
First, Let’s address the Reading Standards for Literature.
Using the CCR Standards for reading literature, note the additional rigor for the key ideas and details.

16. Reading Standards for Literature
Key Ideas and Details 9-10
Key Ideas and Details 11-12
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
What are some of the skills that are vertically aligned?

17. Reading Standards for Literature
Key Ideas and Details 9-10
Key Ideas and Details 11-12
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Again, for standard #3, how are the standards vertically aligned between 9-10 and 11-12?
Discuss.

18. Activity: Standards – Vertical Alignment
Handouts using TNCore.org CCR Standards
You have seen the alignment between the Literature Standards for Key Ideas and Details for 9-10 and / RL and RI.
See the handout showing the comparison between the Literature Standards for Craft and Structure.
With a partner, highlight the likenesses and the differences between these two grade levels of standards.
Briefly share out some of the responses.
Give everyone a handout. It will look similar to slide 19.

19. Reading Standards for Literature
Craft and Structure 9-10
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
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. (Include Shakespeare as well as other authors.) 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
This frame is for your use during Activity time.

20. How do the SCS ELA Curriculum Maps ensure that teachers will be planning instruction around the CCR standards?
Where to find the SCS Curriculum Documents: Pacing Guides and Curriculum Maps

21. Go to the main SCS webpage and click on View Site Directory
English Language Arts
Go to the main SCS webpage and click on View Site Directory

22. Click on English Language Arts

23. Pacing Guide for High School English I – Quarter 1
Weekly Tracker
Classroom Text and Tasks:
Weeks 1-3
Texts:
Grade 9-10 | Steve Jobs ( , Phase 3) Task | Text 1 | Text 2 | Text 3 | Scoring Guide (TNCore.org)
Week 1 – Formative Assessment
Week 2 – Close Reading Strategy
Central Idea in Nonfiction, p. 7
Reading/annotating Steve Jobs texts from
Summarize “Jobs” texts
Week 3 –
“Ain’t I a Woman”
Close Read – “Ain’t I a Woman”
Elements of Fiction and Nonfiction, p. 4
Comparing Point of View, p.80
Literary Analysis, p.84
Routine Writing, p.93
Routine Writing
Text-dependent questions
Whole group/small group discussions
Accountable Talk
This is similar to the first part of the first page of the latest curriculum documents – this being the Pacing Guide.

24. Steve Jobs. Analytic Summary. www.tncore.org
Week 4
Writing Workshop
Performance Tasks:
Steve Jobs. Analytic Summary.
You have read “Tim Cook’s Speech at Steve Jobs Memorial.” Now determine Cook’s purpose. Write an essay that summarizes and analyzes how he uses rhetoric to advance his purpose. Be sure to cite strong and thorough evidence from the text to support your analysis. Follow the conventions of standard written English.
2. To enforce the Organization/Focus component of the TN Ready Rubric, have students write a Memoir.
Weeks 5-7
Week 5 –
“Checkouts”, p. 83
Elements of Fiction and Nonfiction, p. 4
Theme in Fiction, p. 8
Comparing Point of View, p.80
Literary Analysis, p.84
Routine Writing, p.93
Week 6 –
“The Girl Who Can”, p. 86
Teachers will have a copy of this document, so we will not use more than two Ppt frames for this portion. This is the second part of the Pacing Guide

25. Texts: “Tim Cook’s Speech at Steve Jobs Memorial” “The Genius of Jobs”
ENGLISH I – Quarter 1
Curriculum Guide,
Weeks 1-3; Module 1
Texts: “Tim Cook’s Speech at Steve Jobs Memorial”
“The Genius of Jobs”
“The Steve Jobs Way”
Big Idea: How do the tasks of reading and writing help us connect to the real world?
This looks similar to the top of the latest Curriculum Map

26. Building knowledge through content-rich nonfiction
Building knowledge through content-rich nonfiction
and
Reading Complex Texts
CC Literature and Informational Text(s)
RI.10.1 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.
RI Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
CC Literature and Informational
Model the “how to” of an Analytic Summary
The analytic summary is intended to give the student the opportunity to identify the speaker’s purpose for the given speech and how that purpose is conveyed through the use of rhetoric.
Literary Analysis
Central Idea
A student’s ability to identify both a viable central idea from the given text and key evidence from the text that supports that idea.
Theme
A student’s ability to identify a theme or concept shared by the subject of associated texts in order to analyze how the texts address that related theme or concept.
Literacy Strategy
The Writing Organizer – POW/POW-TIDE   
Reading Skill
Close Reading  
Pearson CCRS Literature, Informational Text(s), and other selections.
TNCore.org at
Text
Text 1: “Tim Cook’s Speech at Steve Jobs Memorial” by Chloe Albanesius
• Text 2: “The Genius of Jobs” by Walter
Isaacson
• Text 3: “The Steve Jobs Way” by Jon
Katzenbach
The Analytic Summary :
To incorporate TN Ready into the lesson, the concept of an analytical summary comes from the Anchor Standards-
 Reading #2
Close Reading
Author’s Purpose
This looks similar to the next part of the latest Curriculum Maps -
The three main divisions are:
College and Career Ready Standards
SKILL FOCUS
CONTENT
They are all with white background

27. Activity Think about: 1. Your favorite text for your grade level
2. What draws you to this text?
3. What standards can be taught with this text?
Briefly share out responses
ACTIVITY TIME
Follow this slide. No real explanations here. Allow teachers time to share out their responses.

28. Resources available to you
Where can I find resources to support me in developing close reading lessons?
Resources available to you

29. Our Primary Resource
Our Prentice Hall Literature Textbooks – this shows 9th and 11th.

30. This is the online resource that coordinates with the textbook
This is the online resource that coordinates with the textbook. The textbook is set up in units. One can click on the page or click on the unit as seen on the left hand side of the page.

31. Each unit is focused on a BIG Idea: (e. g
Each unit is focused on a BIG Idea: (e.g.), Can progress be made without conflict?

32. The Teachers Edition has many helpful guides including the common core standards inserted with each text selection or text set.

33. There are also Common Core inserts such as Literary Analysis Workshop: Short Story.

34. 9th and 10th grade texts have examples of close readings centered around literary terms and skills such as Character Development and Story Structure. These teacher helpers are there you to model to your students what they must know and be able to do.

35. Each selection has a section titled “Critical Thinking”
Each selection has a section titled “Critical Thinking”. This section offers several questions where students can practice “citing evidence” as they find their answers.

36. Each unit also includes a variety of assessments, timed writings, and graphic organizers.

37. How are the standards, the curriculum documents, and the resources
connected?
THE CONNECTION

38. Literature Text Selection
In using the standards, the curriculum documents, and the resources that are available to teachers, let’s start connecting the components of effective lesson planning.
Let’s start with the Text Selection, “The Necklace”.

39. Literature “The Necklace” – by Guy de Maupassant
We will use the text selection, The Necklace by Guy de Maupassant.

40. Literature “The Necklace” – by Guy de Maupassant Literary Analysis-
With this story, we would like to do some critical thinking through literary analysis.

41. Literature “The Necklace” – by Guy de Maupassant
Literary Analysis- Characterization
This is a good selection to examine “Characterization” and characterization over time.

42. 9-10 Standard - Key Ideas and Details
Literature
“The Necklace” – by Guy de Maupassant
Literary Analysis- Characterization
9-10 Standard - Key Ideas and Details
Since this selection is from the 9th grade textbook, let’s look for an alignment with the standards, Key Ideas and Details.

43. 9-10 Standard - Key Ideas and Details
Literature
“The Necklace” – by Guy de Maupassant
Literary Analysis- Characterization
9-10 Standard - Key Ideas and Details
RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
The standard that best fits this story is:
RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

44. 9-10 Standard - Key Ideas and Details
Literature
“The Necklace” – by Guy de Maupassant
Literary Analysis- Cause and Effect
9-10 Standard - Key Ideas and Details
RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
A second part to literary analysis is cause and effect, or how the character develops over the course of a tet.

45. ACTIVITY
What other skills can be assessed though this standard? Turn and Talk
RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
What other skills can be assessed through this standard?
Give participants a couple of minutes to discuss.

46. 9-10 Standard - Key Ideas and Details
Literature
“The Necklace” – by Guy de Maupassant
Literary Analysis- Characterization
Cause and Effect
9-10 Standard - Key Ideas and Details
RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
What else might be included with this lesson planning for this skill?

47. Reflection What resonated with you?
What is similar to your current practice?
What is different than your current practice?
What are you going to change as a result?
Let’s take a moment to step back and look at today’s learning.
At this point in the presentation, please reflect on the following:
What resonated with you?
What is similar to your current practice?
What is different than your current practice?
What are you going to change as a result?

48. The Class-time Planner
What instructional tools will I utilize to enhance students’ instructional practices
Introduce the frame and hand out the Class-Time planner to Participants
The Class-time Planner

49. Class “TIME” Planner – _________________
Knowledge and Skills –
Reading Literature –
Writing –
Speaking and Listening-
Language-
Graphic Organizers / Handouts / Materials
Whole Group-”I Do”
Small Group-
”We Do”
Flexible Group – “They Do”
Whole Group – “You do independently”
 Assessment
Closure
Say:
We are going to continue using this template to help us visualize the instruction for an appropriate grade level text.
(9th grade – Ain’t I a Woman
10th grade – My Mother Never Worked
11th grade (and 12th) – The Story of an Hour)
Let’s fill in this template for our grade level and see how we can use our resources to plan instruction.

50. Class “TIME” Planner – Knowledge and Skills – Reading Literature –
Writing –
Speaking and Listening-
Language-
Graphic Organizers / Handouts / Materials
Whole Group-”I Do”
Small Group-
”We Do”
Flexible Group – “They Do”
Whole Group – “You do independently”
 Assessment
Closure
For example, what grade level should go on this planning tool?

51. Class “TIME” Planner – English I
Knowledge and Skills –
Reading Literature –
Writing –
Speaking and Listening –
Language-
Graphic Organizers / Handouts / Materials
Whole Group-”I Do”
Small Group-
”We Do”
Flexible Group – “They Do”
Whole Group – “You do independently”
 Assessment
Closure
Let’s fill in this template for our grade level and see how we can use our resources to plan instruction.

52. Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature –
Writing -
Speaking and Listening-
Language-
Graphic Organizers / Handouts / Materials
Whole Group-”I Do”
Small Group-
”We Do”
Flexible Group – “They Do”
Whole Group – “You do independently”
 Assessment
Closure
We are going to continue using this template to help us visualize the instruction for an appropriate grade level text.
9th grade – Ain’t I a Woman

53. Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature –
Writing –
Speaking and Listening-
Language-
Graphic Organizers / Handouts / Materials
Whole Group-”I Do”
Small Group-
”We Do”
Flexible Group – “They Do”
Whole Group – “You do independently”
 Assessment
Closure
RI Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Next, under READING LITERATURE – use this standard:
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

54. Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature –
Writing – Objective Summary
Speaking and Listening-
Language-
Graphic Organizers / Handouts / Materials
Whole Group-”I Do”
Small Group-
”We Do”
Flexible Group – “They Do”
Whole Group – “You do independently”
 Assessment
Closure
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Students will be writing an objective Summary

55. Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature –
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language-
Graphic Organizers / Handouts / Materials
Whole Group-”I Do”
Small Group-
”We Do”
Flexible Group – “They Do”
Whole Group – “You do independently”
 Assessment
Closure
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Speaking and Listening will be Accountable Talk in the classroom – students discussing the text and the teacher recording the conversation.

56. Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature – Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language- The students’ writing will illustrate consistent and sophisticated command of precise language, domain-specific vocabulary, and literary techniques appropriate to the task, that illustrates sophisticated command of syntactic variety for meaning and reader interest while utilizing utilizing sophisticated and varied transitional words and phrases that effectively establishes and maintains a formal style and an objective tone.
Graphic Organizers / Handouts / Materials
Whole Group-”I Do”
Small Group-
”We Do”
Flexible Group – “They Do”
Whole Group – “You do independently”
 Assessment
Closure
Language- The students’ writing will illustrate consistent and sophisticated command of precise language, domain-specific vocabulary, and literary techniques appropriate to the task, that illustrates sophisticated command of syntactic variety for meaning and reader interest while utilizing utilizing sophisticated and varied transitional words and phrases that effectively establishes and maintains a formal style and an objective tone.

57. Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature – Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language- The students’ writing will illustrate consistent and sophisticated command of precise language, domain-specific vocabulary, and literary techniques appropriate to the task, that illustrates sophisticated command of syntactic variety for meaning and reader interest while utilizing utilizing sophisticated and varied transitional words and phrases that effectively establishes and maintains a formal style and an objective tone.
Graphic Organizers – web for main idea/theme and supporting detail(s)
Handouts
Materials
Whole Group-”I Do”
Small Group-
”We Do”
Flexible Group – “They Do”
Whole Group – “You do independently”
 Assessment
Closure
Have teachers to go to the Graphic Organizer section of the Class Time Planner
Graphic Organizers – web for main idea/theme and supporting detail(s)

58. Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature – Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language- The students’ writing will illustrate consistent and sophisticated command of precise language, domain-specific vocabulary, and literary techniques appropriate to the task, that illustrates sophisticated command of syntactic variety for meaning and reader interest while utilizing utilizing sophisticated and varied transitional words and phrases that effectively establishes and maintains a formal style and an objective tone.
Graphic Organizers – web for main idea/theme and supporting detail(s)
Handouts – Ain’t I a Woman text
Materials
Whole Group-”I Do”
Small Group-
”We Do”
Flexible Group – “They Do”
Whole Group – “You do independently”
 Assessment
Closure
Now, add in the handouts – example, Ain’t I a Woman text

59. Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature – Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language- The students’ writing will illustrate consistent and sophisticated command of precise language, domain-specific vocabulary, and literary techniques appropriate to the task, that illustrates sophisticated command of syntactic variety for meaning and reader interest while utilizing utilizing sophisticated and varied transitional words and phrases that effectively establishes and maintains a formal style and an objective tone.
Graphic Organizers – web for main idea/theme and supporting detail(s)
Handouts – Ain’t I a Woman text;
What is Objective
Summary?
Materials
Whole Group-”I Do”
Small Group-
”We Do”
Flexible Group – “They Do”
Whole Group – “You do independently”
 Assessment
Closure
Add in What is Objective Summary (This is from CLIP 3)

60. Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature – Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language- The students’ writing will illustrate consistent and sophisticated command of precise language, domain-specific vocabulary, and literary techniques appropriate to the task, that illustrates sophisticated command of syntactic variety for meaning and reader interest while utilizing utilizing sophisticated and varied transitional words and phrases that effectively establishes and maintains a formal style and an objective tone.
Graphic Organizers – web for main idea/theme and supporting detail(s)
Handouts – Ain’t I a Woman text;
What is Objective
Summary?
Materials – highlighters, Post-it notes,
Whole Group-”I Do”
Small Group-
”We Do”
Flexible Group – “They Do”
Whole Group – “You do independently”
 Assessment
Closure
What materials will you need – highlighters, post-it notes.

61. Class “TIME” Planner – English I
Knowledge and Skills – Ain’t I a Woman
Reading Literature – Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Writing – Objective Summary
Speaking and Listening- Classroom Accountable Talk
Language- The students’ writing will illustrate consistent and sophisticated command of precise language, domain-specific vocabulary, and literary techniques appropriate to the task, that illustrates sophisticated command of syntactic variety for meaning and reader interest while utilizing utilizing sophisticated and varied transitional words and phrases that effectively establishes and maintains a formal style and an objective tone.
Graphic Organizers – web for main idea/theme and supporting detail(s)
Handouts – Ain’t I a Woman text;
What is Objective
Summary?
Materials – highlighters, Post-it notes,
Whole Group-”I Do”
Small Group-
”We Do”
Flexible Group – “They Do”
Whole Group – “You do independently”
 Assessment
Closure
Now, have teachers to start thinking about the mini-lessons they will need to do in Whole Group – explicit teaching.

62. Password: readandwrite
Our SCS weebly also contains close reading lessons for trade books that were purchased for all classrooms several years ago.
Password: readandwrite

63. Resources from the TDOE
The TNCore website
Instructional resources –units, tasks, close reading lessons
Assessment resources—writing prompts, scored papers, scoring rubrics
Username: tneducation
Password: fastestimproving
And, as you can see, the Tennessee Department of Education has a wealth of resources on their TNCore website.

64. Additional Resources
(close reading lessons, lesson plans on hundreds of stories)
(short text selections on a variety of topics and at a variety of complexity levels)
(searchable database with thousands of articles at all complexity levels)
Here are some additional resources where you can find lesson plans…..

65. Closing
Turn to a partner and explain how you will know the student has made the connection between the standards and the text?
This is a short closing activity for this session.

66. Revisit Objectives How did we do? Do you now… Know
The CCR expectations for student learning across grade levels
How to support student reading readiness through appropriate grade-level instruction and curricular documents
Understand
The knowledge, skills, and habits students need to be successful with grade level tasks Do
Utilize District curriculum guides, pacing charts, and textbook resources to plan instruction effectively
Utilize specific instructional strategies that will enhance students’ instructional practices
Let’s go back and revisit the Objectives for this session.
Do you know……………
Do you understand…………….
Will you be able to…………………….

67. Next steps and activities for follow up
With your school’s instructional team, plan out a module of instruction using the standards, curriculum documents, and available resources.
Collect student work from the lesson and be prepared to share with colleagues in PLC meetings and future PD sessions.
Here are your next steps……………

68. Reflection: One minute paper on post-it
Jot down your “Take-Aways”
Consider what you need to know and be able to do to successfully implement what you have learned in this session.
What is still unclear?
What professional development or additional resources do you need?
Presenters please collect post-it notes at the end of each session.
Prepare an analysis of the responses and be prepared to share out in DLD debrief.

69. Contact
Fonda Booker – Visit us on our weebly: Password: readandwrite